창조적 문제해결력 신장을 위한 창조교육 교수-학습 5단계 적용에 관한 연구

김정아 ( Kim Jeong-a ) 창조교육학회 2020 창조교육논총 Vol.22 No.-

This study applied the five stages of creative education teaching-learning to the problem solving learning process to improve creative problem solving ability. In the situation where each learner has to face new problems every moment in the extreme social change like the present, each learner needs the problem solving ability, which is the basic ability to solve all the problems that have occurred to him wisely. Therefore, problem solving learning for improving problem solving ability can be applied to the 5th stage of teaching-learning creative education, thereby solving problems creatively and pursuing creative value to improve creative problem solving ability. The stage of idea is the process of selecting problems of problem solving learning, and the stage of starting imagination of problem solving learning as the introduction process which is the beginning of problem solving learning, That is, it is a process that gives learners the awareness of problems through the purpose and necessity of problem solving learning and raises expectations for problem solving learning activities. The stage of discovery is the planning process of solving problem solving learning, and it is the stage of putting motivation and passion on the value while positively thinking about the value of imagination made through the stage of idea. In other words, the imagination of value creation for problem solving is embodied, and it is the process of finding out the problem to solve by planning the solution method, process and sharing according to the nature of the problem in order to solve the determined problem. The stage of excavation is the process of data recruitment for problem solving learning in earnest, and it is the process of changing into a rational and systematic idea, and the stage of objective and unified idea for new value of problem solving learning is achieved. In other words, this stage is a process for solving specific problems by investigating related data according to the plan, and by grasping the contents or elements of the problem obtained by collecting data through literature, experiment, survey, etc. The expression stage is the development process of problem solving learning activities, and it is the stage that the contents discovered through problem solving learning process are systematically organized and completed with meaningful contents, In other words, it is a process of obtaining unification and order for solving problems by actual activities that solve difficulties or suspicions by observing, experimenting, and researching with data recruited as a stage of actual activity for solving problems. The development stage is the review process of the results, and the new value is objectified through application and evaluation, and the creative problem solving ability of the learner is established.,In other words, as a step of verifying the results of the activities, the contents found in the process of re-recognizing and re-recognizing are referred and arranged to be consilience. When the confirmed results are successful, the announcement is made, and the next development is expected. By applying the 5th step of teaching and learning creative education to the problem solving learning process, the creative problem solving ability that can solve the problem wisely in various problem situations that learners will experience now or in the future can be improved.,In other words, creative problem solving ability is a core competency to prepare for future society that can be improved as education. Therefore, it is hoped that various teaching-learning methods for enhancing creative problem solving ability will be developed, and further studies and efforts to verify the effectiveness of the methods are required.

유아의 언어, 인지, 사회정서 발달과 문제해결력의 관계

박찬옥,황소영,나혜선 한국영유아교원교육학회 2011 유아교육학논집 Vol.15 No.1

The purpose of this study is to measure children’s language, recognition, social-emotional development and problem-solving ability. Additionally, it inquires into a difference according to gender and age, and to examine any correlation of development and problem-solving ability. The subjects of this search work are 110 children (58 boys and 52 girls) who go to G & J kindergarten located in Seoul. The results are as follows: First, children’s language, recognition, and social-emotional development were relatively high. There was no significant difference according to gender, but as the children’s ages increase, children’s language, recognition, social-emotional development develop. Second, children’s problem-solving ability also did not have that significant difference according to gender but as the children’s ages increase, children’s problem-solving ability develops. Third, children’s language, recognition, social-emotional development and problem-solving ability have significant positive correlation. In other words, development and scientific problem-solving ability and interpersonal cognitive problem-solving ability (subvariable of problem-solving ability) have significant positive correlation. Fourth, social-emotional and recognition development significantly explained scientific problem-solving ability and language development significantly explained interpersonal cognitive problem-solving ability. 본 연구의 목적은 유아의 언어, 인지, 사회․정서 발달과 문제해결력의 성별, 월령에 따른 차이와 관련성을 살펴보고, 유아의 발달 중 문제해결력에 유의한 영향력을 갖는 요인이 무엇인지 알아보는 것이다. 연구대상은 서울시 소재의 G, J 유치원에 재원중인 만 5세 유아 110명(남아 58명, 여아 52명)이다. 연구결과, 첫째, 유아의 언어, 인지, 사회․정서 발달 양상은 비교적 높은 수준으로 평가되었으며, 성별에 따른 발달의 차이는 나타나지 않았으나 월령에 따른 차이는 유의미한 것으로 나타났다. 둘째, 문제해결력 역시 성별에 따른 차이는 보이지 않았으나 월령에 따라 통계적으로 유의미한 차이를 보였다. 셋째, 유아의 언어, 인지, 사회․정서 발달과 문제해결력 간에는 정적인 상관관계가 있는 것으로 나타났다. 넷째, 문제해결력의 하위요인 중 과학적 문제해결력에 대해서는 사회․정서 발달과 인지발달이, 대인문제해결력에 대해서는 언어발달이 유의한 영향력을 가진 것으로 나타났다.

