• The Journal of Art Theory & Practice
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• no.1
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• pp.71-92
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• 2003

This study examined the condition of an educational discourse, relating the concept of creativity, culture, culture-centered, and critical thinking, to explore Culture-based Art Education(CBAE). In particular, art education practice was examined using interpretations of creativity and critical theory positions from the field of education. Discourse analysis was used as the research method to contextually situate and analyze the ways in which art education theory and practice of creativity and of critical studies encoded meanings. The study helped build an understanding that creativity was formed as a modernist discourse in the humanistic stance. In education, creativity became the fundamental concern for progressive educators who pursued innate ability of individuals. The way to enhance creative potential of students was to induce their motive, as was the same case in art education, while in artist training, free expression was its main method. In this way, as creativity was intimately connected with the concept of expression, in art education art making is the only course for enhancing creativity. However, because creative process cannot intelligently be regarded as logically distinct from the creative product, and creativity can only be said by product, it seems valid to think that creativity is the quality not to be achieved by teaching. Furthermore, its emphasis on art making resulted in unbalance of art making and art appreciation in art education. It was the late sixties when several alternatives for creative education were made their appearance. Critical studies in art adopted critical theory as its theoretical background has developed as an alternative of creative art education, when research and theory for creativity could not be adequate to deal with the problem of practice. Critical theory is a broad and diverse field of theory and practice drawing on aspects of the modernist perspective of the later Frankfurt School, feminism, Freirean pedagogy, postcolonial discourse as well as postmodernism to construct a practical approach to education. It is very this eclectic nature to provide the mosaic that need to experience cultures from different perspectives in a pluralistic society. Because one's personality is formed by multiple aspects of culture which is very complex and is made up of what we do and value, creativity cannot make part of educational discourse with the philosophy of culture centered. On the other hand, critical studies, as a school art program of critical theory, can perform the role of CBAE, because it would have to deal with the investigation of social and cultural issues form multiple personal, local, national, and global perspectives.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.6-11
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• 2020

In today's world, the design industry is becoming more complex, with the development of networks such as the internet and revolutionary changes in information and telecommunications. As the demand for designers to cope with various situations occurring in these industrial sites or solve problems in practice promptly is required, a capstone design program was developed in collaboration with the industry. Capstone design classes have positive effects on creative problem solving ability, academic achievement and learning satisfaction by allowing students to think and experience the practical problems of the industrial field. It is also effective in improving communication, creative thinking and critical thinking. The purpose of this study is to search for talent training methods needed in the fashion industry and to develop effective programs through capstone design class studies conducted in the fourth grade of fashion design majors from 2017 to 2019 (6 semesters). Through these studies, the aim is to search for talent training methods needed in the fashion industry and to develop effective programs. If the capstone design learning method is used as a method of solving problems through close communication between the company and the educational field as an industry-academia cooperation system, it is expected to be positioned as a field-type human resource education method that is required in the industrial field.

• Journal of Science Education
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• v.41 no.3
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• pp.297-317
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• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• School Mathematics
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• v.18 no.3
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• pp.503-526
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• 2016

The study aimed at determining the identity of mathematics essay test in the university entrance examination. For this purpose, a document research was conducted for higher order thinking and mathematics essay ability and it analyzed the goal of assessment and the tendency of problem settings and looked into mathematics essay problems of twenty-five universities. As a result, the study found out that evaluation factors of mathematics essay test requires higher order thinking ability including mathematical knowledge and essay ability such as mathematical knowledge, understanding, problem solving, logical and critical thinking, creative ability, power of expression, argument skills. Also, problems from previous mathematics essay tests were set mainly to assess mathematical knowledge, understanding and problem solving. Based on the findings, the past mathematics essay tests in university entrance examination in Korea that require logical and critical thinking, creative ability, power of expression, argument skills were a rather small percentage of questions.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.215-224
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• 2001

