Indian Journal of Science and Technology
Year: 2015, Volume: 8, Issue: Supplementary 8, Pages: 1-8
Hyoung-Jai Kim1 , Hee-Seung Lee2 *, Jeong-Jin Youn3 , Se-Jin Eom4 and Jeong-Ki Lee5
1 Department of Early Childhood Education, Gumi University, Gumi, South Korea
2 Department of Journalism & Communication, Tongmyong University, Busan, South Korea; [email protected]
3 Department of Early Child Development & Education, Busan Digital University, Busan, South Korea
4 Department of Childhood Education, Gumi University, Gumi, South Korea
5 Teachig & Learning Support Team, Hanyang University, Seoul, South Korea
This study aims to examine the status quo of college students’ perception of college creativity and personality education, and to pinpoint students’ demands in relation to those classes as part of the general higher education curriculum. The core findings of this study are as follows. First, 108 students (24.8%) perceived creativity and personality education to be carried out satisfactorily at their school, while 155 students (35.6%) thought otherwise. The latter group of students found the main reasons for the failure of these classes to lie in a heavily result-oriented focus and alack of understanding of creativity and personality education. Second, students believed thatfilm and music were the most appropriate instructional media to be used in creativity and personality classes. Third, students favored classes with hands-on experiences, such as field trips or site visits. Fourth, future-oriented ness was the most valued basic construct for creativity and personality education. Fifth, there were high demands for dispositional factors in creativity education and interpersonal relationships in personality education. Based on these findings, this study seeks to propose a new strategy for integrating creativity and personality education in colleges’ general education curricula.
Keywords: Creativity, College General Education Curriculum, College Students, Education, Personality
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