일상적 창의성과 문제해결능력의 관계에서 공학계열 대학생의 팀워크역량과 자기주도학습력의 이중매개효과 분석

배성아,옥승용,노수림 한국공학교육학회 2020 공학교육연구 Vol.23 No.6

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

융합적 문제해결 교육프로그램이 초등학생의 창의적 문제해결능력에 미치는 효과

성혜경 ( Sung Hye Kyeong ),강옥려 ( Kang Ock-ryeo ),문성환 ( Moon Seong Hwan ),김윤순 ( Kim Yun Soon ),손일지 ( Son Il Ji ) 한국초등교육학회 2021 초등교육연구 Vol.32 No.S

본 연구의 목적은 초등학생이 생활 속에서 접하는 문제를 창의적으로 해결할 수 있는 능력 함양을 위해 교육과정 속 교과간 지식의 융합을 토대로 융합적 문제해결 교육프로그램을 개발하는 데 있다. 이를 위해 본 연구에서는 초등학생 100명을 대상으로 초등학생들이 실생활에서 직면하는 문제를 조사한 후 전문가 집단의 논의를 거쳐 7가지 주제를 선정하였다. 선정된 주제를 해결하기 위해 각 주제에 따른 문제해결역량을 도입하여 융합적 문제해결 교육프로그램을 구성하였다. 서울시 소재 S초등학교 4학년 두 학급을 대상으로 한 학급은 실험집단, 다른 학급은 통제집단으로 배치하여 실험집단에 융합적 문제해결 교육프로그램 7차시를 적용하고 난 후 두 집단 간 학생들의 창의적 문제해결력에 대한 효과를 분석하였다. 연구결과, 실험집단과 통제집단은 창의적 문제해결력에서 통계적으로 유의한 차이가 나타나 융합적 문제해결 교육프로그램이 초등학생들의 창의적 문제해결력 향상에 긍정적인 효과가 있었음을 확인하였다. 특히, 창의적 문제해결력 하위 영역 중 ‘확산적 사고’와 ‘동기적 요소’ 영역에서 실험집단이 통제집단보다 유의하게 더 높은 것으로 나타났다. 실험집단 학생들의 창의적 문제해결력에 관한 생각의 변화가 유의한지를 살펴보기 위해 차시별 학생 설문지, 학생 활동지, 전체 수업 만족도와 소감, 교사 관찰일지를 분석하였다. 이를 통해 학생들이 프로그램이 거듭될수록 문제를 바라보고 해결하는 과정을 즐기며 ‘확산적 사고’로의 전환에 능숙해짐을 확인할 수 있었다. 또한, 수업 이후에도 자신이 제시한 문제해결방안을 실천하려는 모습을 보였다. 본 연구에서 탐색한 융합적 문제해결 교육프로그램이 초등학생의 창의적 문제해결력 함양에 미치는 효과를 토대로 추후 초등학교 중·고학년의 융합적 문제해결 교육프로그램을 개발하는데에 토대를 마련할 수 있을 것으로 기대한다. The purpose of this study is to develop a convergent problem-solving education program based on the integration of knowledge between subjects in the curriculum, to foster the ability to creatively solve problems that elementary school students encounter in daily lives. To this end, this study surveyed 100 elementary school students to know what the problems they face in real life are, and selected seven topics after discussion among a group of experts. To solve the tasks of the selected topics, a convergent problem-solving program course was constructed by applying one problem-solving strategy for each topic. Among 2 classes in the fourth grade of S elementary school in Seoul, one class was selected as an experimental group and another one as a control group. And the effectiveness of the students' creative problem-solving ability improvement was analyzed after applying 7 classes of a convergent problem-solving program course to the experimental group. According to the results, there were statistically significant differences between the experimental and control groups. That is, the convergent problem-solving education program was to show positive effects on elementary school students’ creative problem-solving ability. There were especially significant differences in the "divergent thinking" and "motivational factor" among subdomains of creative problem-solving ability. In order to see if the changes in students' creative problem-solving abilities in the experimental group were significant, students’ questionnaires, students’ worksheets, overall class satisfaction and opinions, and teacher’s observation logs for each class were analyzed. This confirmed that as the program went on, students enjoy the process of confronting and solving problems and are proficient in switching to "divergent thinking." Also, even after the class they tried to implement the problem solution they proposed. The effect of the convergent problem-solving education program explored in this study on fostering creative problem-solving skills of elementary school students is expected to lay the foundation for developing convergent problem-solving education programs for middle and upper grades of elementary school.

