• 대한지구과학교육학회지
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• 제6권1호
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• 대한공업교육학회지
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• 제33권2호
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• pp.120-136
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• 2008

로봇과 같은 물리적인 객체와 교육용 프로그래밍 언어를 통합한 실체적 프로그래밍 지원 도구는 일반적인 문제해결력 신장 뿐 아니라, 창의적 사고 발현에 유용한 도구이다. 즉, 학습자가 설계한 문제해결과정을 가상의 시뮬레이션이 아닌 물리적 객체를 통해 시뮬레이션 하는 경험을 제공해 줌으로써, 사전지식이나 문제해결과정에 대한 고정관념을 최소화할 수 있는 기회를 제공한다. 이러한 경험은 새로운 해법을 꾸준히 탐색하고 능동적으로 환경을 변경하고자 하는 창의적 사고 유발에 효과적이다. 따라서 본 연구에서는 로봇을 활용한 프로그래밍 교수 학습 프로그램을 개발하여 이를 대학교 프로그래밍 입문 과정의 초보 학습자들에게 적용하였고, 로봇 활용 프로그래밍 학습이 학습자들의 창의적 문제해결성향 증진에 유의미한 영향을 주었음을 확인하였다. 특히 창의적 문제해결성향을 구성하는 3가지 하위요인 중 인지적 요인이 통제집단에 비해 유의미하게 높게 나타났다. 인지적 요인은 일반적인 문제해결력 뿐 아니라 창의성을 설명하는 문제인지 및 표상, 확산적 사고 등의 개념을 포함하고 있다. 따라서 이러한 결과는 로봇 활용 실체적 프로그래밍 학습이 학습자의 창의적 문제해결력 향상에 긍정적인 요인으로 작용할 수 있음을 의미한다. 또한 집단별 사전 사후 창의적 문제해결성향 향상 정도를 분석한 결과, 로봇 활용 프로그래밍 학습 집단은 인지적 요인, 정의적 요인, 지식구성 요인 모두에서 유의미한 향상을 보였다. 이러한 결과는 로봇 프로그래밍 학습을 위한 교수 전략들이 문제해결력 뿐 아니라, 동기와 같은 정의적 요인 모두에 유의미한 영향을 끼친 것으로 해석할 수 있다.

• 영재교육연구
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• 제10권1호
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

• 유통과학연구
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• 제18권8호
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• pp.65-74
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• 2020

Purpose: The purpose of study is to examine the effects of design thinking-based programs on creative potential, creativity and innovation behavior, as well as the mediating effect of creative potential and creativity. Research design, data and methodology: The study was conducted through a four-step process. First, the previous studies were investigated. Second, a total of three experts were reviewed to improve and supplement the program. Third, a workshop-based design thinking program was conducted four times. Fourth, the effectiveness of the program was reviewed through data analysis. Results: The design thinking-based program was found to have a statistically positive effect on creative potential, creativity, and innovation behavior. As another hypothesis of this study, by applying the design thinking-based program, it was statistically confirmed that creative potential has a direct, indirect effect, and a mediating effect on innovation behavior. Conclusions: These results provide usability for design thinking in terms of direction for creativity-based creative problem solving and innovation. Finally, design thinking can be used to develop and utilize new services and discover new ideas, especially improve the competitiveness of the company. In addition, it means that the level of innovation action can vary depending on the level of the individual's creative potential.

• 한국컴퓨터정보학회논문지
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• 제21권9호
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• pp.165-176
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• 2016

This study developed the learning ability-based smart education program. The effectiveness of the developed materials was investigated using the quantitative-qualitative mixed method, and the process and results of the investigation are as follows. The quantitative investigation was conducted using the non-equivalent pretest-posttest design, in which the smart education method was applied to the experimental group, while the conventional education method was applied to the control group to analyze students' creative problem-solving potential, task concentration, and the variables required for the learning activity. The results showed significantly higher performance in the experimental group over the control group. Regarding data collection in the qualitative investigation, an analysis of the class from the instructor and class consultation logs from the class analyst were collected; the comments on the experience of each class period were collected from students. The results of the analysis of the data suggest that the perception of smart education improved for the instructor, class analyst, and learners as the course progressed.

• 컴퓨터교육학회논문지
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• 제12권1호
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• pp.33-44
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• 2009

본 연구에서는 중학생의 알고리즘 학습을 효과적으로 지원하기 위한 도구로 교육용 로봇을 선택하고 로봇의 활용 효과를 최대화하기 위한 교수 학습 프로그램을 개발하였다. 해당 프로그램은 알고리즘 학습에 대한 내적 동기 유발 및 창의적 문제해결력 향상을 위한 교수 학습 전략을 반영하여 구성하였으며, 중학교 학습자의 인지적 발달 특성과 알고리즘 학습을 처음 접하는 초보 학습자라는 특성을 반영하였다. 개발한 프로그램을 실제 중학교 학습자들에게 적용한 결과, 로봇 활용 알고리즘 학습을 수행한 집단이 일반 프로그래밍 언어를 활용한 알고리즘 학습을 수행한 집단에 비해 내적 동기와 창의적 문제해결성향이 유의하게 높게 나타났음을 확인하였다. 이러한 연구 결과는 향후 새로운 교육과정이 시행될 경우, 중학생의 알고리즘 학습을 위한 교수 학습 도구의 선정 및 교수 학습 설계에 유용한 방향을 제공해 줄 수 있을 것이다.

