Browse > Article

The Analysis of Student-student Verbal Interactions on the Problem-solving Inquiry Which was Developed for Creativity-increment of the Gifted Middle School Students  

Kim, Ji-Young (Korea National University of Education)
Ha, Ji-Hee (Korea National University of Education)
Park, Kuk-Tae (Korea National University of Education)
Kang, Seong-Joo (Korea National University of Education)
Publication Information
Journal of Gifted/Talented Education / v.18, no.1, 2008 , pp. 1-21 More about this Journal
Abstract
The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.
Keywords
Scientific gifted students; Scientific creativity; Problem-solving inquiry; Student-student verbal interaction; The Test of Science-creative Problem Solving (TSCPS);
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 김경자 ,김아영, 조석희 (1998), 창의적 문제해결력 신장을 위한 교육과정 개발 모형. 교육과정연구. 16(2) 129-163
2 김승훈 (2004). 중학생의 과학창의력 측정도구의 개발과 창의력 관련 변인과의 관계. 한국교원대학교 박사학위논문
3 박종원 (2004). 과학적 창의성 모델의 제안. 인지적 측면을 중심으로-. 한국과학교육학회지. 24(2). 375-386
4 한종하, 최돈형, 임선하, 이기종, 손영숙 (1985). 과학영재 판별을 위한 과학적성 검사도구 개발 연구. 서울: 한국교육개발원. 연구보고 RR85-25
5 Gardner, H (1993a). Creating minds. New York: Basic Books
6 이은경, 강성주 (2006). 문제해결형 탐구 모듈 적용에서의 SWH활용 효과에 대한학생들의 인식 조사. 한국과학교육학회지, 26(4). 537-545
7 장명덕, 홍상욱, 정진우 (2002). 중학교 2학년 과학영재들의 과학 지식에 대한 과학철학적 관점과 이에 대한 토론 및 읽기 활동의 효과. 한국지구과학회지. 23(5). 397-405
8 Sternberg, R. J. (1988). A three-facet model pf creativity. In Stemberg, R. J., (Ed.), The nature of creativity: Confemporary psychogical prerspectives, (pp. 125-147). MA Cambridge University Press
9 Han, K. S.., & Marvin,C. (2002). Multiple creativities? Investigating domain-specificity of creativity in young children. Gifted Child Quarterly, 46(2). 98-109   DOI
10 신지은 (2002). 과학 영재와 일반학생의 창의성 비교 연구. 확산적 사고와 과학 창의성을 중심으로-, 서울대학교 석사학위논문
11 조석희, 장영숙, 정태희 (2004). 영재관별을 위한 간편 창의적 문제해결력 검사 개발을 위한 기초 연구. 서울: 한국교육개발원
12 Gardner, H (1993b). Multiple intelligences: The theory in practice. New York: Basic Books
13 한종하 (1987). 과학영재교육론, 서울: 학연사, pp. 11-26
14 정현철, 한기순, 김병노, 최승언 (2002). 과학 창의성 계발을 위한 프로그램 개발 . 이론과 예시를 중심으로-. 한국지구과학회지, 23(4). 334-348
15 Hur, M(1984). Evaluation of inquiry activity in science curricula doctor of education project report. New York: Columbia University, 34.51-80
16 임길선, 정완호 (2004). 과학영재교육을 위한 웹기반 STS학습 프로그램 개발. 생물교육을 중심으로-. 한국과학교육학회지. 24(5). 851-868
17 조연순 (2001). 창의성 계발을 위한 교수. 학습 및 평가 방법. 창의성 계발을 위한 교육전략연구세미나, 서울: 한국교육개발원, 47-69
18 Barows, H. (2002). Commentary: Is it truly possible to have such a thing as PBL? Distance Education, 23(1). 119.122   DOI   ScienceOn
19 Harwood, W. S. (2001) A new model for inquiry .Is the Scientific Method Dead?-,National Scjence Teachers Association(NSTA) reprinted with permission. Journal of College Science Teaching, 33(7) Jiuly/August
20 Hu, W. & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education 24(4).389-403.z   DOI   ScienceOn