• 과학교육연구지
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• 제37권1호
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• pp.131-141
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• 2013

본 연구의 목적은 창의 인성을 강조한 과학수업이 초등학생의 창의성과 과학 관련 태도에 미치는 영향을 알아보고자 하는 것이다. 연구의 수행을 위하여 4학년 1학기 '1. 무게 재기' 단원의 교과 내용을 분석하고 창의성 및 인성과 관련한 요소를 활용하여 11차시 과학수업을 구안하였다. 초등학교 4학년 두 반을 선택하여 한 반은 실험집단, 다른 한 반은 비교집단으로 정하였고 실험집단은 창의 인성을 강조하여 개발한 과학수업을, 비교집단은 일반적인 과학 수업을 시행하였다. 두 반을 대상으로 창의성과 과학 관련 태도에 관한 사전검사와 사후 검사를 실시한 결과는 다음과 같다. 첫째, 창의 인성을 강조한 과학수업이 학생들의 창의성 향상에 p<.05 수준에서 유의미한 영향을 준 것으로 나왔다. 특히 창의성 하위 요소 중 "유창성"과 "독창성", "제목의 추상성" 향상에 유의미하였다. 둘째, 과학과 창의 인성 수업은 초등학생들의 과학 관련 태도의 향상에 p<.05 수준에서 유의미한 영향을 준 것으로 나왔다. 하위 영역에서는 "과학 탐구의 태도"와 "과학적 태도의 적용력"을 향상시키는 데에 유의미한 영향을 미친 것으로 나왔다. 이상의 연구 결과를 통해 창의 인성을 강조한 과학 수업이 학생들의 창의성과 과학 관련 태도의 신장에 효과적이었음을 알 수 있었다.

• Human Ecology Research
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• 제59권3호
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• pp.401-418
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• 2021

The purpose of this study was to test the effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on middle school students' creativity, focusing on the content on "clothing management and recycling." This study carried out quasi-experimental research with an independent variable of PPBHEI and a dependent variable of creativity. The experiment was based on a sample of 62 (31 in each group) second grade students in the Cheongju area over four class hours. ANCOVA was performed to examine pre-test and post-test differences between the experimental group and the control group. The results showed that PPBHEI did not improve the level of creativity but improved the level of creative motivation among the sub-elements of creativity (creative thinking, creative tendency, creative motivation). In particular, PPBHEI improved the level of independence in creative tendency, intrinsic motivation, and diligence in creative motivation. From the results of this study, it can be concluded that PPBHEI is effective in improving independence, intrinsic motivation, and diligence in respect of middle school students'creativity.

• 아동학회지
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• 제26권5호
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• pp.217-232
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• 2005

This study examined the effects of an art program based on multiple intelligence theory on children's creativity and spatial ability. The art education program focused on three processes : perception, production and reflection. Subjects were 68 five-year-old children. The experimental design was 'The Untreated Control Group Design with Pretest & Posttest'. ANCOV was employed for statistical analysis. Results were that the children in the experimental group scored significantly higher on creativity and spatial ability than the children in the control group. Results imply that an art education program based on multiple intelligence theory can be an effective teaching model for improving children's creativity and spatial ability.

• 아동학회지
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• 제1권
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• pp.28-39
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• 1980

I. OBJECTIVES The aim of this study lies in examining following items: 1. Difference in creativity between boys and girls 2. Inter correlation of the sub-variables of creativity 3. Correlation between parent-child relationship and creativity 4. The relationship between creativity and number of siblings 5. Creativity and birth-order II. METHODS & PROCED URES 1. Instruments: Standardized Creativity Test and Parent-Child Relationship Test for children 2. Objects: 118 boys and 97 girls enrolled in primary schools in Seoul who were selected by random sampling 3. Procedure: (1) The data of the boy group and the girl group were analized by means of M,t, SD. (2)The relationships between creativity and the number of siblings as well as the relationship between creativity and birth order were analyzed by M. (3) Inter-correlations among the sub-factors of creativity were obtained in boys and girls. (4) Complex-correlations between creativity and parent child relationship were produced. III. RESULTS 1. There were no significant differences between boy and girl in creativity. 2. Inter correlation among the sub-factors of creativity Boy: The highest scores were obtained in fluidity, and adaptability, the lowest in originality and openness. Girl: The highest score were obtained in world scribbling and fluidity, the comparatively low were in originality and a match-problem. 3. Inter-correlation between creativity and parent-child relationship a. Father-son: The positive refusal type has the most significant relation and conflict type, discrepancy type, negative type in turn have significant inter-coorelations. b. Mother-son: Discrepancy type, conflict type, positive refusal type have high correlations, while negative refusal type, anticipation type, and anxiety show significance in 5% level. c. Father-daughter: Positive refusal type shows correlation of 5% level significance, while indulgence type shows negative correlation in 1% level significance. d. Mother-daughter: Discrepancy type shows 5% level significance, while indulgence type shows negative correlation in 1% level. 4. Concerning the number of siblings, it was found that, boys and girls alike, those grown among 3 or 5 showed most creativity. 5. Concerning the birth order, it was found that, boys and girls alike, the first child showed the most creativity, and the youngest showed the next to the most, while the middle showed the least creativity.

