• Title, Summary, Keyword: students' perception on creativity education

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

  • Lim, Cheol-Il;Kim, Young-Jon;Kim, Dong-Ho
    • Journal of Engineering Education Research
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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.

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

  • Kang, Beo-Deul;Park, Jong-Un
    • Journal of Fisheries and Marine Sciences Education
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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.

A Study of Mathematically Gifted Student's Perception of Mathematical Creativity (수학 창의성에 대한 초등수학영재들의 인식 연구)

  • Kim, Pan Soo;Kim, Na Ri
    • Journal of Gifted/Talented Education
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    • v.26 no.4
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    • pp.747-761
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    • 2016
  • The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.

An Analysis of Science-gifted Elementary Students' Perception of Speech and the Relationship between Their Voluntary Speech and Scientific Creativity (초등과학영재학생의 발표에 대한 인식 및 발표의 자발성과 과학창의성의 관계 분석)

  • Kim, Minju;Lim, Chaeseong
    • Journal of Korean Elementary Science Education
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    • v.38 no.3
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    • pp.331-344
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    • 2019
  • This study aims to analyse science-gifted elementary students' perception of speech in general school class, school science class, and science-gifted class and the relationship between their voluntary speech and scientific creativity. For this, 39 fifth-graders in the Science-Gifted Education Center at Seoul Metropolitan Office of Education in Korea were asked about their frequency of voluntary speech on each class situation, the reasons for such behavior, and their general opinions about speech. Also, researchers collected the teachers' observation on students' speech in class. To get the scores for students' scientific creativity, four different subjects of tasks were presented. The students' scientific creativity scores were used for correlation analysis with their frequency of speech. The main findings from this study are as follows: First, science-gifted elementary students tended to be passive in science-gifted class compared to general school and school science class. Second, the main reason for the low frequency of students' speech in school classes is that they do not have many opportunities to make presentations. Third, a survey of students' general thoughts on speech showed that more students wanted to make a speech voluntarily in class than the opposite. Fourth, the four different scientific creativity tasks had little correlation. Fifth, the correlations between the frequency of voluntary speech and the scores of scientific creativity were mostly low, with significant results only for plant task. Sixth, the correlations between the frequency of voluntary speech and the two components that make up scientific creativity, originality and usefulness, were also mostly low, but significant results for both were found in plant task, with originality having a higher correlation than usefulness. Based on this results, this study discussed the meanings and implications of students' voluntary speech on elementary science education and creativity education.

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

  • Lee, Sung-Hee;Choi, Sun-Young;Jhun, Young-Seok
    • Journal of Korean Elementary Science Education
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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.

An Analysis of Teachers' Expectation and Need for Creativity and Character Education (창의·인성교육에 대한 교사들의 기대와 요구 분석)

  • Oh, Jung-Sook;Kang, Beodeul;Park, So-Young;Im, Sung-Min;Park, Jong-Un;Won, Hyo-Heon;Kim, Hak-Bum
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.6
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    • pp.1342-1351
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    • 2014
  • The purpose of this study was to analyze qualitatively perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, it was shown that teachers perceived close corelation between creativity and character and competency necessary for students who will make a living for future society. Secondary, Teachers perceived that creativity and character education will benefit students in their cognitive, emotive, and affective aspects. Lastly, teachers thought that an administrative assistant and financial help such as securing classroom had to be supported so that they were able to freely conduct creativity and character education and teaching materials provided by the Regional Center for Creativity and Character Center were helpful in establishing a whole foundation when they started to conduct creativity and character education.

The Survey of Perception and Needs on Development of Lecture to Promote Creativity·Personality of Pre-service Teachers (예비영유아교사의 창의·인성 함양을 위한 강좌 개발을 위한 인식 및 요구도 조사)

  • Kim, Rae-Eun;Ahn, Mi-Young
    • Journal of Convergence for Information Technology
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    • v.9 no.8
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    • pp.205-213
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    • 2019
  • The purpose of this study was to investigate the perception and needs on development of lecture to promote creative personality of pre-service teachers. The subjects were 161 students in 4th grade in early childhood education department. The questionnaire was composed of 3 items of 'recognition of creativity personality lecture' and 7 items of 'demand of development for creativity personality lecture'. The data was analyzed frequency and percentage by descriptive statistics. In the results, first, most of pre-service teachers recognized the importance on development of creativity personality lecture, and support of 'development and application of creativity personality lecture'. They recognized that creativity personality lecture was effective. Second, more than half of them responded that they would take creativity personality lecture, and this lecture was most appropriate 2 courses and 3 hours 10 weeks per semester. They demanded a lot of propensity element among creativity education elements, convergence classes in various fields, teaching medium for 'movie and music', and 'portfolio evaluation'.

A Qualitative Analysis on Implementation of Creativity and Character Education in Schools (창의·인성교육의 현장 실천에 대한 질적 분석)

  • Im, Sung-Min;Oh, Jung-Sook;Park, So-Young;Won, Hyo-Heon;Park, Jong-Un;Kang, Beodeul
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.6
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    • pp.1306-1314
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    • 2014
  • The purpose of this study was to analyze qualitatively implementation in schools through perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, teachers responded that they used most often a variety of students' experiential and participant activities associated with the subject in practising creativity and character education. Secondary, they showed a wide variety of responses from 'not to able to measure' to 'to practice in every class' for how often to apply to and practise creativity and character education in class. Thirdly, for the question of 'How do you think environment for creativity and character education in your school', while parts of them responded 'sufficient educational environment', some of them did 'poor or not completely supported environment'. Lastly, most of them utilized teaching materials for creativity and character education periodically or in reconstructing according to instructional form in their class.

The Effects of Portfolio Instruction on the Creativity and Scientific Inquiry Ability of Students in Elementary Science Classroom (초등 과학 수업에서 포트폴리오 수업이 학생들의 창의성과 과학 탐구능력에 미치는 영향)

  • Han, Se-Ran;Kwon, Chi-Soon;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.20 no.3
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    • pp.421-431
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    • 2000
  • The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

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A Study on the Change of the Perception of Students' Computational Thinking and Scientific Attitudes in Earth Science Classes Using a Block-based Coding (블록형 코딩프로그램을 활용한 지구과학 수업에서 학생들의 컴퓨팅 사고력에 대한 인식 및 과학적 태도 변화 연구)

  • Han, Shin;Kim, Hyoungbum
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.2
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    • pp.131-140
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    • 2019
  • In this study, a block-base coding that could develop computing thinking was applied to Earth science teaching and learning to identify how the perception of computational thinking and scientific attitude was changed as part of creativity education. Based on the results of the study, the conclusions are as follows: First, an Earth science education program was developed using a block-based coding for elementary school students. The 12-hour program was designed for inquiry activities to encourage students to engage in various thinking by providing them with activity-oriented problems. Second, the Earth science education program using a block-based coding showed significant results in confidence in the use of a computer program, integrated learning with a computer, computational thinking, and problem-solving factors with computational thinking. Third, the Earth science education program using block-based coding showed significant differences in the categories of curiosity, criticism, cooperation, persistence, and creativity. It could be judged that it was effective for students in the process of questioning and trying to solve the problem themselves.