• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.937-949
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• 2006

The purpose of the study was to explore the effect of the extensive program using the story telling on young children's linguistic creativity. 20 five-year-olds and 18 four-year-olds from a day care center were selected for this study. After performing pre-test, they were divided into control and experimental group. Children's linguistic creativity was measured using 'Imagining Red' of 'Korean Comprehensive Creativity Test for Young Children' standardized by Chun(2000). 6 books were selected for the extensive program for the promotion of children's linguistic creativity was carried out to experimental group for three weeks. After three weeks, post-test was performed on experimental and control group. The results indicate that the extensive program using the storytelling had an effect on promoting young children's linguistic creativity including the sub-elements such as fluency, flexibility, and originality. As the results of experiencing the extensive program related to storytelling, the linguistic creativity of 5 year olds improved more than that of 4 year aids and that of girls improved more than that of boys. For the developing children's linguistic creativity, various extensive activities need to be programmed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.8
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• pp.3760-3767
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• 2013

The purpose of this study is to investigate the relationship among domain-general creativity, linguistic intelligence, Korean language grade and linguistic creativity of elementary school student. And to confirm the relative predictive power of domain-general creativity variables in predicting elementary school students' linguistic creativity. The instruments used in this study were 'TTCT', 'Essay writing' and 'Linguistic intelligence ' and school grade of Korean language. Self-reported response data on these instruments from 338, 4th grade elementary school students in Seoul were analyzed. The data were analyzed with descriptive statistics, Pearson correlations, multiple stepwise regression analysis and ANOVA by using SPSS 18.0. The major results of this study were as follows; First, the correlations among domain-general creativity, Korean language grade and linguistic creativity were significant. Second, Abstractness of title were the best predictor of linguistic creativity in elementary school students.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.365-391
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• 2007

As a previous study to investigate recognition gap of creativity between Korea and America, this study has examined Korean university students' implicit creativity toward Korea and America. The research method using in this study was as follows: The subject were university students in Korea, and they were asked to answer multiply for open-ended questions. For the analysis of the answers, a frequency analysis was used. The results were as follows: 1) It showed that Korean university students considered creativity trait as cognitive trait, personality, cultural trait, research and development areas and arts areas. This result means that Korean university students tend to recognize creativity similarly to the ways of established theories of creativity. 2) For the case of Korea, environmental trait like sociocultural background had great importance for all cases of creativity trait and non-creativity trait. 3) American creativity was recognized focused on individual tendency, on the while, community spirit was considered as creativity trait in Korean creativity. 4) It is considered that American culture had better condition for displaying creativity than Korean culture. 5) Traditional culture of Korea was recognized as creativity trait in terms of originality and superiority, and the possibility of modernistic use of Korean culture. 6) Creative people were ranked by artists, executives, rulers and scientists who were well-known to Korean university students. 7) In the comparison of creativity trait between the two countries revealed the traits of creative people, American creativity was reflected more than Korean creativity, This result seems that those people were favored by Korean university students who were familiar with American culture. In conclusion, this study has found another possibility of creativity of the East among cross-cultural creativity studies. Moreover, this study has suggested that traditional culture and tradition renewal, and values of the East are superior cultural resources which are not exist in the West, and those are expected to play a role in developing creativity.

• Research in Mathematical Education
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• v.15 no.2
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• pp.181-196
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• 2011

In mathematical modeling tasks, where students are exposed to model-eliciting for real and open problems, students are supposed to formulate and use a variety of mathematical skills and tools at hand to achieve feasible and meaningful solutions using appropriate problem solving strategies. In contrast to problem solving activities in conventional math classes, math modeling tasks call for varieties of mathematical ability including mathematical creativity. Mathematical creativity encompasses complex and compound traits. Many researchers suggest the exhaustive list of criterions of mathematical creativity. With regard to the research considering the possibility of enhancing creativity via math modeling instruction, a quantitative scheme to scale and calibrate the creativity was investigated and the assessment of math modeling activity was suggested for practical purposes.

