• 한국과학교육학회지
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• 제32권8호
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• International Journal of Contents
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• 제10권2호
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• pp.42-46
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• 2014

This study suggests a teaching-learning method to improve creative design abilities of students majoring in design. By suggesting a creative design-inducing (CDI) teaching-learning method process and a creative design-inducing (CDI) teaching-learning method, this study aims to expand creative thinking among students with the aim of producing produce creative output as well as improving the effectiveness of design teaching. It also presents a case of the teaching-learning method in a design-related department, the process of teaching where the new method is applied is also examined. The teaching method this study suggests has the following merits: First, it allows the teacher to use various tools depending on the creative thinking abilities of individuals. By providing students with custom-made teaching, the method motivates and focuses students during the lesson. Second, it is easier for students to generate creative ideas than with other teaching methods.

• 대한가정학회지
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• 제48권1호
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• pp.127-136
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• 2010

The purpose of this study was to investigate the relationships between the young children's creative trait and personality affecting their learning readiness. The participants were 131 young children in kindergartens or nursery schools and their mothers from Seoul, Gyeonggi and Chungnam province. The instruments were the Korea Learning Readiness Test, Young Children's Creative Traits Test, and Young Children's Personality Test. The data were analyzed by one-way ANOVA, t-test, Pearson's partial correlation, stepwise multiple regression, and Scheff$\'{e}$ test by SPSS PC(version17.0) program. The results were as follows. Firstly, there were no significant differences in young children's learning readiness, creative trait and personality by children's age, location, school type, father's age, mother's educational level and mother's job type, while there were significant differences in the creative trait and the subfactor scores of personality by children's sex, father's educational level and parents' job type. Secondly, there was a positive partial correlation(r = .20~.24) between young children's learning readiness and creative trait, while there were no correlations between their learning readiness and personality and between their personality and creative trait. Thirdly, cognitive factor of creative trait and father's educational level did not effectively explain the children's learning readiness.

• 유통과학연구
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• 제21권4호
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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.

• Educational Technology International
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• 제14권2호
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• 한국콘텐츠학회논문지
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• 제21권5호
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• pp.746-754
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• 2021

본 연구는 대학생의 협동학습역량이 인성에 미치는 영향과 이들의 관계에서 창의성의 인지적인 측면인 창의적 능력과 정의적인 측면인 창의적 성향의 매개효과를 확인하고자 하였다. 이를 위해 부산에 소재하는 4년제 대학에 재학 중인 123명의 대학생을 대상으로 하였으며, 수집된 자료는 SPSS PROCESS Macro의 Model 6을 활용하여 분석하였다. 분석한 연구결과는 첫째, 협동학습역량과 창의적 능력, 창의적 성향, 인성은 유의한 정적 상관이 확인되었다. 둘째, 협동학습역량은 인성에 유의한 영향이 있는 것으로 확인되었다. 셋째, 협동학습역량과 인성의 관계에서 창의적 능력의 매개효과는 유의하지 않은 것으로 나타났다. 넷째, 협동학습역량과 인성의 관계에서 창의적 성향의 매개효과는 유의한 것으로 나타났다. 다섯째, 협동학습역량과 인성의 관계에서 창의적 능력과 창의적 성향의 순차적 매개효과가 확인되었다. 본 연구를 통해 대학생의 인성을 함양하는데 있어서 중요하게 보고된 창의성 변인을 인지적 능력인 창의적 능력과 정의적 특성인 창의적 성향으로 세분화하여 인성이 함양되는 순차적인 매개 경로를 확인하였다는 데에 의의가 있다. 본 연구 결과를 기반으로 논의와 시사점, 향후 연구를 위한 제언을 제시하였다.

• 정보교육학회논문지
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• 제20권3호
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• pp.313-322
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• 2016

초등학생을 대상으로 샌드박스형 게임인 마인크래프트 에듀를 활용한 게임기반학습을 적용하여 창의적 문제해결력과 학습몰입도에 미치는 영향을 분석하였다. 그 결과 기존의 전통적인 강의식 교수법보다 샌드박스형 게임을 활용한 게임기반학습을 적용했을 때 창의적 문제해결력과 학습몰입도에서 긍정적인 효과가 있는 것으로 나타났다. 창의적 문제해결력은 모든 하위요소에서 유의미한 차이가 나타났으며 학습몰입도는 통제감, 시간 감각의 왜곡을 제외한 하위요소에서 유의미한 차이가 나타났다.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2006년도 학술대회 1부
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• pp.519-525
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• 2006

Advances in information and telecommunication technology increasingly reveal the potential of computer supported education. However, most computer supported learning systems until recently did not pay much attention to different characteristics of individual learners. Intelligent learning environments adaptive to learner's preferences and tasks are desired. Each learner has different preferences and needs, so it is very crucial to provide the different styles of learners with different learning environments that are more preferred and more efficient to them. This paper reports a study of the intelligent learning environment where the learner's preferences are diagnosed using learner models, and then user interfaces are customized in an adaptive manner to accommodate the preferences. In this research, the learning user interfaces were designed based on a learning-style model by Felder & Silverman, so that different learner preferences are revealed through user interactions with the system. Then, a learning style modeling is done from learner behavior patterns using Decision Tree and Neural Network approaches. In this way, an intelligent learning system adaptive to learning styles can be built. Further research efforts are being made to accommodate various other kinds of learner characteristics such as emotion and motivation as well as learning mastery in providing adaptive learning support.

• 한국실내디자인학회논문집
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• 제25권6호
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• pp.15-22
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• 2016

Recent changes in the Korean education policies are promoting the advances in science and technology and cultivating people of convergence talent. STEAM (science, technology, engineering, art and math) educational program is Korean styled convergence program for creative competent human resources. Therefore, Therefore the aim of this study is developing convergence hand-on educational program coping with climate change for elementary school students. For development of the program, we investigated the curriculum of the elementary school about the climate change, and allocated in the creative learning standard frame. Also, we selected themes related the climate change in the curriculum and learning activity. For more effective program to build the convergence competency, we analyzed the program based on creative problem based learning process and 4 core competency(creativity, communication, convergence, caring) elements. In conclusion, the STEAM program needs to develop by school curriculum and leaner's ability. For elementary school students, the STEAM program consists with creative problem based learning process. And the convergence educational program would analyze by the creative PBL process and convergence competency elements. So, this developing program has brought the promotion of the creative convergence competent talented person for the future global environment.

• 한국간호교육학회지
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• 제17권3호
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.