• Journal of Korean Society of Industrial and Systems Engineering
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• v.45 no.4
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• pp.210-216
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• 2022

The army is concerned about the decrease in enlistment resources due to the low birth rate and the weakening of military combat power due to the shortening of the military service period. Now, the military's quantitative growth is no longer limited and it is a time for qualitative growth. To this end, the Army has been applying the Israeli learning method Havruta to recruit training to improve the quality of training since 2019. After applying Havruta, several scholars have studied the effect of recruit training applying Havruta. As a result, it was verified that recruit training applying Havruta improves the inner motive, creativity, and military service value of trainees. This study investigated how trainees' inner motive, creativity, and military service value affect their satisfaction and achievement. In addition, it was studied whether the effect of recruit training applied with Havruta on achievement differs according to the educational background (high school graduate or higher) and military family (professional soldiers within 4th degree) of the trainees. To this end, a survey was conducted on 472 recruits, and the structural relationship between each variable and the moderating effect were analyzed using the structural equation model. As a result of the study, military service value did not affect training satisfaction. Also, there was a difference in the effect of creativity on training satisfaction according to the educational background of new recruits, and there was a difference in the effect of military service value on training satisfaction and training achievement according to military family members. The purpose of this study is to contribute to the improvement of the army's recruit training development plan and effective training system.

• Journal of Christian Education in Korea
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• v.73
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• pp.73-91
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• 2023

This study aims to provide basic data for revitalizing creativity research related to early childhood teachers by analyzing creativity research related to early childhood teachers. For this study, 103 master's and doctoral dissertations in Korea, which were searched through the National Assembly Library and the Research Information Sharing Service (RISS), were selected under the themes of 'early childhood teacher', 'creativity', and 'creativity research trends'. The frequency and percentage were calculated by analyzing creativity research related to early childhood teachers with five criteria: research period, research content, research method, research subject, and creativity factor. As a result of the study, first, as for the trends of creativity research related to early childhood teachers, 91 master's theses (88.3%) and 12 doctoral theses (11.7%) were conducted from 1991 to 2022, focusing on master's theses. Second, trends by research content were found in 20 basic studies (19.4%) and 83 practical studies (80.6%). Creativity research related to early childhood teachers is being actively conducted centering on practical research. Third, trends by research method showed 96 quantitative studies (93.2%), 7 qualitative studies (6.8%), and 0 literature studies (0%). Creativity studies related to early childhood teachers were being conducted with a focus on quantitative research. Fourth, the trend by research subject consisted of 100 studies (97.1%) related to early childhood teachers and 3 studies (2.9%) related to pre-service early childhood teachers. Fifth, trends by creativity factor were found in 56 studies (54.4%) related to teacher's variables and 47 studies (45.6%) related to creativity education methods. Studies related to teacher's variables were relatively higher than creativity education methods. As a result of this study, there is a lack of Christian education research in creativity research related to early childhood teachers, so it is expected that it will be done in the future.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1017-1030
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• 2010

In this study, an enriched in-service program for teaching scientific creativity was developed and implemented using the scientific creativity activities developed by Park, Park, & Lee (2008). In this program, science teachers performed scientific creativity activities by themselves and practiced the development of actual teaching materials. As a result, science teachers mentioned that they could achieve their goals by learning about various actual teaching materials and teaching strategies for gifted education. They also mentioned that the in-service program was interesting, had appropriate levels of learning difficulty, and that they would apply the teaching programs and teaching strategies to actual gifted education. Observing teachers' actual learning processes during the in-service training course, it was found that they actually participated in the in-service program for a long time intensively and could improve conceptual understanding in depth, but it was necessary to long-term creative thinking practice for being beyond the level of students' creative activities. Finally, from the analysis of teaching materials developed by teachers at the final step of the in-service program, it was found which aspects were developed well or were unsatisfactory, therefore, these findings could be applied for more improved in-service programs.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1053-1071
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• 2014

