• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.615-623
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• 2011

The purpose of this study was to analyse of the effects on students' leaning types through the Creative Problem Solving Teaching Model in elementary science class. The results of this study were as follows; 1. experimental group in creative problem solving, scientific inquiry skills and academic achievement was higher than control group which was statistically significant (p<.05). 2. for the students' learning type the experimental group was distributed to accommodators (35.7%), divergers (25.0%), convergers (25.0%) and assimilators (14.3%). 3. after the program treatment, assimilator type group students in creative problem solving were higher than other type group students. 4. diverger and assimilator group students in academic achievement, diverger group students in scientific inquiry skills, and accommodator group students in scientific attitude were higher than other groups.

• 한국생활과학회지
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• 제10권2호
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• pp.215-224
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• 2001

Creativity is a trait necessarily demanded in highly industrial and information oriented society. Accordingly, we should develop creativity through school education. The purpose of this study is to inquire a conceptual model and teaching method for developing creative problem solving skills in home economics education which can work at a platform for the curriculum developer. Although many definitions of creativity consider cognitive aspect more, personal or affective aspect is heavily involved with creativity. Therefore, creativity is a dynamic system which cooperates many contrasting and dialectic components in personal and cognitive aspects. The function of creativity is dependent on diverse environmental system. Environments influence on the extent of the development of creativity. Thus, the person-situation interaction model devised by Woodman and Schoenfeldt, integration of cognitive, affective, and situational aspects, is suggested as a conceptual model for teaching creativity in home economics education. The practical reasoning teaching model is suggested as a teaching method for developing creative problem solving skills in home economics education. The components of creative problem solving which involved with practical reasoning process are general knowledge and skills, specific knowledge and skills, divergent thinking skills, motivation and motives, and critical thinking skills.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.108-115
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• 2011

The purpose of this study was to develop and apply a creative problem-solving(CPS) program of instruction for earth science. After the earth science sections of high school science textbooks were analyzed, a theme of instruction was selected from the first-year unit 'the origin and evolution of the universe', and a CPS model of instruction. 32 high school sophomores and juniors who were the members of an astronomy club in the city of Gimhae, South Gyeongsang Province, participated in the program, and they took a test in scientific creative problem-solving skills before and after the experiment to grasp the effect of the program on their creative problem-solving skills. Besides, a survey was conducted to find out their awareness of the program. As a result of implementing the CPS program based on the CPS model of instructional for the unit 'the origin and evolution of the universe', the program turned out effective at boosting the scientific creative problem-solving skills of the students. To be specific, they made a significant progress in validity and scientificity, but that's not the case for elaboration and originality. When their awareness of the CPS program was checked, they expected the program to spark their interest in astronomy and be beneficial to the improvement of their creative problem-solving skills, but they didn't rate group activities high on the ground that the group activities weren't performed smoothly. The findings of the study suggest that the CPS instructional program for the unit 'the origin and evolution of the universe' based on the CPS model of instruction had a good effect on the improvement of the scientific creative problem-solving skills of the students.

• 한국초등과학교육학회지:초등과학교육
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• 제25권spc5호
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• pp.567-581
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• 2007

This study examined patterns of reasoning of both the scientifically-gifted and children of average ability as witnessed in their science problem solving skills. Science problem solving skills are one of the significant characteristics of scientifically gifted children, and by using methods such as individual interviews, inductive reasoning, abductive reasoning, and deductive reasoning, the characteristics of these children can be to be further explored and categorized. The study also compared the findings with those of average children. This study sought to determine efficient guidelines fur teaching the scientifically-gifted, to come up with basic materials for developing relevant programs, and to find suggestions for identifying such students. The results of the study are as follows: Firstly, the creative science problem solving skills of the scientifically-gifted were better than that of the average students. Secondly, all of the three reasoning patterns used revealed in creative science solving processes were different between the gifted and the average, especially in terms of abductive reasoning, which was proved to reveal the greatest distinction between the two groups.