Creativity is a trait necessarily demanded in highly industrial and information oriented society. Accordingly, we should develop creativity through school education. The purpose of this study is to inquire a conceptual model and teaching method for developing creative problem solving skills in home economics education which can work at a platform for the curriculum developer. Although many definitions of creativity consider cognitive aspect more, personal or affective aspect is heavily involved with creativity. Therefore, creativity is a dynamic system which cooperates many contrasting and dialectic components in personal and cognitive aspects. The function of creativity is dependent on diverse environmental system. Environments influence on the extent of the development of creativity. Thus, the person-situation interaction model devised by Woodman and Schoenfeldt, integration of cognitive, affective, and situational aspects, is suggested as a conceptual model for teaching creativity in home economics education. The practical reasoning teaching model is suggested as a teaching method for developing creative problem solving skills in home economics education. The components of creative problem solving which involved with practical reasoning process are general knowledge and skills, specific knowledge and skills, divergent thinking skills, motivation and motives, and critical thinking skills.

• Journal of Information Technology Applications and Management
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• v.13 no.2
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• pp.1-15
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• 2006

This paper classifies the critical knowledge/skill set required to IS practitioners according to content or domain of knowledge : IS technology knowledge/skills, organizational and societal knowledge/skills, interpersonal knowledge/skills, and personal traits knowledge/skills. The survey reveals that Korean IS practitioners rate interpersonal knowledge/skills and personal traits knowledge/skills the most important, and organizational and societal knowledge/skills the least important. Specifically, they rate creative thinking, critical thinking, interpersonal communication skills, team working skills, personal motivation, operating systems, programming languages, DB/data warehouse, IS technological trend, networkicommunicationisecurity especially important. The survey also shows that Koran IS practitioners feel knowledge deficiency in almost all knowledge/skills areas. The results confirm that the curriculum of universities, the training and education programs of industries, and IS/IT education policy of the government should be revised as soon as possible.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.329-343
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• 2000

The purpose of this study is to develop the middle school science curriculum to enhance creative problem-solving abilities. The reconstructed curriculum consisted of three big components, that is, scientific knowledge, process skills, and creative thinking skills. Five themes have been selected to incorporate with four areas of the middle school science curriculum, namely, physics, chemistry, biology, earth science. The five themes are structure, change, interaction, energy, and stability. Based upon these five themes, the individual or separated scientific knowledges of learners can be put into the unified knowledges. The process skills were observing, measuring, classifying, communicating, inferring, predicting, variable differentiating controling, data gathering analysis, establishing hypotheses, experiment design, and experimenting. Creative thinking skills include divergent and critical thinking. The finally developed curriculum is presented in the form of matrix.

• Journal of dental hygiene science
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• v.19 no.4
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• pp.220-227
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• 2019

Background: This descriptive study aimed to examine the relationship between the 4C core competencies and work ability among dental hygienists. Methods: From November 2018 to January 2019, data were collected-from 190 dental hygienists workong in dental clinics in Busan, Ulsan, and Gyeongsangnam province using structured questionnaires. For the general characteristics of the dental hygienists, frequency and percentage were calculated, and the level of the 4C core competencies and work ability of dental hygienists was calculated using means and standard deviations. A multiple regression analysis was conducted to analyze the effects of the 4C core competencies on work ability. Results: The mean scores for the 4C core competency levels of the dental hygienists were as follows: communication ability 3.34, critical thinking ability 3.41, creative problem-solving 3.40, and collaborative self-efficacy 3.27. Meanwhile the mean score for work ability level was 3.65. The predictive factors influencing work ability were communication ability and cooperative self-efficacy (p<0.001), and the sub-factors of critical thinking ability that affect work ability were sound conferences (p<0.01), intellectual fairness (p<0.05), intellectual enthusiasm (p<0.05), and self-confidence (p<0.001). Finally, the sub-factors of creative problem-solving ability that affect work ability were planning and execution (p<0.01) and performance evaluation (p<0.05). Conclusion: The current study showed that education programs covering the core competencies of dental hygienists, rather than the existing theoretical education program, should be developed and implemented to enhance 4C core competencies that affect work ability.