초등 실과 창의적 문제해결 수업이 아동의 사고력에 미치는 효과

• 영문명: The Effect of Creative Problem Solving Instruction in Elementary Practical Arts Subjects on Children’s Thinking Ability
• 발행기관: 한국실과교육학회
• 저자명: 김지은(Kim Jee Eun) 정미경(Chung Mee Kyung)
• 간행물 정보: 『한국실과교육학회지』제15권 제1호, 253~268쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.03.30

영문 초록

The purpose of this study was to verify the effect of Creative Problem Solving model (CPS) of Practical Arts subject and to establish the goal of Practical Arts subject. To achieve the purpose of this study, the literature review was conducted to research the theoretical base of thinking ability, CPS, the Practical Arts subject, and development of teaching methodology and its effectiveness. As the result of the literature review, thinking ability was divided into critical thinking ability and creative thinking ability in this study. The result also it showed that CPS could develop both critical thinking ability and creative thinking ability by the repetition of divergent thinking and convergent thinking during teaching-learning processes. In this study, CPS for Practical Arts subject was developed with modifying the original CPS of Osborn(1963)-Parnes(1972)-Treffinger(1980)-Koberg & Bagnal(1981)-Feldhudsen(1983)-Van Oech(1986). CPS for the Practical Arts subject was composed of 5 steps such as ‘Problem Identification’-‘Preparation for Learning’-‘Idea Searching’-‘Idea Evaluation’-‘Solution Decision’-‘Problem Solving & Verification’. Experimental group and control group were selected in S Elementary school students in Taegu. Class instructions applied CPS for Practical Arts subject were conducted in experimental group once a week for 10 weeks, while the students in control group received general instruction based on the teacher’s manual. The results of this study showed that students’ thinking ability who has been taught by CPS for Practical Arts subject has been developed much more than thinking ability of students taught by general instruction. To students in the experimental groups, both critical thinking and creative thinking ability, which are the subordinate factors of thinking ability which is the subordinate factor of thinking ability, was also increased. Furthermore, only to students in the experimental groups, fluency, flexibility, originality, which are the subordinate factors of creative thinking was increased.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