• 제목, 요약, 키워드: creativity

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유아교사의 창의성이 창의적 교수 행동에 미치는 영향: 교수효능감의 매개효과를 중심으로 (The Effect of Preschool Teachers Creativity on Creativity-fostering Teaching: Focusing on Mediating Effect of Teaching Efficacy)

  • 김경은
    • 한국보육지원학회지
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    • v.16 no.2
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    • pp.47-65
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    • 2020
  • Objective: This study investigated the relationship between preschool teachers' creativity, teaching efficacy, and creativity-fostering teaching and examined the mediating effect of teaching efficacy. Methods: A total of 202 preschool teachers participated in this study. The Creative Behavior Inventory (CBI), Teaching Efficacy Scale, and the Creativity-Fostering Teacher Behavior Index (CFTI) were used for the survey. A hypothesized model and alternative model were tested using structural equation modeling. Collected data were analyzed using 18.0 PSAW and AMOS. Results: The results showed that preschool teachers' creativity was positively associated with their teaching efficacy and creativity fostering teaching. Preschool teacher's teaching efficacy positively related to their creativity fostering teaching. Preschool teachers' creativity had a significant positive direct effect on creativity-fostering teaching and also an indirect effect on creativity-fostering teaching via teaching efficacy. Conclusion/Implications: Implications to foster creativity in preschool and kindergarten are discussed, highlighting the necessity for teacher education to promote teaching efficacy as well as teacher's creativity and creativity-related activities.

과학창의성 평가 공식의 개발과 적용 (Development of an Assessment Formula for Scientific Creativity and Its Application)

  • 임채성
    • 한국초등과학교육학회지:초등과학교육
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    • v.33 no.2
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    • pp.242-257
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    • 2014
  • Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.

공과대학 학생들의 창의성교육에 관한 인식 (College of Engineering Students' Perception on Creativity Education)

  • 임철일;김영전;김동호
    • 공학교육연구
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    • v.15 no.2
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    • pp.30-37
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    • 2012
  • There have been various educational approaches to foster students' creativity in engineering colleges, but little has been conducted based on empirical study results of students' perception on creativity education. This study aims to explore the students' perception on creativity in engineering such as characteristics of creative engineers, the level of individual or group creativity and creative education in engineering colleges. According to the survey results of 538 respondents, engineering students considered three factors such as 'innovative driven', 'eager for high intellectuality', 'activity expression' as characteristics of creative engineer. They evaluated both of individual or group creativity levels as subnormal. They perceived the importance of creativity education, but were not satisfied with current creativity educational experiences. They pointed out 'limited supports of nation or organization', 'credit system decided by the paper-based exam', 'non-systematized creativity classes' as impending factors for creativity in engineering education. Students suggested 'securing the budget for practice and field participation', 'changing of perception on creativity education itself', 'developing the creativity classes combined with engineering subjects' as fostering factors in creativity education. This studdy suggests several implications of educational approaches to creativity education in engineering colleges.

초등학생의 통합 창의성, 과학 유머 창의성, 과학 유머 만들기의 교육적 효과에 대한 인식의 관계 (The Relationships among Integrative Creativity, Creativity in Scientific Humor, and Perceptions of Educational Benefits for Making Scientific Humor of Elementary Students)

  • 손민희;강훈식
    • 한국초등과학교육학회지:초등과학교육
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    • v.38 no.2
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    • pp.191-202
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    • 2019
  • This study investigated the relationships among 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, five graders (n=42) at an elementary school and five graders (n=38) at a gifted science education institutes in Seoul were selected. Tests for 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that the scores for some subcategories of 'creativity in scientific humor' were positively correlated with those for 'integrative creativity', especially for 'creative motivation (e.g., curiosity and playfulness)' and 'creative potency (e.g., knowledge, imagination, sensitivity, flexibility, and fluency)' more than 'creative attitude'. The subcategories of 'integrated creativity' that were significantly related to 'creativity in scientific humor' were somewhat different according to the subcategories of 'creativity in scientific humor'. The scores for all subcategories of 'perception of educational benefits for making scientific humor' were not significantly correlated with those for almost all subcategories of 'integrative creativity' and 'creativity in scientific humor'. Educational implications of these findings are discussed.

