Development of Creativity Through Creative Problem Solving Model to Elementary School Science

슬기로운 생활에서 창의적 문제해결 모형을 적용한 창의력 계발

The purpose of this study was to develop children's creativity by applying creative problem solving model to elementary school science. Creative problem solving(CPS), the theoretical frame of model is proposed by Treffinger et al.(1994). CPS model is based on a substantial foundation of theory and research about creativity and problem solving. It is a well organized, deliberate set of methods you can call upon whenever you need new ideas or solutions and a process anyone can use to deal with many of life's everyday problems, opportunities, and challenges. CPS consists of three components. Within these three components, there are six specific stages during which creative and critical thinking abilities are used in harmony. Each stage involves both divergent and convergent thinking. The study was conducted for six week during the 1998 two semester in A elementary school which is located in Incheon. Eighty three 2nd grade students are selected for this study. The students were divided into two groups--experimental group and control group. The experimental group were taught in applying the CPS model, and the control group were taught by the traditional manner. Data for this study were collected by questionnaire which were developed by this researcher, and were analyzed by SPSSWIN 8.0. The results of this study were as follows: There was a significant difference on creativity between the instruction by applying CPS model and the traditional instruction. There was also gender differences on creativity between two groups. On fluency and flexibility as components of creativity, there was a signigicant difference between two groups. In conclusion, the instruction by applying CPS model was more effective in developing children's creativity than the traditional instruction.