• Journal of Distribution Science
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• v.21 no.4
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• pp.11-20
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• 2023

Purpose: 1) develop a learning model involving design thinking to develop creative economy innovation and the characteristics of digital entrepreneurs. 2) evaluate the impact of design thinking on creative economy innovation 3) evaluate the impact of design thinking on digital entrepreneurial ability. Research design, data and methodology: 1) develop a learning model involving design thinking in order to develop creative economy innovation and the characteristics of digital entrepreneurs. 2) Evaluating creative economy innovation involving design thinking. 3) Assessing the characteristics of digital entrepreneurs based on design concepts. Results: 1) the development of a learning model involving design thinking to develop creative economy innovation and digital entrepreneurial competency 2) The students who studied using the learning model involving a design thinking process had the highest overall scores in terms of creative economy innovation 3) The scores for the assessment of digital entrepreneurial activity for the students who studied by using the design thinking learning model were at a high level. Conclusions: The development of the design thinking learning model can encourage students to be able to develop creative economy innovations and to empower digital entrepreneurs' ability for distribution strategy. Educational institutions that would like to succeed in developing creative economy innovative and digital entrepreneurship characteristics with the support of design thinking.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.624-633
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• 2011

The purpose of this study was to compare problem finding ability, creative thinking ability, creative tendency, and science process skill between the scientifically gifted students and the general students. For this study, problem finding ability test, integrating creativity test, and science process skill test were conducted to the elementary gifted students (n=95) in science and the general students (n=149) at the same school district. The results of this study were as follows: The mean scores of problem finding, creative thinking, creative tendency, and science process skill of the gifted students were statistically higher than the general students. The problem finding ability had partially weak correlation with sub-domains of the creative thinking ability, creative tendency, and science process skill. Findings suggest that there are needs of further study about factors affecting problem finding and considering the degree of structure of problem situation.

• Korea Journal of Hospital Management
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• v.14 no.3
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• pp.49-66
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• 2009

Purpose : This study was aimed at examining the relationships of university students' self-efficacy to creative disposition and creative thinking ability. Method : A descriptive study was conducted with a sample of 320 students enrolled 4-year-undergraduate academic programs major in nursing as well as elderly care management in one University located in Pusan, Korea. This study used: (a) 24 items of Self-Efficacy Scale originally developed by Kim & Cha(1996), and (b) 39 items of creative thinking ability and 16 items of creative attitudes in a Self-Report Form of Integrative Creativity Scale developed by Bak & Kang(2006). The data were analyzed by using Pearson correlation and hierarchical multiple regression methods. Result : University students' self-efficacy has significantly positive impact on creative thinking ability(p<.001) with 26.4% of the variance and creative disposition(p<.001) with 48.9%. Creative thinking ability as well as the disposition related to creativity that university students possessed were significantly influenced by efficacy on self-control and efficacy on taking difficult tasks. Conclusion : This result supports Social Cognitive Theory and Investment Theory of Creativity in terms that self-efficacy is the factor affecting fostering creative ability and demonstration of creativity potential to the real. This also implies that healthcare educational programs reinforcing students' self-efficacy would contribute to breed them to healthcare professionals with creative competency.

• The Journal of Industrial Distribution & Business
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• v.10 no.11
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• pp.71-80
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• 2019

Purpose: The purpose of this study is to design the curriculum of Basic College Software Programming to develop creative and logical-thinking. This course is guided by algorithmic thinking and logical thinking that can be solved by computing for problem-solving, and it helps to develop by software through basic programming education. Through the stage of problem analysis, abstraction, algorithm, data structure, and algorithm implementation, the curriculum is designed to help learners experience algorithm problem-solving in various areas to develop diffusion thinking. For Learners aim to achieve the balanced development of divergent and convergent-thinking needed in their creative problem-solving skills. Research design, data and methodology: This study is to design a basic software education for improving algorithm-thinking for non-major. The curriculum designed in this paper is necessary to non-majors students who have completed the 'Creative Thinking and Coding Course' Design Thinking based are targeted. For this, contents were extracted through advanced research analysis at home and abroad, and experts in computer education, computer engineering, SW education, and education were surveyed in the form of quasi-openness. Results: In this study, based on ADD Thinking's algorithm thinking, we divided the unit college majors into five groups so that students of each major could accomplish the goal of "the ability to internalize their own ideas into computing," and extracted and designed different content areas, content elements and sub-components from each group. Through three expert surveys, we established a strategy for characterization by demand analysis and major/textbook category and verified the appropriateness of the design direction to ensure that the subjects and contents of the curriculum are appropriate for each family in order to improve algorithm-thinking. Conclusions: This study helps develop software by enhancing the ability of students who practice various subjects and exercises to explore creative expressions in various areas, such as 'how to think like a computer' that can implement and execute their ideas in computing. And it helps increase the ability to think logical and algorithmic computing based on creative solutions, improving problem-solving ability based on computing thinking and fundamental understanding of computer coding and development of logical thinking ability through programming.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.3
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• pp.1157-1163
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• 2013