Problem posing is used to develop the creativity program and adaption for the gifted, and to screen the gifted students in the selection process. However existing creativity assessment factors(fluence, flexibility, originality) has been recognized to have it's limitation to assess the mathematical creativity. To improve the creativity assessment, we propose new set of assessment factors for mathematical creativity test through problem posing. For this study, we let 19 mathematically gifted students to pose two good mathematical problems for a limited time after solving a certain problem so called a reference problem. A week late, we let the subjects, pre-service teachers, and experts to evaluate the problems posed by the subjects, and leave the reasons for evaluating highest mark and lowest mark. With this date, we propose fluence, flexibility, originality, anti-similarity, complexity, elaboration as the set of mathematics creativity assessment factors.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.29-38
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• 2011

The objective of this study is the analysis of the effects of educational contents authoring in a PBL using NetLogo Pre-service teachers' creativity. With utilization of the analysis, we attempted to draw implications on the factors considered in instructional design. To compare their creativity before and after class, we have done pre-service teachers test for each Pre- and Post- TTCT and LCT. Based on the analysis, as a result, there has been a significant improvement in their creativity, most especially in the 'fluency' subcategory.

• Journal of the Korea Safety Management & Science
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• v.11 no.4
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• pp.279-286
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• 2009

This paper reviewed the relationship between personal factors(creativity, outwarding, entrepreneurship) and incremental innovation, and the moderating effect of tenure in the domestic service enterprises. Based on the responses from 306 employees, the results of hierarchical multiple regression analysis showed that all personal factors except creativity have positive relationships with incremental innovation factors. The results of moderating analysis showed that entrepreneurship have more positive effects on all incremental innovation factors while respondents' tenure being shorter.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.403-413
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• 2014

This study is to select educational films suitable for enhancing creativity and personality in order to develop educational contents aimed at pre-service early childhood teacher. First, three film critics based on sub-elements of ego-identity selected final 59 films. Next, three education experts classified the 59 films into small groups based on components each for creativity and personality. As a result, first, films classified according to pre-service early childhood teacher' sub-elements of ego-identity, educational components for creativity, and educational components for personality were 8 in job, 7 in religion, 6 in politics, 7 in philosophical life style, 8 in friendship, 8 in relationship, 7 in gender role, and 8 in leisure activity. Second, verifying suitability of film critics and education experts using Delphi method in order to select educational films to enhance pre-service early childhood teacher' creativity and personality based on films was effective in increasing validity of the results of this research.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.656-666
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• 2014

The purpose of this study is to investigate early childhood teachers' difficulties in creativity education. The subjects of this study were 10 early childhood teachers. Data were collected from reflective journals and in depth interviews. The results were as follows: First, the difficulties fall into two categories; inter and outer difficulties. Second, inter difficulties were teachers' misunderstanding of creativity. Third, outer difficulties were parent's demand for prerequisite learning, kindergarten director's goals of education, insufficient pre-service teacher education, and a lack of support to teachers.

• Journal of Korean Society for Quality Management
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• v.39 no.2
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• pp.256-270
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• 2011

The study attempts to propose and test a causal research model using SEM (Structural Equation Model) to determine whether there is a relationship between six sigma champion's transformational leadership and belts' creativity based on the mediated effects of intrinsic motivation and project's learning and growth. The subjects of the study composed of 134 belts from manufacturing and service firms implemented six sigma. Empirical results show that transformational leadership is positively related to intrinsic motivation and project learning and growth. In addition, intrinsic motivation and project learning and growth are positively related to creativity. The results of the study imply that creativity of six sigma belts would be enhanced by implementation of six sigma projects and utilizing six sigma tools and methods.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.481-490
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• 2020

The purpose of this study was to investigate the change of perception by analyzing self-reflection journal of the pre-service teacher's in PBL. For this purpose, 30 pre-service teachers participated in PBL for 4 weeks of summer semester. The researcher analyzed the self-reflection journals using ATLAS.ti 8 and the meaning of the teaching innovation factors was derived from the self-reflection journal contents. The results of the study are as follows. Pre-service teachers' solved the problem from the teacher's perception. Through the PBL process, the pre-service teachers' perception was changed such as new teaching-learning method, recognition of important of teaching method and interaction. Based on this, this implies the necessity of research on teaching innovation for pre-service teachers' creativity-convergence.