• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Journal of Fashion Business
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• v.27 no.3
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• pp.150-165
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• 2023

The purpose of this study is to propose a fashion design creativity convergence education program based on creative thinking that can be effectively used to create a creative fashion design in the fashion education field, and to verify the suitability of this program and its effectiveness in improving creativity. To this end, a fashion design creative convergence program combining divergent thinking and convergence thinking was designed, and an experimental study was conducted among college students in the fashion design department. Creativity evaluation was conducted by evaluating students' creative ability and creativity of fashion design results. In addition, an open survey was conducted to collect learners' opinions on the suitability of the program and the convergence process of divergent and convergent thinking. As a result of this study, it was found that the fashion design creative convergence education program based on creative thinking improves the creative competency of major learners of fashion design and is the learning performance competency in the process of producing creative results. This study is meaningful as it is a basic study that proposes a fashion design education program to foster the creative competency of fashion design majors, and is expected to be used in various ways in the educational field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.656-664
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• 2020

This study obtained basic data for developing human resources with creativity convergence competency by surveying and analyzing the level of creativity convergence competency of university students. The study was conducted from October 1, 2019 to November 10, 2019 on university students attending the departments of computer science, pharmaceutical engineering, physical therapy and dental hygiene. The data from 296 students was finally used for this study, and IBM SPSS/Win statics 23.0 programs were used to analyze the data. Students who graduated from Seoul/Gyeonggi High School or those students with high undergraduate satisfaction were found to have high creativity convergence ability, and these results were statistically significant. Further, the group of students who had experience with Campus/Suburban competition, Global Competency training/ International exchange programs or the Capstone Design/Team Based Project showed high creativity convergence competency, and these results were statistically significant. Thus, this study identified the necessity of developing and operating various extra-curricular programs at education institutes in order to enhance students' creativity convergence capability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.371-380
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• 2019

This study was undertaken to analyze the relationship between the Big-five personality factors of undergraduate students and Creativity Convergence Competency. Totally, 511 students attending private colleges in G province were surveyed for their competences. Using the SPSS 22.0 program, all collected data were analyzed by one-way ANOVA, Pearson's correlation analysis, and regression analysis. The following results were obtained. First, personality extraversion and Creativity Convergence Competency differed in all the major factors examined. Second, higher the interpersonal abilities, higher was the ability of core convergence. Third, extraversion and sincerity among the Big-five personality factors were significant predictors of Creativity Convergence Competency. In conclusion, we found that the Big-five personality factors are important to be considered for strengthening the competence of students.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.1-13
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• 2023

One of major goals of mathematics education is to cultivate human resources which equip creative problem-solving ability. Thus, the enhancement of creative and converging ideas has been emphasized in the national curriculum since the 2009 revised curriculum. In the current study, we analyzed authorized textbook series to examine how each curriculum material addresses the creativity convergence competency. The foci of the analysis were creativity (originality, fluency, flexibility, elaboration) and convergence (intrinsic connection, extrinsic connection). In addition, we analyzed the national textbook which was based on the 2015 revised curriculum to investigate the transition between the national textbook and the authorized textbooks. We found the tasks that focused on fluency were the most frequent type regarding creativity and the tasks that connected with everyday life situations (extrinsic connection) were prevalent across the three textbook series. We provided suggestions about the development of mathematics textbooks and their implementation.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.206-215
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• 2020

This study analyzes the relationship between K-CESA of undergraduate students, and their coaching skill and creativity confluence competences. Totally, 344 students attending private colleges in G province were evaluated for their competence. The data collected were analyzed by descriptive statistics, Pearson's correlation analysis, multiple regression analysis and Sobel test, using the SPSS/PC 22.0 computer program. Our results indicate that K-CESA, coaching skill, and creative convergence fulfill the assumption of normality. Moreover, significant positive relationships were determined between K-CESA and creativity confluence, as well as between coaching skill and creativity confluence. Furthermore, K-CESA was an important factor that predicts the creativity confluence competency, and coaching skill had mediating effects on the relationship between K-CESA and creativity confluence competency. In conclusion, our results indicate that K-CESA and coaching skills are important factors that will help strengthen creativity confluence competences.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.507-515
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• 2022

In this paper, a novel-engineering-based artificial intelligence liberal arts course is proposed and its effectiveness is evaluated with an emphasis on creativity confluence competency for elementary and middle school pre-service teachers in various majors. Constructing directions such as "considering the characteristics of non-major learners" and "drawing convergence with majors" were derived by analyzing related prior research, and its relationship with Novel Engineering was presented as an appropriate educational method. As a result of 45 hours of artificial intelligence education convergence liberal arts course, a statistically significant improvement in creativity confluence competency and high satisfaction were established. This study is significant because it supported the idea that novel engineering might be used as a pre-service teacher education strategy for artificial intelligence convergence education.

• Journal of the Korean Society of Radiology
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• v.16 no.6
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• pp.807-813
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• 2022

In order to foster creative convergence talents in the era of the 4th industrial revolution, universities are changing from knowledge-oriented education to competency-oriented education, and the maker education program is attracting attention as a new educational method. Through maker program education, we tried to find out the level of convergence, creativity, caring, and communication competencies. A survey was conducted from May 2nd to May 13th, 2022 for 2nd and 3rd grade students in the Department of Radiology and Sports and Leisure who participated in the Maker Education Program at S University in Daegu City. Research results Convergence competency is 3.35 ± 0.78 points before maker program education, 4.37 ± 0.61 points after education, creative competency is 3.28 ± 0.78 points before maker program education, 4.07 ± 0.69 points after education, and caring competency is 3.71 ± 0.80 points before maker program education Points, 4.25 ± 0.64 points after training, and communication competency were 3.61 ± 0.70 points before maker program training and 4.16 ± 0.63 points after training. There was a statistically significant level difference in all four competencies compared with before training, and the level after training was improved (p<0.05). Through the operation of the maker education program, it was possible to see the effect of cultivating convergence, creativity, caring, and communication competencies. The maker education program can be seen as education for nurturing creative convergence talents in the era of the 4th industrial revolution, and I think that various maker education programs should be operated for more university students.

• Korean Institute of Interior Design Journal
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• v.25 no.6
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• pp.15-22
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• 2016

Recent changes in the Korean education policies are promoting the advances in science and technology and cultivating people of convergence talent. STEAM (science, technology, engineering, art and math) educational program is Korean styled convergence program for creative competent human resources. Therefore, Therefore the aim of this study is developing convergence hand-on educational program coping with climate change for elementary school students. For development of the program, we investigated the curriculum of the elementary school about the climate change, and allocated in the creative learning standard frame. Also, we selected themes related the climate change in the curriculum and learning activity. For more effective program to build the convergence competency, we analyzed the program based on creative problem based learning process and 4 core competency(creativity, communication, convergence, caring) elements. In conclusion, the STEAM program needs to develop by school curriculum and leaner's ability. For elementary school students, the STEAM program consists with creative problem based learning process. And the convergence educational program would analyze by the creative PBL process and convergence competency elements. So, this developing program has brought the promotion of the creative convergence competent talented person for the future global environment.