• Title, Summary, Keyword: creativity

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A Study on Teaching and Learning to Improve Creativity in Home Economics Education (창의성 증진을 위한 가정과 교수-학습에 관한 연구)

  • 권유진;신상옥
    • Journal of Korean Home Economics Education Association
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    • v.10 no.2
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    • pp.57-65
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    • 1998
  • The purpose of the study is to search for on teaching and learning to improve creativity in home economics education. It has been important for students to formulate and solve problems about home and family through creative thinking, home economics educators have to provide these teaching and learning methods. This research's methods were to search the importance of creativity in home economics education and the relevance between home economics and creativity, then to find the problems of some recent creativity education and formulate the assumption for creativity education in home economics education. Finally, it was presented the examples of teaching and learning to improve creativity. In above the process, we have to recognize as belows; 1. The teaching and learning methods in home economics education need the creativity for formulating problems and finding the elements which effect on practical problems. 2. It is properly selected to some teaching and learning methods in home economics education, and many methods to improve creativity may be included the assumptions for self-realization and moral responsibility.

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Relationships among Intrinsic-Extrinsic Motivation, Self-Efficacy, and Creativity (내·외동기, 자기효능감, 창의성의 관계)

  • Sung, Eun-Hyun
    • Korean Journal of Child Studies
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    • v.27 no.5
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    • pp.183-193
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    • 2006
  • Tests of intrinsic-extrinsic motivation, self-efficacy, and creativity were administered to 75 college students. Results were analyzed by Pearson's correlation, partial correlation and Barron and Kenny's(1986) model. The main results were that (1) creativity was positively correlated with intrinsic motivation and negatively correlated with extrinsic motivation. (2) Self-efficacy played an important mediating role in the relationship between extrinsic motivation and creativity, but not in the relationship between intrinsic motivation and creativity, suggesting that extrinsic motivation negatively affects creativity because it lowers self-efficacy, which is intimately related with creativity. (3) The negative effect of extrinsic motivation on creativity was explained by such sub-factors of self-efficacy as self-confidence and preference for difficult tasks, but not by self-regulatory efficacy.

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A Study on Mathematical Creativity Task (수학적 창의성 과제에 대한 고찰)

  • Kim, Boo-Yoon;Lee, Ji-Sung
    • The Mathematical Education
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    • v.48 no.4
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    • pp.443-454
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    • 2009
  • This study reviewed the notion and strategies of mathematical creativity from two point of view, mathematics and creativity. By these reviews, the spectrum was presented as frame of mathematical creativity task. Creativity and mathematics were seen as polar opposites and mathematical creativity task fit clearly at various points in this spectrum. Some focused on the quantity of ideas and originality from creative point of view. On the other hand, some focused on reasoning, insight, and generalization from mathematical point of view. The tasks on the spectrum were served as the vehicle of mathematical creativity and mathematics classroom. Therefore, there were some specific suggestions that mathematics classroom could be made a place where students and teachers would be able to foster their mathematical creativity.

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On Perspectives in Mathematical Creativity (수학적 창의성에 대한 관점 연구)

  • Kim, Boo-Yoon;Lee, Ji-Sung
    • The Mathematical Education
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    • v.46 no.3
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    • pp.293-302
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    • 2007
  • In this paper, we review definition and concept of mathematical creativity. A couple of criteria have established for perspectives in mathematical creativity, The first is specific domain(mathematics) vs general domain(creativity) and the second is process(thinking process) vs outcome(divergent production). By these criteria, four perspectives have constructed : mathematics-thinking process approach(McTd), mathematics-divergent production approach(MctD), creativity-thinking process approach(mCTd), creativity-divergent production approach(mCtD). When mathematical creativity is researched by the specific reason and particular focus, an appropriate approach can be chosen in four perspectives.

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The Different Role of Intrinsic and Extrinsic Motivation in Achieving Creativity (창의성 증진에 있어서 내.외재동기의 차별적 효과에 관한 연구)

  • Park, Jong-Hyuk;Kim, Yoong-Joong
    • Management & Information Systems Review
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    • v.20
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    • pp.115-135
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    • 2007
  • This study explored how intrinsic and extrinsic motivation relates to achieving creativity at project work. We were interested in differences in how motivational factors relate to creativity. Using data from the 98 engineers and researchers employed by a variety of companies, principal components factor analysis with marimax rotation was performed on the data. We examined effects of the moderate variables the intrinsic and extrinsic motivation and creativity relationship. The results indicate of positive mental involvement, the time and the resource constraints relates positively to creativity in organizations and that the relationship is a simple linear one. These outcomes are significantly related to intrinsic motivation and the creativity. In additions, extrinsic motivation is related to less the creativity. Our survey findings are also consistent with other sources of knowledge on the topic. Our results suggest that there are two different role: mental involvement, time and resources constraints, both of which predict creativity, and external control and extrinsic motivations reduce to creativity.