마케팅 부서의 조절초점과 신제품 개발 창의성: 창의성 증진수단의 조절효과 (Marketing Organization's Regulatory Focus and NPD Creativity: The Moderating Role of Creativity Enhancement Tools)

  • 강성호;손정민
    • 유통과학연구
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    • v.14 no.7
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    • pp.71-81
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    • 2016
  • Purpose - Because creativity, which is an intangible resource embedded within the company, can offer a competitive advantage, most companies have an interest in promoting creativity among their employees and division(e.g., marketing organization). Creativity renders a sustainable competitive advantage to a firm because it is a strategic resource that is valuable, flexible, rare, and imperfectly imitable or substitutable. Although most companies broadly recognize the importance of creativity, the methods for developing creativity remain elusive. Therefore, the present study investigates how to structure incentives to motivate employees to be more creative and how to develop tools to facilitate creativity. In detail, the present study aimed to examine the relationship between the regulatory focus of marketing organizations(e.g., promotion focus vs prevention focus) and creativity of marketing organizations. In addition, the present study set out to examine the moderating role of interaction of financial reward and creative training in addition to investigating the direct relationship between creativity and regulatory focus in New Product Development(NPD) context. Research design, data, and methodology - The data used to test the hypotheses are drawn from a survey of full time NPD project members(including project manager, designer, engineer, and marketer). The present study utilized data obtained mainly from a database compiled by the Korea Investors Service-Financial Analysis System which provides comprehensive corporate and financial information on firms listed on the Korea Stock Exchange. A study population comprising 1,000 South Korean firms was obtained from this database. We selected 864 firms from the database, and the firms have experiences of new product development project. We collected a total of 162 responses, for a 18.8% response rate. After we excluded 14 questionnaire because of incomplete responses, a total of 148 questionnaire remained(final response rate: 17.1%). Working with a sample of 148 responses in South Korea, hierarchical moderated regression is employed to test research hypotheses(

    The relationship between promotion focus and creativity of marketing organization,

    The relationship between prevention focus and creativity of marketing organization,

    The moderating effect of joint influences(interaction between financial rewards and creativity training) on the relationship between promotion focus creativity of marketing organization,

    The moderating effect of joint influences(interaction between financial rewards and creativity training) on the relationship between prevention focus creativity of marketing organization). SPSS 18.0 and AMOS software were used in the data analysis. Results - The empirical study confirmed that promotion focus of marketing organization is positively related to creativity of marketing organization. Also, prevention focus of marketing organization is positively affected to creativity of marketing organization. In addition, the interaction between financial rewards and creativity training moderated the relationship between regularity focus(e.g.), promotion focus vs prevention focus) and creativity of marketing organization. These results suggest that managers can improve the performances of their creative efforts by providing the use of financial rewards and creativity training in combination. Conclusion - Based on results of this study that examine the effects of regulatory focused creative efforts on creativity of marketing organization, promotion focus is helpful with marketing organizations to enhance their service innovation and performance. Prevention focused organization should allow monetary rewards and creativity training to increase their creativity for innovation of new products.

창의성센터 건립을 위한 학생, 교사 및 학부모의 인식 조사 (A Survey Study of Perceptions for Students, Teachers and Parents Regarding Building Creativity Center)

  • 이성희;최선영;전영석
    • 한국초등과학교육학회지:초등과학교육
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    • v.31 no.2
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    • pp.177-187
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    • 2012
  • The purpose of this study was to acquire a better of how creativity center is perceived among students, teachers and parents by administering a questionnaire. A total of 320 people participated in this survey. We developed the questionnaire which as categorized by four specific areas: 1) people's overall perceptions of creativity education; 2) the way of using the creativity center 3) programing of creativity center 4) space composition of the creativity center. The summary of survey results included; firstly, people had paid attention to creativity education and creativity education; secondly, they want to make use of creativity center with informal learning and extra-curriculum; thirdly, they prefer to participate in many experience activities such as camp or experiments; lastly, they more need creativity experience program and utilization of DIY education. In conclusion, students, teachers and parents recognized creativity center is needed. Therefore, more intensive research and follow-up study on building creativity center should be highly considered.