• The Mathematical Education
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• v.42 no.1
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• pp.1-9
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• 2003

We examined the relations between Mathematical Creative Problem Solving Ability Test(MCPSAT: Kim etl. 1997) and Torrance Test of Creative Thinking Figural A (TTCT; adapted for Korea by Kim etl. 1999). The subjects in this study were 31 fifth-grade students. In the analysis of data, frequencies, percentiles, t-test correlation analysis were used. The results of the study are summarized as follows; First, we have the correlations between the originality of general creativity and the three elements--fluency, flexibility, and the total--of mathematical creativity (significant at p<.01). Second, We know the correlations between the total of general creativity and the three elements of mathematical creativity(significant at p<.05).

• The Mathematical Education
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• v.51 no.4
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• pp.337-349
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• 2012

The purpose of this study is to survey and analyze conception on creativity carried out from elementary school teachers in Seoul and Gyeonggi-do area. As results, first, most of teachers replied divergent thinking, creative problem solving, and new creation as general creativity and mathematical creativity. Secondly, they showed that thinking process would be related to transfer and cognition in terms of mathematical creativity factors. Lastly, there are significant differences among groups according to gender, teaching career, and age, even though most teachers expressed sympathy for need of creativity education in mathematics education.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.3-11
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• 2022

The effects and factors of the creativity education program on the creative self-efficacy of engineering college students were analyzed. As a result of the analysis, the creative self-efficacy of students who took the creativity education program was improved, and the effect was statistically significant. The learning contents factors affecting the improvement of creative self-efficacy was 'creativity development attribute and creative attitude' and the learning activity factor was 'taking theoretical lectures' about creativity.

• The Mathematical Education
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• v.55 no.4
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• pp.485-501
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• 2016

This study was to explore the factors that mathematics teachers actually need to improve their students' creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers' professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers' professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers' professional development of creativity and character education in mathematics education.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.45-57
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• 2023

The aim of this paper is to find directions for improving creativity education in a research-oriented college of engineering. As a method, we interviewed 17 professors and 7 students from a research-oriented college of engineering in Seoul, South Korea and learned about their experiences related to creativity education. As a result, we were able to identify 6 topics on which the interviewees' opinions vary. We found that most professors we interviewed did not think creativity was important in their classrooms as they thought passing on engineering knowledge was more important in foundational engineering education, and creativity is hard to define. However, their evaluation method in class showed that they valued creativity, and were trying to teach creativity with little success. Also, while the professors thought they needed more communication with the students to improve creativity education, the students thought they needed more autonomy. In consideration of our findings, we proposed 4 directions for improving creativity education in a research-oriented college of engineering. First, shift perspective on the foundational education for engineering. Second, connect basic curriculum and extracurricular activities. Third, actively connect basic curriculum with the industry. Finally, provide appropriate facilities that enable different types of interactions between professors and students.

• Korean Journal of Human Ecology
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• v.9 no.1
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• pp.15-24
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• 2006

The early childhood is a pivotal period for the development of creativity since creative imaginary is rich at the age from 4 to 4.5 years old, The purpose of this study is to examine the relationships between children's creativity, playfulness and multiple intelligence. 91 children(41 boy, 50 girls) attending preschool in jeon-ju city were participated in this research, The age of children was 6 years(average 73.7 months), After collecting the data to find the connections between children's creativity, playfulness and multiple intelligence from the subjects' data using the SPSS WIN 10.0 program, along with t-test, ANOVA and Pearson's correlation in this paper. 1. There was significant correlation between children's playfulness and creativity. Intelligence spontaneousness the element of the playfulness has a correlation with Creativity strengths, Elaboration. In addition, Resistance to Premature Closure has a correlation with social spontaneity, And Originality has a correlation with the Expression of Pleasure the element of the playfulness, 2. There was a significant positive correlation between children's multiple intelligence(MI) and creativity, Fluency the element of creativity has a correlation with Interpersonal intelligence the element of multiple intelligence: And Originality has a correlation with Bodily-kinesthetic intelligence, Intrapersonal intelligence the element of MI. In addition, Abstraction of Titles has a correlation with Intrapersonal intelligence. 3. There was a little correlation between children's MI and playfulness. The Expression of Pleasure has a correlation with bodily-kinesthetic intelligence, Based on the current study, the relationships between creativity, playfulness, and multiple intelligence could be identified. Especially, creativity was significantly correlated with playfulness and multiple intelligence of early childhood. Therefore, it was found that creativity of toddler might be essential factor for the development of toddler's cognitivity.