• 대한수학교육학회지:학교수학
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• 제10권4호
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• pp.583-601
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• 2008

창의적 생산력 신장은 우리나라 영재교육의 목표 중 하나로, 실제 영재교육 현장에서의 학습-지도 및 평가 활동의 주요 초점이 여기에 맞춰져 있다. 수학영재교육의 목표와 교육 활동도 다르지 않으며 이를 위해 수학영재의 창의적 생산력을 어떻게 정의하고 어떤 과정을 통해 이를 신장시킬 것인지에 대한 연구가 필요하다. 이 연구는 수학영재의 특성과 능력을 정의하고 파악하는 데에는 어떤 특화된 능력 요소가 고려되어야 할 것인지 고찰하여 창의적 생산력의 하위요소를 인지적 능력, 창의적 문제해결을 해 낼 수 있는 수행능력, 그리고 스스로의 정의적 특성이나 정서적 요인을 조정하고 인지, 수행 과정을 모니터링, 조정, 운영하는 메타-조정능력으로 구분하였다. 이에 창의적 생산력 발현의 핵심과정이 되는 창의적 문제해결 과정을 설명하고 실제 학습-지도 과정에서 활용하기 위한, 수학영재의 창의적 생산력 신장을 위한 방안 모색의 일환으로서 수학영재의 창의적 문제해결 모델을 제시하였다.

• 공학교육연구
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• 제23권1호
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• 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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• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제27권3호
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• pp.233-243
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• 2008

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and scientific attitudes by creative problem solving. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-two students who were participated in Treffinger's CPS teaching model situation, and the other is composed of thirty-two students(control group) who were participated in teacher map based learning situation. During six weeks, the CPS teaming-based instruction was executed In th experimental group while the teacher map based instruction in controled group. Post-test showed following results: first, the experimental group showed a significant improvement in the science process skill compared th the control group. Second, the experimental group did not showed a significant improvement in the science process skill compared th the control group. In conclusion, Treffinger's CPS teaching model was more effective than the teacher map based teaching model on science process skill. However, since the study has a limit on an object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• 한국산학기술학회논문지
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• 제11권11호
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• pp.4310-4319
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• 2010

지식정보화 사회로의 진전이 가속화 되는 21세기에 공학도들에게 창의적 문제해결능력이 무엇보다 강조되고 있는데, 이러한 능력 개발을 위한 접근방식은 다양할 것이다. 본 연구는, 문제중심학습(PBL)이 그러한 접근방식에 있어 하나의 효과적인 대안으로 인식하고, 기존의 PBL모형에 기초하지만 대학 공학설계수업에 적합하도록 독자적으로 개발하고 그 효과를 수업현장에서 검증해 본 'JPBL' 모형을 소개하는 것을 주목적으로 하였다. 효과분석 결과, JPBL 수업을 받기 전과 후의 수업만족도와 조직몰입도는 통계적으로 유의한 차이가 있었으며, 이러한 양적인 결과는 질적자료 분석에서도 확인할 수 있었다. 이러한 연구결과에 터해 JPBL 모형 개발의 의미와 한계에 대해 논의하였다.

• 수산해양교육연구
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• 제25권4호
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• pp.878-890
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• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• 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.

• Educational Technology International
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• 제7권2호
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• 한국학교수학회논문집
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• 제6권1호
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• pp.1-17
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• 2003

이 논문은 수학적인 재능을 가진 농어촌 수학영재지도를 위하여 농어촌 지역에 위치한 과학영재교육원(지역교육청 주관)에서 수학하는 중학교 2학년 학생을 대상으로 창조적인 수학문제 해결력을 증진시키는 방법을 연구한다. 특히 수학영재교육에서 수학 창의적 문제해결력을 증진시키기 위한 탐색방안을 연구하여 탐구학습에 적용하는 수업모형과 학습지도안을 개발하고 개발된 탐구학습지도안을 탐구학습모형에 적용하여 지적능력(IQ)에 따른 수업 형태의 선호도 반응, 지적능력과 수학창의력 능력과의 관계, 탐구학습과 수학 창의적 문제해결 능력과의 관계를 비교분석하여 수학영재교육에 있어서 수학 창의적 문제해결에 알맞는 교수·학습 모형과 학습내용을 탐색하여 보편화된 교재이외의 다양한 수학학습탐구주제를 가지고 학생들의 참여를 이끌어 내어 토론식 수업을 전개하는 것이 바람직한 수업모델이 될 수 있을 것이라는 결론을 얻었다.