• 대한공업교육학회지
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• v.33 no.2
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• pp.120-136
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• 2008

Using the tangible programming tools, which combines physical objects (e.g. robot) and educational programming language, may help to encourage learners' creative thinking as well as to enhance problem solving ability. That is, learners can have opportunities to simulate problem solving processes through the physical objects, such as robots. Therefore, they can minimize an fixation about problem solving process. These experience is effective to induce creative thinking that is useful to find new solutions and change environment actively. Therefore, we developed a robot based programming teaching and learning curriculum and implemented it in college level introductory programming courses. The result shows that the robot based programming learning has a positive effect in all three factors of learners' creative problem solving potential, especially in a cognitive factor. The cognitive factor includes general problem solving abilities as well as factors that explain creativity, such as divergent thinking, problem recognition, problem representation. These result means that the developed robot based programming teaching and learning curriculum give positive effect to creative problem solving abilities.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.4
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• pp.137-148
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• 2019

This paper is designed to examine the effectiveness of Computational Thinking and programming awareness by designing and applying programming classes using Havruta. In the present society, where the Fourth Industrial Revolution was in full swing, the capacity to be equipped has changed, and the education has been changed accordingly. Programming education is logically capable of thinking and improves comprehensive problem solving skills. This direction of programming education allows us to get ideas for solving problems based on computing thoughts and to create our own creative results. However, because they require the grammar of the programming language and many additional abilities, they are not easy for learners, and individual differences in competencies make learning less immersive and interesting. In this paper, to solve the problems of the uniform programming class, this study is designed and applied to the class applying the Jewish traditional teaching method, Havruta's teaching method, to find out the effect of computing thinking and programming perception.

• Journal of the Ergonomics Society of Korea
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• v.31 no.1
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• pp.117-124
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• 2012

Objective: The goal of this study is to design a creative tutoring service, which helps children gain confidence and creativity through learning activities. Background: Nowadays most kids are growing up in a very competitive environment under their parents' zeal for education. A stressful environment can deter a child from the confident undertaking of challenges, leading to depression, anxiety, and feelings of inadequacy. Art therapy helps children work through these issues, however the process led by instructors or parents, and kids still feel anxious studying adults' face to read their thought. Method: To help children address challenges, a creative tutoring service application can provide images with certain tasks instead of asking them to fill in blank areas. The tasks asked by the service system are 1) to visualize children's own experience utilizing visually associated images from given images and 2) to create an illustrated story modifying and re-composing given images. Another task is to learn basic math and words with numbers and alphabets in customized colors. By completing each task children collect awards, which allow them graduate to higher levels of challenges. The outcomes from the tasks are sent to the main server system and reviewed by analysts. Those results are sent to children's parents as a text message on smart phone. Results: Visual implication using images inspires children to make creative stories based on their own experience. Also, children can find their own patterns of reaching answers by using synaesthetic imagery through repetitive practices of creative thinking tasks. Conclusion: Understanding how they feel about doing tasks in certain environments and assessing them in varied situations should be carefully considered when designers approach service design for kids. By focusing on how to tutor children in creative ways, as opposed to focusing on the expected outcome, creative service applications can be designed to reduce children's stress and encourage self expression. Children are predicted to gain confidence through using the service without the concern of comparison by others. Application: The creative tutoring service needs to be developed and tested by varying types of children.

• Journal of the Korea Furniture Society
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• v.27 no.4
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• pp.280-290
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• 2016

In design education enhancement of design methodology and creativity can be stimulated through taking on several creative roles within an interactive and enjoyable studio course. To overcome blocks to creativity I developed a intermediate course, 'Furniture Design Studio I' at the sophomore advanced level course. Inventive thinking and a sense of aesthetic are the essential element for all studnets to grow as a professional designer. And to develop their creative thinking skill I introduced a system that utilizes each element into a role-playing type of projects. Students will be able to demonstrate their underlying creativity in a more open environment. Instead of stressing to solve a lot of complicate issues, the main focus is to allow freedom of expression and creativity. Role-playing are executed in a design studio environment rather than in a psychodrama situation. There are two different type of role-playing : Inventor and Designist (Designer + Artist). Students will be able to work in groups, incorporate problem solving into their projects and concentrate on more personal creative form developments. Through this process, students will enhance their problem solving abilities and broaden their scope for innovation. Thus increases the student's participation and creativity. Investigating the problems of domestic design education through these sort of special programs and developing systems that enhance creativity based on the results and the process methods.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.1-8
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• 2010

