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

• 한국과학교육학회지
• /
• 제27권4호
• /
• pp.309-317
• /
• 2007

이 연구는 우리 과학수업환경에 적합한 문제해결 모형 및 학습자의 문제해결 활동 단계를 안내하는 활동도구를 개발하고, 이를 과학수업에 적용하여 중학생들의 문제해결 활동에 대한 인식을 알아보는데 있다. IDEAL, CPS, SSCS 문제해결 모형을 고찰하여, 문제해결 단계를 문제탐색, 계획실행, 결과발표, 발표평가 등의 4단계 선정하였다. 그리고 문제해결 단계별 활동요소를 선정하여 각각의 문제해결 단계를 안내하는 활동도구를 각각 개발하였다. 중학교 1학년 2개 학급 과학수업에 개발한 문제해결 모형 및 활동도구를 적용하여 중학생들의 문제해결 활동에 대한 인식을 조사하였다. 문제해결 활동은 과학수업에 더 참여적이고, 흥미를 갖게 하며, 실생활의 문제를 해결하는데 도움을 준다고 응답하였다. 따라서 문제해결 활동은 중학생들의 과학수업에 대한 긍정적인 인식을 갖게 하는데 유용한 교수학습활동이며 또한 실생활 소재의 문제해결 활동은 생활 주위에서 일어나는 문제에 흥미와 호기심을 가지고 실생활의 문제를 해결하려는 태도를 기르는데 유용한 교수학습활동이라 사료된다.

• 한국과학교육학회지
• /
• 제11권2호
• /
• pp.67-77
• /
• 1991

In this paper, current research papers on Physics Problem Solving were analyzed according to the types of research purpose, method, subject and content of Physics, by using 3 Proceedings and 4 kinds of Journal, that is, the International Workshop(1983, Paris, France) and Conference (1983, Utrecht, The Netherlands) and Seminar(1987, Cornell University, U. S. A.) on Physics Education, and Journal of Research in Science Teaching (1984-1990) and Science Education (1986-1990). and Inter national Journal of Science Education(l987-1988) and Cognitive Science(1989-1990). There were 98 research papers on Problem Solving and among them 37 papers on Physics Problem Solving were selected for analyzing. The results of analysis are as follows; 1) The studies on Model of Novice Student were 22(59%), And those on Model of Desired Preformance, on Model of learning and on Model of Teaching were all much the same. 2) The theoretical studies were 10(27%), and the experimental ones 27(73%). Among the experimental studies, there were 16(59%) by using the written test, and 7(26%) by using the thinking aloud method. 3) The studies about university students as subjects were 20(54%). Probably, it seems the reason that most of researchers on Physics Problem Solving were professors of university or graduate students. 4) Among the various fields of Physics, the studies on Mechanics were 24(63%) and those on E1ectromagnetics 6(16%). or graduate students.

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

• 아동학회지
• /
• 제27권4호
• /
• pp.1-16
• /
• 2006

This study investigated the effectiveness of the Developmentally Appropriate Instruction Model for Science(DAIM-S) on increasing scientific curiosity and problem solving in young children. Subjects were 60 5-year-old middle class children, randomly assigned to one of two groups: either the DAIM-S group or the direct instruction group. For 2 months, the children in both groups took part in 21 science activity sessions. Both before and after treatment, subjects were tested on curiosity and scientific problem solving. The DAIM-S group showed higher achievement than the direct instruction group in the acquisition of curiosity and scientific problem solving. From these results, the researchers suggest application of the DIAM-S to the science teaching of young children.

• 한국인터넷방송통신학회논문지
• /
• 제21권3호
• /
• pp.193-200
• /
• 2021

본 연구는 창의적 문제해결력 평가를 위한 요인을 탐색하고 측정 항목을 규명하기 위해 진행하였다. 선행 연구와 설문을 통해 7개의 요인과 26개의 예비 문항을 얻을 수 있었다. 창의적 문제해결 역량과 관련하여 문제해결 절차 면에서 문제 발견 능력, 아이디어 생성 능력, 아이디어 평가 능력, 아이디어 실행 능력을 확인하였다. 또한, 문제해결 수행자간의 상호작용 능력과 문제 해결 수행자의 창의적 효능감 요인이 탐색 되었다. 마지막으로 HTE 창의교육 모델의 창의적 문제해결력 요인으로 은유와 비유적 인지 사고 능력과 그에 대한 평가 항목을 제시하였다. 후속 연구를 통해 HTE 창의 교육 평가 모델의 초석이 되기를 기대한다.

• 경영과학
• /
• 제20권2호
• /
• pp.81-93
• /
• 2003

These days we come across many wicked problems whose solutions are beyond individuals intellectual ability. These problems can be resolved through collaborative group interaction. We developed an internet-based asynchronous group interaction support system, after looking into the collaborative problem solving process and the IBIS (Issue-Based Information System) argumentation model. It has the following characteristics ; 1) it is developed based on the modified IBIS model which is a model for group interaction to resolve wicked problems ; 2) it supports both processes of seeking and comparing solutions, while most similar systems do not have a feature to support the latter process ; 3) different structures can be defined dynamically according to the purpose of group interaction, so that it could be used for collaborative problem solving in a specific domain. To show the usability of the system, we carried out an experiment, whose result is shown at the end.

• 대한화학회지
• /
• 제58권6호
• /
• pp.649-657
• /
• 2014

과학 글쓰기가 학생들의 문제해결력 향상에 영향을 주는지 알기 위해서 과학글쓰기 수업 모형(REWS 모형)을 개발하였다. REWS 모형은 네 단계로 이루어져 있으며 R단계는 읽기를 통해 과학적 문제를 인식하는 단계이며 E단계는 문제를 탐색하는 단계, W단계는 글쓰기를 통해 과학적 이해를 증명하는 단계이고 S단계는 통합적 문제해결 단계이다. 135명의 고등학교 1학년 학생들을 실험반과 비교반으로 나누고 실험반은 REWS 모형으로 수업을 하였고 비교반은 강의식 수업을 실시하였다. 수업은 34차시동안 진행하였다. 연구 결과를 보면 실험반과 비교반의 문제해결에 필요한 비판적 사고력 점수 차이가 통계적으로 유의미하였다(p<.05). 즉 과학 글쓰기를 강조한 수업 전략은 학생들의 문제해결력에 긍정적인 영향을 준다는 것을 알 수 있다.

• 대한지구과학교육학회지
• /
• 제4권2호
• /
• pp.108-115
• /
• 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
• /
• 제21권1호
• /
• pp.71-80
• /
• 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.