58 research outputs found
Relationship between Primary School Students Perception on Creative Teaching Behavior and Creative Problem Solving: The Mediating Effect of Academic Self Efficacy
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The main purpose of this research is to verify correlations among perceived creative teaching behavior, academic self-efficacy, and creative problem solving, and to compare two hypothetical models of complete mediation effect and partial mediation effect of academic self-efficacy between perceived creative teaching behavior and creative problem solving. The participants were 330 6th grade students. A structural equation model was used to analyze input-procedure-output framework in predictor variables and creative problem solving. It was found that the four factors of creative problem solving revealed the positive correlations with the respective factors of perceived creative teaching behavior and academic self-efficacy. In particular, divergent thinking and task focus support of perceived creative teaching behavior positively correlated with three creative problem solving factors: divergent, logical, and critical thinking. Results of structural equation model showed partial mediation effect of academic self-efficacy, perceived creative teaching behavior directly and indirectly impacted creative problem solving medicated by academic self-efficacy simultaneously. These findings suggest that to enhance creative problem solving, it is desirable to consider individual motivation characteristics such as academic self-efficacy when designing creative instructional environment or creative teaching behaviors for elementary school students
Development and Validation of Perception of Learner Centered Instruction Scale
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Όμνμλ€.The purpose of this research is to explore applicability of the S3CPS(Smart Support System for Creative Problem Solving) into offline classroom activities. S3CPS is an online system developed to support students creative problem solving skills by using the CPS model which was developed by Treffinger, Isaksen, & Dorval(2000) to provide various reasoning tools that support both divergent and convergent thinking in each major step of the model. In this research, cases were analyzed as S3CPS was applied to courses such as the Integrated Development Studio and the Design Studio at the College of Arts at S University in Korea. The results of the study derived the role of the instructor in class planning and class implementation phase, the method of using the system, a team building method, and cautions when using the system. In addition, responses and feedback given by students shed light on strengths and the weaknesses of the system as well as areas requiring enhancement. Successive research is needed to continuously verify the applicability of the system to actual classes, and to establish a foundational method that can be applied to various class contexts. This research expects to aid in implementation of S3CPS to support creative problem solving for possible use as an online system
An Analysis of Kindergarten Teachers' Teaching Flow: Trends, Differences of Variables, and Relationships with Kindergarten Organizational Climates
Play flow and self-efficacy of young children in relations to early childhood teachers' teaching flow
Development of the Learner-Centered Biology Instruction for Self-Directed Learning and Students' Perception of It
The Relationship between Undergraduatesβ Perceptions of Learner-Centered Instruction and Key Competencies - Based on the Mediation Effect of Academic Challenge -
Effects of Self-directed Learning with Behavior Contract on Academic Achievement in Physical Education
A Study on the Concept of Korean Creativity οΌFocusing on the Introduction of Emotional CreativityοΌ
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