• 경영과정보연구
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• 제21권
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• pp.49-76
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• 2007

The main purpose of this study is to assess the relationship between communication satisfaction and group creativity. To achieve this purpose, this study has two objectives. First, I will identify the relationship between the satisfaction of communication and idea creation. Second, the relationship between communication satisfaction and problem solving activity will be statistically tested. The major findings of the study can be summarized as follows: First, Statistically significant positive relations were found between the communication satisfaction and idea creation. Especially, sub-construct for supervisor communication$({\beta}=0.14,\;p<.05)$, quality of media$({\beta}=0.13,\;p<.05)$, individual feedback$({\beta}=0.36,\;p<.001)$, organizational prospect$({\beta}0.31,\;p<.001)$ showed the statistically significant positive(+) relationship with construct in idea creation. Second, the measurement of communication satisfaction had showed statistically significant relationship with the problem solving activity. Especially, communication with supervisor$({\beta}=0.21,\;p<.05)$, quality of media$({\beta}=0.21,\;p<.001)$, organizational prospects$({\beta}=0.22,\;p<.001)$, and communication with subordinate$({\beta}=0.37,\;p<.001)$ showed the significant positive(+) relationship with problem solving activity construct. These consequences suggest that communication satisfaction of employee is effective in the improving the group creativity in organization. In the conclusion, this study present the satisfaction factor of employee communication as a incremental factor of group creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 예술인문사회 융합 멀티미디어 논문지
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• 제7권8호
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• pp.533-540
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• 2017

본 연구의 목적은 미디어 활용 유아 창의성 교육이 유아의 창의성을 증진 시킬 수 있는가에 대한 현장의 인식 탐색에 있다. 먼저, 미디어 활용 유아 창의성 교육의 실태와 인식, 요구에 대해 유아교육 전문가 로 교수 3인과 유아교육 현장 전문가로 유아교육기관 원장 1인, 원감 1인, 교사 1인을 대상으로 총 6인의 전문가 집단과 포커스 그룹 인터뷰를 실시하였다. 포커스 그룹 인터뷰를 실시한 결과로 첫째, 미디어 활용 유아 창의성 교육의 실태는 전자 칠판, 애니메이션 동요나 애니메이션 동화 등을 활용하여 교육을 하고 있다. 둘째, 미디어 활용 유아 창의성 교육에 대한 인식으로는 유아들은 미디어 매체와 함께 자라고 있어 이를 단절시킬 수 없으니 유아교육기관에서도 미디어를 활용하는 것이 자연스럽다고 인식하고 있었다. 마지막으로 미디어 활용 유아 창의성 교육에 대한 요구는 교사 교육 또는 연수, 예비 유아교사에게 교육을 함으로써 바람직하게 미디어 활용 유아 창의성 교육을 할 수 있는 방안을 요구하였다. 본 연구에서는 추후 미디어 활용 유아 창의성 교육 프로그램 개발이 필요함을 제언한다.

• 한국산학기술학회논문지
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• 제10권7호
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• pp.1685-1695
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• 2009

본 연구는 프로젝트 스펙트럼의 한 영역인 언어영역활동을 실험집단에 적용해 봄으로써 창의성에 어떤 효과가 있는가를 분석하는데 그 목적이 있었다. 이러한 연구 목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다. 프로젝트 스펙트럼의 언어활동이 유아의 창의성에 어떤 효과가 있는가? 연구대상은 광주광역시에 위치한 W유치원에 재원중인 만 5세반 유아 40명(남아 26명, 여아 14명)을 실험집단으로 M유치원에 재원중인 만 5세반 유아 40명 (남아 22명, 여아 18명)을 통제집단에 임의 배정하였으며, 15주에 걸쳐 실험집단에는 프로젝트 스펙트럼의 언어활동을 통제집단에는 유치원 교육과정의 언어생활영역에 근거한 언어활동을 총20회 실시하였다. 본 연구의 실험을 수행한 결과 프로젝트 스펙트럼의 언어활동을 수행한 실험집단이 통제집단의 유아들보다 창의성에 있어서 효과적이었다.

• 한국보육학회지
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• 제17권3호
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• pp.1-28
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• 2017

본 연구의 목적은 스토리텔링을 활용한 그리기 활동이 유아의 창의성과 언어표현력에 미치는 효과를 알아봄으로써 유아의 창의성 및 언어표현력 발달을 돕기 위한 기초 자료를 제공하는 것이다. 연구대상은 경기도 안양시에 소재한 D 어린이집에 재원 중인 만 4세 유아 20명으로 실험집단에는 스토리텔링을 활용한 그리기 활동을, 비교집단에는 명화감상과 동화 듣기 후 그리기 활동을 하였다. 본 연구의 결과는 다음과 같다. 첫째, 스토리텔링을 활용한 그리기 활동을 한 실험집단이 비교집단보다 창의성에서 유의미한 차이가 나타났다. 창의성의 하위요인별로 살펴보면 감수성, 독창성, 융통성에서 실험집단의 점수가 비교집단의 점수에 비해 높게 나타났고, 통계적으로 유의미한 차이를 보였다. 둘째, 스토리텔링을 활용한 그리기 활동을 한 실험집단이 비교집단보다 언어표현력에서 유의미한 차이가 나타났다. 언어표현력의 하위요인별로 살펴보면 그림 보고 이야기 꾸미기와 그림 보고 연계성 있는 이야기 꾸미기에서 실험집단의 점수가 비교집단의 점수에 비해 높게 나타났고, 통계적으로 유의미한 차이를 보였다. 결론적으로 스토리텔링을 활용한 그리기 활동은 유아의 창의성과 언어표현력 향상에 긍정적인 영향을 미치며, 유아의 창의성과 언어표현력 향상을 위한 효과적인 방법임을 확인하였다는 점에서 본 연구의 의의를 찾을 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.71-80
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• 2002

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.