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An analysis of Kindergarten Teachers' Perceptions of Children's Creativity Employing Q-methodological Approach (창의성에 대한 유치원 교사의 인식 유형 분석 : Q-방법론적 접근)

  • Park, Sun Mi;Yoo, Soo Kyung
    • Korean Journal of Child Studies
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    • v.29 no.4
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    • pp.231-248
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    • 2008
  • This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.

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The Effects of Group Conflict on Group Creativity : Moderating Effects of Leadership Style and Communication (집단갈등이 집단창의성에 미치는 영향 : 리더십 스타일과 커뮤니케이션의 조절효과)

  • Baek, Yoon-jung;Han, Sang-sook
    • Knowledge Management Research
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    • v.9 no.3
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    • pp.1-19
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    • 2008
  • This study explored the influence of two types of conflict(task and relationship conflict) on group creativity and tested this model with a sample of 58 teams. Relationship conflict negatively influenced group creativity but, task conflict did not show the effects on group creativity. Specifically we found the moderating effects of supportive leadership and communication. Supportive leadership style moderated positively both task conflict and relationship conflict on group creativity. But controlling leadership styled moderated negatively relationship conflict and group creativity. Finally the relationship between task conflict and group creativity was moderated by communication. Overall, we suggest conflict is one of the important group process to boost group creativity and supportive leadership and communication are the important moderators to manage conflict successfully and effectively.

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An Exploratory Study on the Performance Indicators for Management that Reveals Creativity (창조성 발현 경영을 위한 성과지표에 대한 탐색적 연구)

  • Oh, Hyung-Sool;Seong, Baek-Seo;Kim, Seon-Min
    • Journal of the Korea Safety Management and Science
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    • v.10 no.2
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    • pp.61-70
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    • 2008
  • The CEOs of global companies have been realized the imagination and creativity that can be obtained from the corporate culture is the crucial competitive power for sustainable growth. Thus, most domestic companies take an increasing interest in how to make creativity efficiently. This paper, however, argues that the proper application of performance indicators can engender creativity and innovation in organizations without costly investing on creativity. Assuming that creativity is actually dominated by the emotion of human resources rather than the rationality, this paper suggests the performance indicators developed based on the viewpoint of the characteristics of human needs and the relationship between the human needs and the attribute of works. The performance system which consists of activity, sociality and creativity is presented and the performance indicators for each category are also suggested to improve the spontaneity and creativity of human resources.

Relationship between Creativity and Performance in Government-funded Research Institute (공공연구조직의 창의성 수준과 연구성과 간 관계)

  • Park, Daesig;Cho, Keuntae
    • Korean Management Science Review
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    • v.32 no.2
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    • pp.51-68
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    • 2015
  • The objective of this study is to empirically examine the relationship between creativity and performance in 10 government- funded research institutes of industrial science and technology. In order to analyze the relationship, the institutes are categorized into the high performance group and the low performance group based on research paper and patents The study uses discriminant analysis to identify the factors causing the difference between the two groups. The results show that there is no significant difference of individual creativity between the two groups whereas there is significant difference of group creativity and organization creativity. The study suggests that performance of government-funded research institutes depends on group and organizational creativity.

What are the Differences Between Scientifically Gifted and Normal Students in the Aspects of Creativity? (과학 영재 학생과 일반 학생은 창의성에서 어떻게 다른가? - 서울대학교 과학영재교육센터 학생들을 중심으로 -)

  • Shin, Ji-Eun;Han, Ki-Soon;Jung, Hyun-Chul;Park, Byung-Gun;Choe, Seung-Urn
    • Journal of The Korean Association For Science Education
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    • v.22 no.1
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    • pp.158-175
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    • 2002
  • In the present study we have compared and analyzed three different measures of creativity in 135 gifted and 161 normal students to understand the nature of creativity and to propose the guideline for measuring creativity. The instruments used to measure creativity in this study are the Torrance Test of Creativity Thinking (TTCT), the Test of Creative Problem solving and Finding in Science (CPFS), and the Creative Behavior Checklist in Science (CBCS). The TTCT is the most widely used divergent thinking test and measures creativity in the aspect of domain-generality. The CPFS and the CBCS were developed for the purpose of this study and measure domain-specific creativity in the area of Science. The findings of this study revealed that gifted students are significantly more creative compared to normal students in all measures of creativity used in the study. The biggest difference between the gifted and normal students was found in the aspect of CPFS. This study implies that creativity, which is considered less useful to identify gifted students compared to achievement or IQ scores, is the important factor to consider for judging giftedness. The low correlations revealed among the TTCT, CPFS, and CBCS imply that the three measures of creativity address relatively different aspects of creativity. The results also suggest that it is essential to consider multiple criteria of creativity not to overlook potential creative students in the area of science. Implications of the study in connection with the identification and educational practices for gifted education program is discussed.