• 한국과학교육학회지
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• 제22권1호
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• pp.158-175
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• 2002

In the present study we have compared and analyzed three different measures of creativity in 135 gifted and 161 normal students to understand the nature of creativity and to propose the guideline for measuring creativity. The instruments used to measure creativity in this study are the Torrance Test of Creativity Thinking (TTCT), the Test of Creative Problem solving and Finding in Science (CPFS), and the Creative Behavior Checklist in Science (CBCS). The TTCT is the most widely used divergent thinking test and measures creativity in the aspect of domain-generality. The CPFS and the CBCS were developed for the purpose of this study and measure domain-specific creativity in the area of Science. The findings of this study revealed that gifted students are significantly more creative compared to normal students in all measures of creativity used in the study. The biggest difference between the gifted and normal students was found in the aspect of CPFS. This study implies that creativity, which is considered less useful to identify gifted students compared to achievement or IQ scores, is the important factor to consider for judging giftedness. The low correlations revealed among the TTCT, CPFS, and CBCS imply that the three measures of creativity address relatively different aspects of creativity. The results also suggest that it is essential to consider multiple criteria of creativity not to overlook potential creative students in the area of science. Implications of the study in connection with the identification and educational practices for gifted education program is discussed.

• 컴퓨터교육학회논문지
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• 제16권4호
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• pp.47-54
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• 2013

현재 로봇은 방과 후 교실, 영재교육 등 여러 교육 장면에서 활용되고 있으며, 문제해결에 적합한 교구로 널리 알려져 있다. 로봇을 활용한 프로그래밍 교육의 핵심은 학생들에게 문제 상황을 부여하고 프로그래밍 과정을 통하여 문제를 해결하도록 안내하는 것이다. 학생들은 로봇을 활용하여 다양한 문제를 스스로 해결해 나가는 과정을 통해 인지적, 정의적 측면에서 긍정적 영향을 얻게 된다. 본 연구에서는 학교전체 심화학습 모형에 기반한 로봇활용 프로그래밍 학습이 초등학교 일반 학생 및 영재의 창의적 잠재력에 미치는 영향을 분석하였다. 연구 결과, 실험집단 일반 학생의 경우 창의적 성격과 아이디어 생성 행동이 비교집단의 일반 학생에 비해 유의하게 향상되었음을 확인하였다. 실험집단 영재 학생의 경우 창의적 사고와 성격은 유의한 차이가 없었으나, 아이디어 생성 행동에서 비교집단 영재 학생에 비해 유의한 향상을 보였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.107-118
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• 2001

Mathematics subject of the seventh national curriculum in Korea, which has been effective since 2000, strongly encourages the use of calculators and computers to help children gain a better understanding of basic mathematical concepts and develop creative thinking and problem-solving skills without spending too much time and effort on making mechanical computations. Despite the recommendation by the national curriculum, however, only a small segment of elementary school teachers have been using calculators because of the fear that children\\`s dependence on calculators might bring about negative consequences. As a result, little research has been conducted in this area as well. This study has been conducted on the assumption that calculators have the potential for being a useful instructional tool in certain areas of elementary school mathematics education. To investigate the usefulness of calculators, a review was made of the scanty literature in the area. The literature review indicated that calculators are effective when they are used for the following purposes: understanding concepts and properties in numbers and operations, deducing mathematical rules, and solving problems. In view of the available research finding, we will give some concrete learning and teaching models of such uses of calculators. The teaching-learning models are organized around three categories: concept formation, discovery of principles and rules, and problem solving. Such organization is intended to help teachers use the models with ease.

• 한국영재학회:학술대회논문집
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• 한국영재학회 2001년도 춘계 학술세미나
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• pp.43-72
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• 2001

Identification and discrimination the mathematical giftedness must be based on it's definition and factors. So, there must be considered not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential not to settle only. This study is focused on the discrimination of the recipients who would like to enter the elementary school level mathematical gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, tools and their application. In this study, I considered three kinds of testing tools. The first was KEDI - WISC personal IQ test, the second is mathematical problem solving ability written test(1st type), and the third was mathematical creativity test(2nd type) which were giving out divergent products. The number of the participant of these tests were 95(5-6 grade). According to the test, students who had ever a prize in the level of national mathematical contest got more statistically significant higher scores on 1st and 2nd type than who had ever not, but they were not prominent on the phases of attitude, creative ability or interest and willing to study from the information of the behavior characteristics test. Using creativity test together with the behavior characteristics test will be more effective and lessen the possibility of exclusion the superior.