• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.236-249
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• 2018

The purpose of this study is to examine the effects of educational activities based on oriental mythology on young children's creativity and personality. A total of 14 sessions were applied to 36 children (18 experimental group and 18 control group). For this study, myths in Shan-hai jing, The Classic of Mountains and Seas), which is the origin of oriental mythology, were used as basic data of class activities and developed to experimental groups. The collected data were analyzed using SPSS 21.0 statistical program and covariance analysis (ANCOVA) was conducted with covariance score of the group after the activity. The results of this study were as follows: First, integrated educational activities using oriental mythology had a positive effect on all children's creativity and all sub-factors. Second, integrated educational activities using Oriental mythology have a positive effect on children's personality. The expansion and transformation of educational texts to oriental mythology is not only helpful for young children's creativity and personality development, but also enables them to experience cultural balance through their new understanding of the Orient.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.277-293
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• 2021

The purpose of this study was to find out how problem solving learning with open-ended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with open-ended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using I-STATistics program to pre-and post- t-test. As a result of the study, problem solving learning with open-ended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are sub-elements of creativity. In addition, problem solving learning with open-ended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with open-ended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with open-ended problems at school sites.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.656-664
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• 2020

This study obtained basic data for developing human resources with creativity convergence competency by surveying and analyzing the level of creativity convergence competency of university students. The study was conducted from October 1, 2019 to November 10, 2019 on university students attending the departments of computer science, pharmaceutical engineering, physical therapy and dental hygiene. The data from 296 students was finally used for this study, and IBM SPSS/Win statics 23.0 programs were used to analyze the data. Students who graduated from Seoul/Gyeonggi High School or those students with high undergraduate satisfaction were found to have high creativity convergence ability, and these results were statistically significant. Further, the group of students who had experience with Campus/Suburban competition, Global Competency training/ International exchange programs or the Capstone Design/Team Based Project showed high creativity convergence competency, and these results were statistically significant. Thus, this study identified the necessity of developing and operating various extra-curricular programs at education institutes in order to enhance students' creativity convergence capability.

• Journal of the Korea Convergence Society
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• v.8 no.10
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• pp.173-183
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• 2017

The purpose of this study is to develop students' creativity and artistic sensitivity by developing a convergence education program that links various subjects, including mathematics, science, and art based on design. Design is done in almost every human activity that pursues beauty and implements cultural value through patterns and images. We have developed three programs for elementary school students and two programs for middle school students, taking into consideration the achievement standards and curriculum content appropriate for the 2015 revised curriculum. It was assessed by a panel of five educational experts during the development and demonstration courses to evaluate the feasibility of the development program. The development program can enhance the design literacy and design sense of elementary and junior high school students and can be used convergent educational contents that can be applied in the free-semester system activities of junior high school. Through this program, adolescents who will lead the future design society will be able to acquire the sense of design, literacy, and design ability as design consumers and producers.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.551-560
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• 2018

The purpose of this study was to examine the effectiveness of drama program for early children by using method of meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in Korea up to April, 2017 were systematically reviewed. As a result, a total of 39 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size(Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows. First, the average effect sizes for drama program were ES=1.922 of verbal expression, ES=1.898 of emotional intelligence, ES=1.558 of creativity, ES= 1.292 of sociability. Second, by analysing the moderate variables of the effect size for drama program, 'age' of verbal expression, creativity and sociability, 'sessions' of verbal expression were statistically significant. Based on the study results, the research and practice implications were discussed.

• Journal of the Korea Society of Computer and Information
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• v.29 no.2
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• pp.67-78
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• 2024

Amidst the onset of the Fourth Industrial Revolution and the prominence of artificial intelligence, societal structures are undergoing significant changes. There is a heightened global interest in AI education for nurturing future talents. Consequently, this research aims to develop an AI-integrated Korean language curriculum for first-year high school students, utilizing the ADDIE model for instructional program development. To assess the program's effectiveness, pre-post assessments were conducted on future core competencies (Collaboration, Communication, Critical Thinking, Creativity) and knowledge information processing skills. The curriculum, spanning nine sessions and incorporating four small projects, sought to provide students with a new experience of AI-integrated Korean language education. As a result, students who participated in the program demonstrated improvement in future core competencies across all areas, and positive outcomes were observed in satisfaction levels and qualitative analysis. Through these findings, it is suggested that this program successfully integrates artificial intelligence into high school Korean language education, potentially contributing to the cultivation of future talents among students.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.898-914
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• 2013

The fusion type human resources, it is a new human resources to scientific and technical information society of the future demands, and means to enjoy life with a creativity and expertise of fusion of various fields, to communicate in consideration of others. Fusion human resource education(STEAM), of "human resources to practice respect and compassion", "human resources equipped with communication skills", "human resources to pursue creativity and innovation" "human resources to understand the knowledge of the fusion to take advantage" in training I have presented to the area of core competence of the 4C 'Creativity"," Communication","Convergence', 'Caring'. In this study, the area of c ore competency for each element by elementary, middle, and high schools around the analysis of the target can be made by each school level to develop a practical program in the sense of basic research is to conduct. The findings are as follows: First, Area of Creativity, communication area, the contents fusion region, as well as care areas, to the detailed item capacity, the design of the class that contains the entire area should be performed. Second, Elementary and secondary school level analysis, design of the class containing the entire region up to capacity detail is required. High school was required study of school full of normal. Third, In general, for STEAM class environment and teaching model was developed by applying operations. Research and methods of teaching a wider variety of form was required. Later in this study is to develop programs and organize. and It intends to become the base to be able to interest and interest in science education by structured around the status of problems that can be found in the life of around themes STEAM.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.443-453
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• 2015

In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.45-73
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• 2017

The purpose of this study was to suggest the effects of early childhood design program based on brain-compatible learning principles. Subjects were thirty-six children from two class of I kindergarten and S kindergarten in K city. One class was assigned to an experimental group and had early childhood education program activities based on brain-compatible learning principles and the other class was assigned to a comparative group the general art education program activities. The results of this study are as follows. First, there was a significant difference between the experimental group and the comparative group in their fluency, originality, sensitivity of creativity. Second, participants in the experimental group also score higher on the helpful act, communication skill, sharing skill, empathy, and regulation of emotion. Therefore, early childhood design education program based on brain-compatible learning principles should be considered as a meaningful alternative method for promoting children's creativity and prosocial behaviors.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.289-303
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• 2015

The aim of this study was to examine the short-term longitudinal effect of creativity-fostering programs for pre-early childhood teachers on their problem solving ability and self-efficacy. The participants of this study were 67 pre-early childhood teachers (36 from the experimental group and 31 from the control group) in Seoul, Kyunggi-do, and Chungcheong-do, Korea. Pre-early childhood teachers' problem solving ability and self-efficacy was measured three times. Data were analyzed with a $2{\times}3$ ($group{\times}test$) two-way analysis of variance for repeated measures. The change in problem solving and self-efficacy appeared to be dependent on the group and test. Further statistical analysis of the data indicated that the participation of creativity-fostering programs for pre-early childhood teachers was longitudinally effective on their problem solving ability and self-efficacy.