공과대학생의 일상적 창의성과 창의성 교육의 방향 (Engineering Students' Everyday Creativity and Directions of Creativity Education)

  • 황순희;윤경미
    • 공학교육연구
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    • v.22 no.6
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    • pp.40-50
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    • 2019
  • The purpose of this study is to explore characteristics of engineering students' everyday creativity compared with those of undergraduate students. For this, we investigated whether there were differences in undergraduates' everyday creativity according to majors, gender and grade. Everyday creativity can be defined as thinking and activities producing useful and suitable personal products, and to solve problems in a new and unique ways. Thus everyday creativity is reported to be universal ability creative people can express in their everyday life. Eight hundred and fifty seven students from three universities in three Korean regions responded to Everyday Creativity Scale. Our findings show that firstly, there were significant differences in undergraduates' everyday creativity by majors and gender. Whereas there were no differences in the same survey by grade. Engineering students obtained significantly lower score of everyday creativity as well as its sub-scales. Also, there were significant differences in everyday creativity's sub-factors by gender. Based on these findings, practical implications for creativity education are discussed with particular attention to learner's individual variables.

대학생의 외향성, 경험에의 개방성과 창의성이 학교생활적응에 미치는 영향 -창의성의 매개효과를 중심으로- (Undergraduate Student's Extraversion, Openness to Experience, Creativity and School Adjustment: The Mediating Role of Creativity)

  • 윤정진;김경은
    • 한국지역사회생활과학회지
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    • v.23 no.2
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    • pp.117-128
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    • 2012
  • This study investigated the manner in which extraversion, openness to experience and creativity related to school adjustment and explored the mediating role of creativity in extraversion-school adjustment and openness to experience-school adjustment relationships. The participants of this study were 258 undergraduate students from around the capital city and Pusan Greater Metropolitan area. The results revealed that extraversion related positively to openness to experience, creativity and school adjustment. Openness to experience related positively to creativity and school adjustment and creativity related positively to school adjustment. Furthermore, creativity was found to mediate the effects of openness to experience on school adjustment. The influence of openness to experience on school adjustment occurred indirectly through the facilitation of creativity. The importance of extraversion, openness to experience and creativity to predict undergraduate student's school adjustment is also discussed.

조직의 창의성 수준 평가 모델 개발 (Development of An Evaluation Index of Organizational Creativity Level)

  • 노풍두;조용곤;조근태
    • 기술혁신학회지
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    • v.14 no.1
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    • pp.109-138
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    • 2011
  • 최근 급속한 기술 환경의 변화와 글로벌 경쟁 하에서 조직의 핵심역량으로 창의성에 대한 관심이 증가하고 있다. 특히 창의성은 기술혁신의 시작이며 성공으로 이끄는 가장 중요한 동인이다. 복잡한 창의성이 도출되기 위해서는 창의성에 대한 체계적인 이해가 필요하다. 그러나 기존연구는 창의성에 대한 한두 가지 요인들의 관련성만 다루고 있어 전체적인 관련성을 파악하기가 힘들었으며 창의성을 측정할 수 있는 객관적인 도구도 부족한 설정이다. 따라서 본 연구는 창의성을 각 수준에서 분석하고 이를 통합적으로 측정할 수 있는 요소를 규명한다. 구체적으로 첫째, 창의성을 구성하는 3가지 수준을 제시한다. 둘째, 각 수준별 창의성에 영향을 미치는 요인을 규명하고, 이를 측정할 수 있는 지표를 개발한다. 본 연구에서 제시된 조직의 창의성 수준 평가모델은 현재 수준에서 조직의 창의적 역량과 잠재력을 평가하고 이를 증진시키기 위한 가이드라인을 제공할 수 있다.

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창의·인성 모델학교 운영에 따른 학생, 학부모, 교사의 창의·인성교육에 대한 인식 변화 (A Study on Students', Parents', and Teachers' Change of Perception on Creativity and Character Education through Operation of Creativity and Character Model School)

  • 강버들;박종운
    • 수산해양교육연구
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    • v.26 no.2
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    • pp.257-269
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    • 2014
  • The purpose of this study was to investigate the change of perceptions of students', parents', teachers' on creativity and character education at the model school for creativity and character education. This study used pre and post tests to examine the effects of creativity and character education on students, parents, and teachers. The results were as follows. Firstly, operating model school for creativity and character education brought about the statistically meaningful changes of students' perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average is about 3.5 point. Secondly, operating model school for creativity and character education brought about the statistically meaningful changes of parents' perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average was about 3.5 point like their children. thirdly, operating model school for creativity and character education brought about the statistically meaningful changes of teachers' perception on creativity and character education. The changes seemed that the level of their perception on creativity and character education was rational as the average was about 4.5 point unlike their students and school parents. Fourthly, it seemed that the perception on creativity and character education showed a difference among students, school parents, and teachers.