In the knowledge based society, it is very important to have an ability to solve problem with knowledge and information. In addition, the number of problems that can not be solved only with existing knowledge are increasing. Therefore, we developed an informatics education program that enhances creative problem solving abilities through systematic collection of information. This program designed to enhance both divergent thinking and convergent thinking. The developed program improves the problem solving ability with learner's internal knowledge as well as new information that is collected from external world. More practical and effective program can be provided through continuous program improvement.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.979-992
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• 2011

Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.425-433
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• 2023

In this study, we developed a virtual artist play lesson model using gamification concepts and AI-generated art programs to foster creative thinking in freshman art majors. Targeting first-year students in the Digital Media Art Department at Sichuan Film & Television University in China, this course aims to alleviate fear of artistic creation and enhance problem-solving abilities. The educational model consists of four stages: persona creation, creative writing, text visualization, and virtual exhibitions. Through persona creation, students established their artist identities, and by introducing game-like elements into writing experiences, they discovered their latent creativity. Using AI-generated art programs for text visualization, students gained confidence in their creations, and in the virtual exhibitions, they were able to enhance their self-esteem as artists by appreciating and evaluating each other's works. This educational model offers a new approach to promoting creative thinking and problem-solving skills while increasing learner engagement and interest. Based on these research findings, we expect that by developing and implementing educational strategies that cultivate creative thinking, more students will grow their artistic capacities and creativity, benefiting not only art majors but also students from various fields.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.144-160
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• 2013

This study is a proposal, which is the trial to explicate, in neurology, on how critical thinking as a creative method of sciences functions. The creative methods of sciences, even at present, are mostly the hypothetical insistences concerning with the logical processes of researches suggested from the philosophers of science; Popper, Kuhn, Hempel, or Lakatos. These insistences do excavate what process or approach can be scoped out of scientists' creativity. I call the tendency or approach of the researches, "Process Approach of Creativity (PAC)". From my view point, any PAC trial does not concern with how creative theories can actually be invented. On the other hand, this study is focused on the philosophical thinking abilities of scientists who invented new great theories. They mostly had some experiences to study philosophy while studying their science fields, thus had critical thinking abilities on their studies. From my point of view, critical thinking in philosophy raised questions as to their fundamental and basic (old) concepts and principles, and thus gave them new creative theories. I will try to explain this from the point of neurophilosophy. From the perspectives coming from "the state space theory of representation" of Paul & Patricia Churchland, the pioneers of neurophilosphy, the "creative theories" are the networks of topographic maps giving new comprehensive explanations and predictions. From these perspectives, I presuppose that the attitude of critical questioning revises the old networks of maps with back-propagation or feedback, and thus, is the generative power of searching new networks of maps. From the presupposition, I can say, it is important that scientists reflect on the basic premises in their academic branches for issuing out extraordinary creativity. The critical attitude of philosophy can make scientists construct the maps of new conceptual scheme by shaking the maps of the old basic premises. From this context, I am able to propose "Critical Thinking Approach of Creativity (CTAC)".

• School Mathematics
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• v.12 no.3
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• pp.301-322
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• 2010

In this study, researchers developed the criteria evaluating mathematically gifted students' creative products, which contain such evaluation headings as cognitive abilities(; creativity, analytic thinking, expert skill and knowledge), performing ability of the Mathematically Gifted-Creative Problem Solving process. And then a case study is carried out to apply the criteria to an actual condition of mathematically gifted education. This case study shows that how teachers can apply those of model and criteria in actual condition of the mathematically gifted education. Through the criteria above mentioned, the characteristics of creative productivity can be grasped clearly and evaluated in detail.

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.707-718
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• 2008

Purpose: The present study was designed to understand the conceptual definition and attributes of the clinical critical thinking ability(CCTA) in nursing and to grasp the characteristics of clinical critical thinking abilities. Methods: The data were analyzed using the Hybrid model of Schwartz-Barcott and Kim(2000). Results: Having the skills and dispositions to think critically, CCTA refers to something that implies the cognizant ability to interpret contextual meanings, analyze the relationships between materials or circumstances, draw out the best conclusions, predict things using relevant information and evaluate the reliability of information and the strength of inference on the one hand and the emphatic disposition to be curious, open-minded, intellectually integral, systematic and creative and to reflect on things in contextual terms on the other. Conclusion: CCTA is characterized by clinical circumstances, such as guessing the reasons for facts, predicting things, connecting theory to practice and approaching individual situation in total terms as well as by the Korean circumstances, such as taking another person's perspective. Hence, this study proposes developing the tools to measure the clinical critical thinking ability and the strategies to improve the clinical critical thinking ability and seeking to verify their validity, on the basis of the findings.