• Title, Summary, Keyword: 창의적 인성

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Empirical Exploration on the Component Factors of Creativity·Character for College Students (대학생 창의·인성 구성요인에 관한 경험적 탐색)

  • Lee, Ji-Sun
    • The Journal of the Korea Contents Association
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    • v.17 no.2
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    • pp.26-37
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    • 2017
  • This study aims to theoretically and empirically establish the characteristics and component factors of creativity character of college students. Putting together preceding researches related to the concept and structure of creativity character through the theoretical approach, the in-depth interview and open survey were conducted targeting 70 specialists in education, education engineering, consultation meeting, and researchers' meeting about creativity character of college students. In the results, as creativity character for college students, creativity was classified into cognitive creativity and affective creativity while character was classified into moral character, social character, and emotional character. Especially, the creativity character of college students emphasized the importance of character more than creativity. Through such results, it aims to suggest a new perspective on creativity character of college students, and moreover to provide basic data to set up the research direction to develop a tool to measure creativity character of college students for follow-up researches. Also, it is considered to establish the theoretical, empirical foundation contributing to the establishment of teaching-learning method and education engineering qualitatively enhanced in the site of college.

The Development Teaching Models for Creativity and Personality Education in Home Economics Education - Focusing on the Unit 'Clothing and self-expression'- (가정과교육에서의 창의.인성 수업 모델 개발 - '옷차림과 자기 표현' 단원을 중심으로 -)

  • Park, Mi-Jeong
    • Journal of Korean Home Economics Education Association
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    • v.24 no.3
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    • pp.35-56
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    • 2012
  • The objective of this study investigated characteristics and developed the teaching models elements of creativity and personality education in home economics education based on its identity and nature. Above all, I investigated premises and assumptions of creativity and personality education in home economics education through literary consideration, and then found out eighteen creativity and personality elements. Thus, I proposed Practical Problem Solving Learning Model, Creative Problem Solving Learning Model, Inquiry Learning Model, and Role Playing Model(experience study) in 'Clothing and self-expression' unit. The study identified that creativity and personality education meets nature of home economics education and strengthens the basics of the creativity and personality education in home economics education. In the future, I recommend the activation of philosophical debating of the creativity and personality education, various class models of creative and personality education, and follow-up study of the creative and personality education.

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Effects of Goldberg Device Learning Program on Creative Personality of the Primary Gifted Students (골드버그 장치 수업 프로그램이 초등 영재 학생들의 창의적 인성에 미치는 영향)

  • Kim, Young-Jun;Son, Jeong-Woo
    • Journal of Gifted/Talented Education
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    • v.22 no.2
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    • pp.451-465
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    • 2012
  • The purpose of this study is to analyze the effects of a Goldberg device learning program on primary gifted students' creative personality. Based on the concept of creative personality derived from a literature review, a learning program has been developed and applied to 18 primary gifted class students and 20 invention club students. Creative personality consists of eight components: patience/persistence, confidence, humor, curiosity, imagination, openness, adventurous spirits, and independence. Creative personality tests were conducted before and after Goldberg device learning program lessons. The results of the tests indicate that (1) the Goldberg device learning program affected all eight components of creative personality positively; and (2) the invention club students showed a greater improvement in creative personality than the gifted class students. These findings suggest that Goldberg device learning programs can be effective to learn various scientific principles and improve students' creative personality.

The Relationships of Family Strength and Creative Personality to Career Maturity in Middle School Students (중학생의 진로성숙도에 대한 가족건강성과 창의적 인성의 영향력)

  • Yun, Seonyoung;Shin, Hyoshick;Lee, Seonjeong
    • Journal of Korean Home Economics Education Association
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    • v.27 no.4
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    • pp.51-65
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    • 2015
  • The purpose of this study was to investigate the relation among family strength, creative personality, and career maturity. This subjects were the 508 middle school students living in Gwangju. Data was analyzed for frequency, percentage, mean, standard deviation, cronbach's ${\alpha}$, ANOVA, duncan test, and hierarchical regression analysis using SPSS/PC 18.0 program. The major findings were as follows; First, the middle school students' family strengths, creative personality, and career maturity were higher than median(3.00). Second, career maturity showed significant difference according to all of family strength(family respect and affection, role sharing and problem solving, communication and family bonding, financial stability) and part of creative personality(self-conviction, perseverance/tenacity, openness of thinking, curiosity). Third, the middle school students' career maturity was influenced by self-confidence and humor. And the middle school students' career maturity was explained about 26% by these variables. The outcomes indicated that career maturity of middle school students is affected by creative personality.

