Developmental Characteristics of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea

Lee, Kyung‐Hwa; Jun, JuSung

doi:10.14257/astl.2015.92.10

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…How do aesthetics feed into the practices that we find in interaction apps, and how does creating new relations across disciplines and practices feed into new ways of thinking, doing and acting? Aesthetic in visual art enhances children's aesthetic perception and imagination, and presents significant correlations with children's creative thinking which in turn has been noted to be correlated with children's creativity (Lee, 2015). It has been suggested that young children perform significantly above average in intellectual and creative areas when they spend more time learning through interactive activities in which the artistic realm is integrated; they are opened to distinctive opportunities for exploring the many intersections between affect, perception, and exploration.…”

Section: Creative Curriculum a Quest For Innovationmentioning

confidence: 97%

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Stavridi¹

2015

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Learning by interactive arts methods is a non-traditional approach to new creative teaching methods, in which young children are simultaneously engaged to feel and understand the original concept of core content areas in education, such as science, technology and math from a broad perspective. This article is an attempt to investigate the question of "how to keep young children's creativity alive". It focuses on the visual art and its inter-relation between interactivity and creativity, and how the exploration of arts shapes new ways for our children to improve their practice and interaction in an increasingly intelligent setting. The article explores different digital platforms, tools, art-tech/software, and web-based applications that support the benefits of innovative active learning, and which differentiate teaching methods in traditional classes. The author confers that recently, integrated digital aesthetic learning has shifted the focus from not only fulfilling the existing education system, but also developing new interactive environmentally-friendly education, where educators are encouraged to design and build a creative digital curriculum to engage their students in a constructive way, both formally and informally. Furthermore, it discusses how arts and humanities-based initiatives are taking a prominent place in our integrated learning systems in private elementary schools in Alexandria. The paper then concludes with an emphasis on the crucial and efficient use of digital technologies through primary education as a tool to create and conduct art activities in order to help improve children learning in a creative process.

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Section: Creative Curriculum a Quest For Innovationmentioning

confidence: 97%

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Stavridi¹

2015

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“…Kreativitas sangat bermanfaat dalam kehidupan sehari-hari dan dalam proses pembelajaran. Ciri-ciri dari berpikir kreatif adalah mampu untuk memahami suatu peristiwa, memecahkan suatu masalah, dan menghasilkan berbagai interpretasi alternatif dan rencana suatu tindakan (Lee, 2015).…”

Section: Pendahuluanunclassified

Peran Mind Mapping dalam Pengembangan Keterampilan Kreativitas Siswa di Sekolah Dasar

Hakim,

Trianita,

Prasetya

2024

IMEIJ

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Learning requires a way of delivering material to foster creative thinking in students, the recommended method is the mind mapping method. The mind mapping method focuses on the combination of colors and shapes to arouse students' interest and enthusiasm in learning activities and help students know what they are learning. This study aims to determine the importance of the role of applying the mind mapping method, examine the procedures of the mind mapping method, the benefits of the mind mapping method, and find out the advantages and disadvantages of implementing the mind mapping method. This research is qualitative research with literature study. The method of obtaining data is by analyzing sources and combining from various other reference sources, such as journals, researches, and books conducted by previous researchers. The mind mapping method involves brain performance by arranging branches such as trees. The pattern of this tree can help and provide stimuli at the stage of remembering each thing learned. Mind mapping encourages students to explore their potential and maximize their thinking creativity process

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“…Lee and Jun distinguish between creative thinking abilities and creative personalities [50]. A person's creative thinking ability is based on four indicators [51]- [55] including: (1) fluency, namely the ability to provide many examples or statements related to certain concepts, fluent in opinion, giving answers, and solve problems, (2) Originality, namely the ability to think uniquely and unusually and able to provide new ideas (3) Flexibility, namely the ability to provide many ideas and answers, use various strategies and find various alternative solutions to problems, (4) Elaboration, namely the ability to develop ideas or products, enrich a situation so that it becomes more interesting and explain in detail.…”

Section: Creative Thinking Skillsmentioning

confidence: 99%

E-Module Design Using Kvisoft Flipbook Application Based on Mathematics Creative Thinking Ability for Junior High Schools

Setiyani

Waluya

Sukestiyarno

et al. 2022

Int. J. Interact. Mob. Technol.

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Mathematics learning innovations in teaching materials used in schools are still in the form of printed books from the government. In 4.0 era, the use of technology can be used to make teaching materials in the form of e-modules or electronic modules using the Kvisoft Flipbook application. The purpose of this study was to determine the validity, practicality, and student responses to the design of the number pattern e-module based on mathematical creative thinking skills using the kvisoft flipbook application so that it can be used as a learning resource for students both in the classroom learning process and independent learning. The method used in this study is a research and development (R&D) method using the ADDIE model. The data collection technique used is through a validation questionnaire, user practicality questionnaire and student response questionnaire to e-modules. The results of the study show that this e-module is very feasible to use with the results of material expert validation, media expert validation, user practicality, and student responses to e-modules. Based on the results of this study, the design of the e-module using the kvisoft flipbook maker application based on mathematical creative thinking skills is appropriate for use in the learning process for class VIII number pattern material

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Developmental Characteristics of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea

Cited by 7 publications

References 1 publication

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Peran Mind Mapping dalam Pengembangan Keterampilan Kreativitas Siswa di Sekolah Dasar

E-Module Design Using Kvisoft Flipbook Application Based on Mathematics Creative Thinking Ability for Junior High Schools

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