• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.770-784
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• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.295-322
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• 2021

This study was conducted for one semester through one group pretest-posttest design with 49 first-year middle school students to explore the effects of mathematics-centered STEAM class experiences on students' mathematical modeling abilities. The main results of this study are as follows: First, the results of the pre and post-mathematical modeling ability tests showed that the average score of posttest was improved compared to the pretest, and that the experiences of mathematics-centered STEAM classes provided in this study had a positive effect on improving the mathematical modeling ability of first-year middle school students. Second, STEAM classes were more effective in solving mathematical modeling problems that require students' creative and divergent thinking. Third, the content analysis of student responses for each subquestion showed that STEAM classes were especially more helpful in activating students' mathematical model construction and validating steps.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.1-34
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• 2005

This study is composed of 2 parts. Study 1 empirically examined (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking skills, measured by two divergent thinking tests, and children's creative performances. Study 2 is a three-year follow up study of the study 1. Study 2 followed up some (71) children who participated in study 1. In study 2, long-term stability of the performance based assessment involving story-telling, collage making, and math problem making were examined during the three-year time period. In addition, study 2 tried to look at the methods effect of the domain issue of creativity, comparing self-report scale and performance-based assessment. The findings of this study support the position that creative ability in young children is rather (but not absolutely) domain-specific. The long-term stability of the performance-based assessments compares favorably with stability figures for other creativity tests. Results also indicate that there are some method effect in explaining the domain issue of creativity. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.32-46
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• 2008

The purpose of this study was to analyse the qualitative and quantitative characteristics of paper-pencil tests for exploring its appropriateness as a selection tool of the gifted in science. For this purpose, we developed two (internal and external) item analysis frameworks, and applied these frameworks to analyse qualitative characteristics. Also, we analysed the relationship between two characteristics. The results of analysing qualitative characteristics revealed that the portion of items with acceleration context exceeding middle school curriculum level was relatively large, which caused low content validity. Furthermore, there was considerable deviation in content and context by subject matter and year, which caused test unstability. Items measuring knowledge domain was the most prevalent, and too much weight on data interpretation & analysis domain in inquiry process skills. In case of creativity test, the portion of items measuring convergent thinking was much larger than that of divergent or associative thinking. Most of these items were represented by using pictures and tables rather than using graphs. Item types of multiple-choice and short answers were superior to essay types. Discrimination index, on the whole, was appropriate (above 0.3), but item difficulty showed a vast deviation ($0.01{\sim}0.90$). Correlation coefficients among subject matters and test tools were very low, and test reliabilities were also low. Low item difficulty & high discrimination index item types were distinguishable. Items with acceleration context were more discriminating than enrichment context. Implications of developing quality paper-pencil test items in the selection of gifted students are discussed.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.461-470
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• 1999

The purpose of this study was to investigate teachers' perception about 'Science Field Trip(SFT) to Korean historical sites'. Ninety-seven teachers were asked to reply the questionnaire about SFT to Korean historical sites. This questionnaire was divided into three parts: educational value, teaching method, and difficulty of management. Firstly, teachers indicated that SFT to Korean historical sites had much educational value in that it could give students chances to understand Korean culture, to acquire investigative process skills, to experience divergent investigation and cooperative learning, to raise integrated thinking skill concerning science and other subjects, and to learn contents related with science curriculum. It also had advantages of caring for students out of school and giving the information for future occupation. Secondly, teachers suggested the desirable teaching method: teachers' explanation about SFT to Korean historical sites with worksheets before it, students' group work during it, and the presentation and discussion after it. Finally, the most frequent answer in the difficulty of management was the lack of teaching materialsfor SFT to Korean historical sites.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.542-559
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• 1999

The purpose of this study was to develop the teaching-learning materials for students' creativity in elementary school science class. For this, we asked some questions to both teachers and students: 25-item- questionnaires were given to 122 teachers in charge of 5th graders and 6th graders in elementary schools located in Seoul, Inchon and Kyonggi province, and 20-item-questionnaires to 825 students of 5th grade and 6th grade in the same schools. The results of this study are as follows: most of teachers admitted the need of creativity education, but they taught class mostly with textbook only. The lack of students' divergent thinking and creative scientific activities in science class made it difficult to develop students' creativity. Besides, teaching-learning materials for whole brain learning were not enough. In case that the students did not make experiment in class, they liked VCR tapes or TP materials Students thought that the most effective materials for class are VCR tapes and next were worksheets. Not a few students answer they do hard only interesting experiments. Most of students wanted worksheets including various interesting activities like games, quiz, experiments, drawing, etc.

• The Journal of Information Systems
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• v.24 no.3
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• pp.133-154
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• 2015

Purpose This study re-analyzes Jung 2012's data using the time interval based analysis to examine if the process of idea generation is in good currency throughout the ideation sessions. In this way, the relationship between extraversion-introversion personality trait and ideation performance in the context of computer-mediated idea generation can be better understood. Design/methodology/approach A $2{\times}4$ factorial design was used, crossing personality differences (extraversion and introversion) with the degree of stimuli (0, 20, 40, and 80 high-quality ideas). Participants were randomly assigned to one of eight treatment conditions. The group simulator is used to measure individual level performance. The number of unique ideas generated by individuals and the exact time stamp when each idea was submitted were analyzed to compare performances. Findings The results show that introverts' performances significantly drops after about the middle stage of the ideation session, whereas extraverts do not seem to feel time constraints throughout the ideation session, resulting in superior divergent thinking, which is a major key to understand creative productivity in the problem-solving process. Since extraverts tend to yield a larger pool of ideas, another interpretation is that group composition with extraverts compared with introverts may create a logically larger group, which is important to improve the performance of idea generation group.