The Relationship Among Creativity Personality, Career Awareness, and Occupational Aspirations of Elementary School Student (초등학생의 창의적 인성과 진로인식 및 직업포부의 관계)

  • Cho, Bung-Hwan;Park, Mee-Jin
    • The Korean Journal of Elementary Counseling
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    • v.11 no.3
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    • pp.447-463
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    • 2012
  • The study were to examine relationship among creativity personality, career awareness, and occupational aspiration of elementary school students. For these purpose, we analysed the data from 322 elementary school students. Finding revealed that creativity personality positively related to career awareness and occupational aspiration. And creativity personality has significantly affected career awareness and occupational aspiration. Result of structural equation modeling analysis was creativity personality and career awareness were effect to occupational aspiration. However, career awareness had no mediating effect on the relation of creativity personality and occupational aspiration. The implication for career education and counseling practice are discussed based on he result of the present study.

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The Relationship between Preschool Teachers' Hemispheric Mode Indicator and Creative Personality (영.유아교사의 뇌 선호유형과 창의적 인성간의 관계)

  • Youn, Jeong-Jin;Kim, Hyoung-Jai
    • The Journal of the Korea Contents Association
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    • v.10 no.1
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    • pp.305-316
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    • 2010
  • The purpose of this study was to identify the relationships between preschool teachers' hemispheric mode indicator and creative personality. The subjects were 205 preschool teachers from kindergarten or nursery school in Busan. The McCanthy(1993)'s HMI(Hemispheric Mode Indicator) and Torrance(1988)'s WKOPAY(What Kind Of Person Are You?) were used to examine the relationships preschool teachers' hemispheric mode indicator and creative personality. Results of this study as follows ; first, the hemispheric mode indicator of right hemispheric dominance were significantly positively correlated to the creative personality and inquisitiveness but negatively correlated to self-confidence among elements of creative personality. Second, the creative personality was significant difference according to hemispheric dominance types. That is, the creative personality of right hemispheric dominance was significantly higher than that of left or exhibit balanced hemispheric dominance but it was no difference between left hemispheric dominance and exhibit balanced hemispheric dominance. Third, there were significant difference self-confidence, inquisitiveness, and awareness of others but no difference Acceptance of Authority and Disciplined Imagination among elements of creative personality according to hemispheric dominance types.

The Relationship among Self-Leadership, Creative Personality and Innovative Behaviour and Study Satisfaction (셀프리더십, 창의적 인성, 혁신행동 및 학업만족 간의 구조적 관계: 대학조직을 중심으로)

  • Choi, Suk-Bong
    • Management & Information Systems Review
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    • v.31 no.4
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    • pp.611-638
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    • 2012
  • With recognition of the self-leadership and creative personality for developing student competitive capability, this study examines the relationships among self-leadership, creative personality, innovative behaviour and learning satisfaction based on survey data from university students. The main findings of the study are as follows: first, the study found that self-leadership was positively associated with creative personality while there was also a positive relationship between self-leadership and innovative behaviour as well as learning satisfaction. Second, the empirical analysis of the paper also shows that creative personality partially mediated the relationship of self-leadership and innovative behaviour, but not for the relationship between self-leadership and learning satisfaction. In addition, the hypothesis on the positive association between learning satisfaction and innovative behaviour was not supported. This paper contributes to our understanding of self-leadership and innovative behaviour research by expanding to university student context and highlighting the role of creative personality. This study proposes that developing the self-leadership and creative personality of student are required for better innovative behaviour and thereby, learning performance.

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Effects of STEAM Lessons Using Scratch Programming Regarding Small Organisms in Elementary Science-Gifted Education (스크래치 프로그래밍을 활용한 '작은 생물' STEAM 수업이 초등과학 영재에게 미치는 효과)

  • Choi, Youngmi;Hong, Seung-Ho
    • Journal of Korean Elementary Science Education
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    • v.34 no.2
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    • pp.194-209
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    • 2015
  • 본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

A Pilot Study on Creativity.Personality Education for the Gifted in Future: Focused on Perception of Gifted Teachers (미래사회 영재의 창의.인성 교육을 위한 예비 연구 - 현장 영재교사의 인식 중심으로)

  • Park, Kyung-Bin;Lee, Mi-Soon;Chun, Mi-Ran
    • Journal of Gifted/Talented Education
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    • v.20 no.3
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    • pp.681-701
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    • 2010
  • This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

The mediating effect of their emotional intelligence on the relationship between creative home environment of fathers and creative personality of young children (아버지의 창의적 가정환경과 유아의 창의적 인성 간의 관계에서 정서지능의 매개효과)

  • Kim, Hyoung Jai;Koo, Sung Soo;Lee, Kyung Cheol
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.3
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    • pp.1844-1852
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    • 2015
  • The purpose of this study was to identity the mediating effect of emotional intelligence on the relationships between creative home environment and creative personality of young children. The subjects of the study were 225 young children from daycare center in Busan. The results of the study are as follow; first, creative home environment were significantly positively correlated to emotional or creative personality of young children. And emotional intelligence were significantly positively correlated to creative personality of young children. Second, emotional intelligence worked as a part mediation variable between creative home environment and creative personality of young children. According to, this study suggests that the creative home environment during early childhood predict their creative personality. Their emotional intelligence, especially is the impact factor that can mitigate effects of the creative home environment.