• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.8
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• pp.533-540
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• 2017

The purpose of this research is to explore the awareness and demand of the field of childhood creativity education using media to promote childhood creativity. First of all, we conducted a focus group interview on the actual situation, awareness, and needs of media - based creativity education in early childhood education with 6 ewperts includes 2 professors 1 director, 1 assistant director, 1 teacher. As a result of FGI, first, the actual condition of childhood creativity education using media utilizes electronic bulletin board, animation fairy tale or children's song. Second, the awareness about childhood creativity education using media is recognizing that childhood can't cur off media with thir lives, so education institution utilizes the media naturally. Lastly, the demand about childhood creativity education using media asks the plan which can use childhood creativity education using media through teacher education or training educating for pre-service teachers desirably.. So, The research suggests the need of the childhood creativity education program using media later on.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.395-404
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• 2011

The purpose of this study was to analyze science gifted students' creativity subscales. The Torrance Tests of Creativity Thinking(TTCT) were administered to 385 science gifted students from 2006 to 2010 for this study. The results were as follows: First, fluency correlated highly with originality, and elaboration also highly correlated with abstractness of titles. All of the correlation coefficients of the variables with resistance to premature closure were high. Second, the elaboration scores were higher than other variables, and abstractness of titles scores and resistance to premature closure scores were lower than other variables regardless of regions and gender. There was no significant difference according to regions, but the elaboration scores of female science gifted students were significantly higher than male science gifted students'. The fluency scores were the most influential factor to the creativity index among the creativity subscale scores. Third, after completing the science gifted program, students showed significant difference in fluency scores, abstractness of titles scores, and resistance to premature closure scores; however, they showed no difference in originality scores and elaboration scores.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.50-57
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• 2017

The purpose of this study was verify the effect of an engineering-technology program on high school students' technological thinking disposition and engineering attitude. To achieve this purpose, the question were as follows. 1) How does the engineering-technology program affect high school students' technological thinking disposition? 2) How does the engineering-technology program affect high school students' engineering attitude? For this study, the program was progressed from May to Aug in 2016. The data were collected from 138 D high school students which is located in Daejeon, Korea. For the statistical treatment of data, a Window SPSS-22 are used and significance level of .05 was established prior to data treatment. The results of this study were as follows: First, after participate in engineering-technology program was significant effect on the technological curiosity disposition, technological creativity and expression disposition, technological operating disposition, technological planning and reflecting disposition but no significant effect on the technological analyze disposition, technological problem identifying resolving disposition. Second, after participate in engineering-technology program, there was significant effect on the interests in engineering, the perceptions of creativity in engineering but no significant effect on the perceptions of importance in engineering.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.505-516
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• 2014

This study was aimed at identifying the influence of Creative Thinking Filtering Mode program in international gifted program: how much it influences to improve the cognitive domains of creativity (fluency, flexibility, originality) and affective domains of creativity (independence, curiosity, diversity, sensitivity, sense of humor, individuality. To analyze data, ANCOVA(Analysis of Covariance)test was conducted, and the results are as belows. Firstly, the group applied in CTFM program was higher than controlled group on the domains of cognitive and affective. Specifically, in the factors of fluency, flexibility and originality among three cognitive domains and factors of individuality.In affective domains of creativity, independence, curiosity, diversity, a sense of humor among the five factors except of sensitivity were higher. Secondly, the result of analyzing the difference between before and after applying CTFM program was that three elements in cognitive domains : fluency, flexibility and originality improved, especially, the fluency was the most improved. Thirdly, the result of analyzing the difference of affective factor between before and after applying CTFM program was that the originality, diversity, a sense of humor and individuality among the 6 elements of affective domain improved, especially the individuality was the most improved.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.189-207
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• 2005