• 대한화학회지
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• 제55권2호
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• pp.290-303
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• 2011

발산적 사고력과 수렴적 사고력 신장 모형을 만들고 난 후에 현행 과학 탐구 교수 전략에 함께 사용한 새로운 수업 전략을 개발하였다. 이 연구에서 창의적 사고력은 협의의 측면으로 발산적 사고력이다. 그리고 과학과에서의 문제 해결력은 탐구 능력이며 수렴적 사고인 비판적 사고력이다. 이러한 창의적 문제해결력 지향 탐구 수업 모형에 의한 수업 전략을 사범 대학 학생들에게 1학기 동안 적용하여 그 적용 효과를 알아보았다. 첫 번째, 이 학생들의 창의적 사고력인 발산적 사고력이 유의미하게 신장되었다. 하위 요소로는 문제를 인식하는 기능, 가설을 설정하는 기능, 자료를 변환하고 해석하는 기능에 있어서 발산적 사고력이 유의미하게 신장되었다. 두 번째, 이 학생들의 문제 해결력인 탐구 능력에서의 비판적 사고력이 유의미하게 신장되었다. 하위 요소로는 가설을 설정하는 기능, 자료를 변환하고 해석하는 기능, 결론을 도출하는 기능에 있어서 유의미하게 비판적 사고력이 신장되고 있음을 알 수 있었다. 세 번째, 이 학생들의 창의적 문제 해결력도 유의미하게 신장되었다. 구체적으로 변인 통제 능력을 제외한 나머지 탐구 능력에서 모두 창의적 문제 해결력이 유의미하게 신장 되었다.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2019년도 춘계학술대회
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• pp.372-374
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• 2019

제 4차 산업 혁명을 맞이하고 있는 최근 대학 교육은 전문적인 지식의 전수보다 문제해결력이나 창의성을 강조하고 있다. 뿐 만 아니라 첨단 정보통신기술이 융합되어 혁신적인 변화가 이루어지면서 융합 교육에 대한 필요성이 더욱 증대되고 있다. 이에 본 논문에서는 IT 융합 교육을 실시한 후와 일반 융합 교육을 실시한 후, 창의적 문제 해결 역량의 차이를 비교 분석하였다. 연구 결과 일반 융합 교육보다 IT 융합 교육을 받은 수강생의 창의적 문제 해결 역량이 더 높았으며 통계적으로도 유의미한 차이를 나타냈다. 이에 창의적 문제 해결 역량 함양을 위해 대학에서는 각종 강좌에 IT 융합 교육을 연계한 교육이 활성화되어야 할 것이다.

• 한국과학교육학회지
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• 제32권8호
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• East Asian mathematical journal
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• 제40권2호
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• pp.167-181
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• 2024

This study explored the characteristics of elementary gifted students' creative problem-solving skills combining creativity and problem-solving ability based on their work on Fermi estimation problems. The analysis revealed that gifted students exhibited strong logical validity and breadth but showed some weaknesses in divergent thinking abilities (fluency, flexibility, originality).

• 대한지구과학교육학회지
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• 제5권1호
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• 한국초등과학교육학회지:초등과학교육
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• 제37권3호
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• pp.323-338
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• 2018

The aims of this study are to develop the STEAM program focused '3D printing for respiratory system' and to ascertain its influence on elementary student's science process skills, creative problem solving abilities and scientific interest. The developed STEAM program was applied to 5th grade students of O elementary school located in J city. As a result of applying the STEAM program, the experimental group of the STEAM program class improved significantly in creative problem solving abilities and scientific interest than the control group of the theoretical class. The result of learner satisfaction survey of the STEAM program was high. Meanwhile, there was no significant difference in science process skills between the two groups. Therefore, the STEAM program class with the theme of '3D printing for respiratory system' could be meaningful works to encourage students' interest as well as their creative problem solving ability and scientific interest. In future, continuous and systematic studies on STEAM programs focused on 'structure and function of our body' are needed for elementary students' cognitive and affective developments.