The purpose of this study is to investigate the relationship among self-efficacy, self-determinative motivation and creative thinking ability. And to confirm the relative predictive power of motivation variables in predicting middle school students' creative thinking ability. The instruments used in this study were 'TTCT', 'Self-efficacy' and 'Self-Regulation Scale'. Self-reported response data on these instruments from 212 middle school students in Seoul were analyzed. The data were analyzed with descriptive statistics, Pearson correlations, multiple stepwise regression analysis by using SPSS 18.0. The major results of this study were as follows; First, the correlations among self-efficacy, self-determinative motivation and creative thinking ability were significant. Second, Task difficulty preferred, self-control efficacy and internal motivation were the best predictor of creative thinking ability in middle school students. This study suggested that Task difficulty preferred, self-control efficacy and internal motivation is essential to improve creative thinking ability in middle school students.

• Journal of the Korea Society of Computer and Information
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• v.28 no.2
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• pp.227-234
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• 2023

In this paper, we developed a design thinking-based artificial intelligence education program for middle school students and applied it to verify the impact on creative problem-solving skills. The inspection tool used the Creative Problem Solving Profile Inventory (CPSPI), an inspection tool for measuring creative thinking type ability based on the CPS theory of Hwasun Lee, Jungmin Pyo, Insoo Choe(2014). CPSPI included the steps of evaluating cognitive preferences and cognitive abilities by supplementing the limitations of existing tests, and sharing and persuading one's ideas with others. Before and after applying the design thinking-based artificial intelligence education program, as a result of analyzing the creative problem-solving ability, it increased significantly in all areas. As a result of analyzing the creative problem-solving ability of middle school students, significant results were found in the areas of Problem Detection and Analysis, Idea Generation, Action plan, Execution, Persuasion and Communication. The effect of design thinking was confirmed as a teaching and learning method to improve creative problem-solving ability in artificial intelligence education.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.406-415
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• 2018

The purpose of this study was to analyze the effectiveness of Capstone Design Program on creative leadership, problem solving ability and critical thinking of nursing students. The subjects of 18 experiment groups taking course in nursing capstone design of U university in P city and 20 control group of K university in G city. Data were collected before and after nursing capstone design class using self-reported questionnaire. Students Creative leadership and problem solving ability showed significant showed improvements after the Capstone Design Program. Creative leadership, Problem solving ability and critical thinking was positively correlated and then Problem solving abilities appeared to be higher improved critical thinking. Therefore, it is recommended that sufficient repetitive practice is to be made in order to improve Creative Leadership, Problem solving ability and critical thinking.

• Journal of the Korean Chemical Society
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• v.53 no.2
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• pp.189-201
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• 2009

The purpose of this study was to find out whether scientifically creative students were selected as science-gifted class students and whether their creativity improved after class for the science-gifted students by comparing the science gifted class students to general class students in the first grade of high school. This was achieved by comparing science-gifted class students with general ones on creative personality and creative thinking ability. For this study, science-gifted class students and general class students were surveyed using Khatena-Torrance creative perception inventory and Torrance test of creative thinking with words of form A, before and after class for the science-gifted group. The results showed that science-gifted class students scored significantly higher than general class students on the creative personality. However, there was no significant difference between the two groups in their creative thinking ability. Also, in this study, the sub-factors of creative personality and those of creative thinking ability showed very low levels of correlation, which implies that the two variables are highly independent. In addition, science-gifted class students did not show significant improvement in their scores on the creative personality and the creative thinking ability after class. Therefore, further research and development on the selection of science-gifted students and teaching-learning methods which can improve the creativity of these students are needed.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.135-146
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• 2016

Objective: This study explored the creative thinking styles of children according to cluster analyses and examined group differences in language ability, cognitive ability, and peer relationships. Methods: The study used the data from the 2012 Panel Study of Korean Children by the Korea Institute of Child Care and Education. The participants comprised 1,681 4-year-olds. Data were analyzed via cluster analyses, ${\chi}^2$ distributions, and ANOVA tests. Results and Conclusion: The results from the cluster analyses based on percentiles of the subfactors of K-FCTYC (Korean Figural Creativity Test for Young Children) indicated four clusters: "divergent creative with openness," "non-creative," "divergent creative," and "multiple creative." Additionally, the four clusters differed by gender, language ability, cognitive ability, and peer relationships.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.9-15
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• 2019

We studied the perceived creative ability, convergent thinking and creative leadership related to converged capabilities among students who participated in the capstone design and graduation works and those who did not participate. In creative ability, students who participated capstone design and graduation works need more curriculum and non-curriculum activities for the idea generation through the understanding of various majors, but overall, they achieved higher positive results than the nonparticipating students. For creative leadership and convergent thinking, students with capstone design and graduation works showed a more positive capabilities, while students with nonparticipating students showed a slightly lack of creative thinking of higher order thinking, the logical analysis of complex phenomena, and overall understanding.