This study examined the effects of picture storybook making activities with computer plays on children's storytelling ability and creativity. Seventy 5-year-old children from two day-care classes participated in this eight-week program. The experimental class used the computer software of 'Stanley's Sticker Stories.' The comparison class used paper and pencil. Data analysis was implemented by ANCOVA and t-test. Significant differences were found between the experimental and comparison groups in story telling ability by story structure, imagination, vocabulary, sentence structure, and creativity showing that picture storybook making activities with the computer was more effective than traditional picture storybook making activities.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.11-19
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• 2013

Recently, the discussion of domain-generality vs. domain-specificity of creativity has been continued. At this point in time, we need to research computer programming activities related to creativity again. While most of existing relative researches have performed TTCT figural tests for evaluating learners' creativity of learning education programming language, our perspective is that verbal creativity is needed on learning education programming language more. In this research, we have developed scratch programming learning based on CPS with the contents using fundamental concepts of computer science from the viewpoint of that programming is a kind of learning required verbal thinking style. This learning program was applied to 17 students of 4th and 5th grade for each 4 classes in 5 days, total 20 classes, this group passed normality test has the result of t-test has found that three subscales (fluency, flexibility and originality) and creativity index (mean of three standard scores) of verbal creativity were improved significantly using the mean of standard scores (100) of TTCT verbal tests as the test value.

• Journal of the Korea Fashion and Costume Design Association
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• v.12 no.3
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• pp.83-92
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• 2010

The current design paradigm shift which has been in progress around the world would be a good opportunity for Korea, which has led the age of information, to build design competence and gain international competitiveness. In addition, it would be a good idea for colleges as well as firms to develop a new educational system and create academia-industry-research synergy. This paper researches the market KU project promoted by Design Venture KU which has been established by the College of Artand Design of Konkuk University as a part of differentiation strategy. The methods to improve the competitiveness of Korean fashion design by uniting college creativity and market practicality are as follows: First, for convergence of creativity and practicality, it is necessary to come up with a systematic design-based educational system. In other words, the undergraduate program needs to gradually expand courses by focusing on creativity instead of functions while the graduate program should be able to develop design pattern, textile and marketing products and secure the market to gain competitiveness as a business incubator. Second, the working-level engineers as well as professors will be encouraged to participate in special lectures or seminars and take necessary lessons. In addition, academia-industry cooperation courses will be further strengthened. It is also important to actively participate in an official contest or exhibition and receive a prize. Third, to elicit creativity from students, it is necessary to help them think in a flexible and experimental way with voluntary and interesting programs. As mentioned above, it is expected that 'Market KU Project' would help students build expertise by offering them a chance to experience the real world and become the world's leading designers in Korean fashion design.

• The Journal of the Korea Contents Association
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• v.15 no.8
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• pp.598-610
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• 2015

The purpose of this study is to study a quality properties of design education program for enlightenment of creativity in young child. We studied preschool education professionals for perspective of design education quality properties in young child. So the study contents of our paper are design education for enlightenment of creativity in young child using a Importance-Performance Analysis. Results of T-test between importance and performance, we understand these facts: necessity for policy or/and financial support, thinking activities for production of ideas in problems or stimulus, delicate and detail attitude for search activities in environments and situations. In IPA, we realized that require the necessity of professional design educators, necessity for policy or/and financial support and change of mind at organizations related education. Our studies means a quality of design education program for enlightenment of creativity in young child. So, we expect our studies provide an useful data at a fields.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1047-1057
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• 2014

The purpose of this study is to create design education program for enlightenment of creativity in young child. We studied preschool education professionals for perspective of design education in young child. So the study contents of our paper are design education for enlightenment of creativity in young child. Preschool education professionals recognized that design education work unsystematic manner in present education program. They recognized the important factor for enlightenment of creativity in young chid. They need a relevant and contents for design education issues. Our studies show that they realized an absence of the perception of design education and design education professionals for young child. They could not distinguish between the conventional art activities and design activities. So they required a design teaching aids. We realized that they are respond to the design education in young child positively. Our study states that preschool education professionals need a contents of design education and development of a relevant programs for young child.