Effects of Creative Convergence Class of Design Thinking on improving University Students' Creativity Confluence Competency and Problem Solving Ability
AUTHORS
Chungyun Kim,Sangji University, Gangwondo, Korea
ABSTRACT
This study analyzed the effects of design-thinking-based creativity competency class on the improvement of college students’ creativity convergence competency and problem-solving ability. For 15 weeks in one semester, 52 college students in the experimental group took a creativity convergence class based on design thinking, and 50 college students in the control group took a creative thinking development class. To measure the creativity convergence competency and problem-solving ability of university students, pre-test and post-test were conducted using the university student’s creativity convergence competency test and the university student’s problem-solving ability test. As a result of this study, it was found that the creativity convergence class based on design thinking is effective in improving the creativity convergence competency and problem-solving ability of university students. The results of this study imply that it is necessary to improve and implement a differentiated creativity convergence curriculum in each university because the creativity convergence class using design thinking can improve the creativity convergence competency and problem-solving ability of university students.
KEYWORDS
Design thinking, Creativity convergence, Creativity convergence competency, Problem-solving ability, University students
REFERENCES
[1] A. J. Croply, “Creativity in education and learning: A guide for teacher and educations,” London: Kogan Page, (2001)
[2] C. Y. Kim, “Development and validation of college students’ creative convergence capability measurement tools,” Ph. D. Dissertation, Soongsil University General Graduate School, (2017)
[3] R. Frodeman, J. T. Klein, and C. Mitcham, “The oxford handbook of interdisciplinarity,” UK: Oxford University Press, (2010)
[4] R. W. Greene and J. S. Ablon, “Treating explosive kids: The collaborative problem-solving approach,” New York: The Guilford Press, (2006)
[5] G. T. Brown, “Change by design: How design thinking transforms organizations and inspires innovation,” New York: HarperCollins, (2009)
[6] C. Y. Kim, “University students’ perception and demand for creative convergence education,” Integrated Curriculum Research, vol.12, no.3, pp.149-174, (2018)
[7] C. Y. Kim and K. H. Lee, “University students’ creativity convergence competency 5C model verification,” Arts, Humanities and Social Convergence Multimedia Journal, vol.7, no.7, pp.89-97, (2017)
[8] T. Kelley and D. Kelley, “Creative confidence: Unleashing the creative potential within us all,” Crown Business, (2013)
[9] S. J. Lee, Y. K. Jang, H. N. Lee, and K. Y. Park, “Research on the development of life-long ability measurement tools: Focusing on communication skills, problem-solving skills, and self-directed learning skills,” Seoul: Korea Educational Development Institute, (2003)
[10] A. L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly, “Grit: Perseverance and passion for long-term goals” Journal of Personality and Social Psychology, vol.92, no.6, pp.1087-1101. (2007)
[11] Ministry of Education “2015 revision direction of the curriculum. Ministry of education” (2015)