• 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.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.8
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• pp.541-550
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• 2017

The purpose of this study is to develop a personality education program for university students based on animation. The selection of the animation media to be used in the character education program to cultivate the eight core value virtues, eg, efficacy, honesty, responsibility, respect, consideration, communication and cooperation, Based on the eight elements of self - identity of college students, such as job, religion, politics, philosophical lifestyle, friendship, heterosexuality, gender roles and leisure activities. The process of developing personality education program model and activity based on animation of this college student is as follows. The necessity of developing personality education program for college students, Setting basic direction of character education program based on animation, Selection of animation media, Development of personality education program model based on animation, Development of personality education program activity based on animation of self identification, And finalization of personality education program based on final animation. In this study, a total of 16 characters were developed according to the sub - factors of self - identity in the personality education program of university students based on animation.

• Journal of Korean society of Dental Hygiene
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• v.19 no.3
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• pp.399-408
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• 2019

Objectives: In this study, by a professional who provides medical services by gauging the level of personality recognition among dental hygienists, the basic data is provided to suggest the need for personality education in dental hygienists' education. Methods: A questionnaire survey was conducted with the members attending conservative education in 2018, and the results of the analysis of the total of 348 members were as follows. Results: The average age of the participants was 31.6 years, and their average career duration was 9.4 years. The total personality score was 3.74 points. The highest score was 4.10 points for conscience, and the lowest score was 2.98 points for habit. In terms of differences between general characteristics and personality domains, the personality perception score was statistically significantly higher for hygienists who were married than for those with a higher education level and working at a higher hospital level. There was a statistically significant positive correlation between the personality domains and the highest competence domain (r=0.790) in relation to total personality. The higher the competency, the higher the total score. Conclusions: Personality is not a part of being formed in the short term. It should be recognized that it is important to recognize the importance of personality in the dental hygiene education curriculum and to provide opportunities to develop personality through systematic programs.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.193-202
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• 2018

The purpose of this study was to focus on the personality education which is considered a requirement in university education and searched the components to be considered to develop an integrated curricular-noncurricular system to promote the personality education. For this purpose, a method of study was used to explore relevant prior studies in the form of appeal. The basic components of the integrated curricular-noncurricular system for personality education in university are: 'fundamental contents of regular courses of personality education as a fundamental noncurricular program', 'noncurricular areas and hands-on topics related to the contents of regular courses of personality education', 'configuration of integrated curricular-noncurricular system of personality education', 'capacities for personality education and organic categorization', and 'management of follow-up learning'. Finally, the conclusions discussed above were based on the conditions of the leader that could be realized on the basis of the personality education curriculum at the university site.

• 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 Journal of the Korea Contents Association
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• v.17 no.8
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• pp.263-273
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• 2017

Although this research puts the emphasis on the importance of the personality education, and lacks the understanding of the early childhood educator about the personality education, and essentially the content analysis of the direction of the operation of the personality education hasn't been performed. Therefore through the research study once again we collected the opinion of the early childhood educator about the personality education. As the object of the investigation, we questioned 208 teachers who work in the Daycare Center in the S city, and applied the SPSS 18.0 program. The result is as the following. First, there was a lot of concern in the understanding of the early childhood educator about the personality education, and that it was in need. The reason for emphasizing the personality education appears to be the "Individual Egoism", and the "Parental Value" as the factor of influence, and "Whole People Human Development and Health Promotion" as a factor of helping, and "Courage" as the inner information of the information of the personality education, and "Manner" as the outer information. Secondly, more than the majority was carrying out the personality education in the real state of the early childhood educator on the personality education and it happens to be that the instructional material is the "Material related to the personality education", "Conversation" as the teaching learning method, "Once per week" as number of times, "Within 30 minutes" as lead time, "Teacher in Charge" as the host, and "Uncooperative parents" as the difficulty. Lastly the accurate time of demanding the early childhood educator about the personality education happens to be from "Infancy", and the teaching method is "Teaching by making a connection with the family", and that "Leading by example of the teacher" is the factor of consideration.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.123-153
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• 2020

Objective: The purpose of this study was to develop an education program using music activities for promoting young children's creativity and personality and to analyze the impact of this program on the creativity and personality of young children in child care classrooms. Methods: The study consisted of how the creativity and personality education program using music activities for young children was developed and the impact of the program on 5-year-old children's creativity and personality. The experimental treatment was conducted on a total of 16 occasions for eight weeks. The data were collected through the preschooler Creativity test(K·CCTYC) and The Empathy Index for Children and Adolescents (IECA) and Skill Situation Measures were used to analyze the effects of experimental treatment with paired t-test. Results: First, the program had positive effects on fluency, flexibility, originality and imagination of creativity. Second, the program had positive effects on empathy ability and prosociality. Conclusion/Implications: The effectiveness of the creativity and personality education programs using music activities for promoting young children's creativity and personality and the ways to promote young children's creativity and personality in early childhood educations institutes were discussed.

• Trans-
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• v.12
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• pp.141-171
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• 2022

This study was conducted to understand media and cultivate personality by using media as data for personality education. To achieve this purpose, the Personality Education Promotion Act and the Korea Educational Development Institute's personality virtues were selected as educational elements, and a personality education program using media was developed in combination with the middle school curriculum. For this study, first, in order to extract personality virtues, 13 personality virtues were finally selected as educational elements by comparing and synthesizing the personality virtues of the Personality Education Promotion Act and the Korea Education Development Institute. The final personality virtues selected are self-esteem, courage, sincerity, self-regulation, wisdom, consideration, communication, courtesy, social responsibility, cooperation, citizenship, justice, and respect for human rights. Second, in order to select media and set the direction of development of personality education programs, the process of collecting media data was confirmed, and the direction and goal of the program were set by analyzing the middle school curriculum. Third, in order to propose a method of applying a personality education program using media, the personality grafting unit was selected by referring to the commentary on all subjects of the 2015 revised curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8416-8423
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• 2015

The purpose of this study was to find out early childhood teachers' personality and analysis on the status and awareness of character education for early childhood education by grouping according to level of personality. The results show that there was significantly difference career and age. While early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. Early childhood teachers recognize that ambiguity of personality education's aim and contents, a gap between reality and ideals and absence of teachers' personality is difficulty of personality education.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.79-91
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• 2015

Future society demands a personal who is equipped with personality as well as creativity. In this study is developed an creativity personality-integrated programing education model combining CPS(Creative Problem Solving) method for creativity and narrative approach for personality. The developed model was applied to the 5th, 6th grade students in elementary school. As a result, there were effects of improvement in cultivating both personality as well as creativity. The result may offer implications in developing a creativity personality-integrated education model and curriculums in computer science education.