대학생의 사회적 문제해결력, 일상적 창의성, 심리적 안녕감의 관계

정찬우 ( Chan Woo Jung ) 충남대학교 교육연구소 2014 교육연구논총 Vol.35 No.1

본 연구는 대학생들의 일상적 문제에 대한 사회적 문제해결력, 일상적 창의성 그리고 심리적 안녕감의 관계와 효과에 대해 알아보고자 실시되었다. 연구대상은 D시의 남·여대학생 310명을 대상으로 임의 표집 하였으며 자기보고식 설문지로 자료를 수집하였다. 자료의 분석을 위해 긍정과 부정, 양극단의 성격을 포함하고 있는 사회적 문제해결력은 긍정적 문제해결력과 부정적 문제해결력으로 나누어 분석하였다. 연구의 결과는 다음과 같다. 첫째 사회적 문제해결력, 일상적 창의성, 심리적 안녕감은 모두 상관이 있는 것으로 나타났다. 긍정적 문제해결력과 일상적 창의성, 심리적 안녕감의 관계는 정적 상관으로 나타났으며 부정적 문제해결력과 일상적 창의성, 심리적 안녕감의 관계는 부적 상관으로 나타났다. 둘째 사회적 문제해결력, 일상적 창의성, 심리적 안녕감으로 가는 경로는 다음과 같다. 긍정적 문제해결력은 심리적 안녕감으로 가는 직접적인 경로보다 일상적 창의성을 경유하여 심리적 안녕감으로 가는 간접 경로가 더 유의하게 나타났으며 일상적 창의성은 긍정적 문제해결력과 심리적 안녕감의 사이에서 매개효과를 가진다고 논의될 수 있다. 부정적 문제해결력은 심리적 안녕감으로 가는 직접적인 경로가 더 유의하게 나타났으며 일상적 창의성으로 가는 경로는 유의하지 않게 나타났다. 특히 긍정적 문제해결력보다 부정적 문제해결력이 심리적 안녕감으로 가는 직접효과가 더욱 높은 것으로 나타나 심리적 안녕감에 더 많은 영향을 주는 요인으로 밝혀졌다. The purpose of this study was to prove relationship and path of social problem solving ability, everyday creativity, psychological well-being of university student. In this study, total of 284 students from University in Daejeon were asked to respond to survey on Social Problem solving Ability scale, Everyday creativity scale, Psychological Well-being scale. The statistical method used for data analysis was Path-Analysis by Amos 20.0 program. The social problem solving ability which has two extreme aspects has been analysed into positive problem solving Ability and negative problem solving Ability. The main research findings were as follows: First, there were positive correlations among positive problem solving Ability, everyday creativity, psychological well-being. and there were negative correlations among negative problem solving Ability, everyday creativity, psychological well-being. Second, the results from path-analysis revealed that the path of the positive problem solving Ability, everyday creativity, psychological well-being is significant but path of the negative problem solving Ability, everyday creativity is not a significant. The negative problem solving Ability directly affect psychological well-being most significantly. And the research model didn`t show goodness of fit but the last modified model was showed its better goodness of fit.

목공 제품 제작 활동에서 디자인 씽킹의 활용이 학생들의 만족도와 문제해결력에 미치는 영향

김성일 대한공업교육학회 2019 대한공업교육학회지 Vol.44 No.2

The purpose of this study is to analyze the effect of problem solving ability and satisfaction of university students who are pre-technology teachers in woodworking products(birdhouse) making program using design thinking. Survey responses are analyzed by statistical programs(SPSS ver.20) such as satisfaction, confidence in problem solving, difficulties and causes of difficulties according to gender and grade of 33 students who conducted experience programs in extra-curricular programs to improve creativity and problem solving ability. The main conclusions of this study are as follows: First, the average of total satisfaction about experience programs is 4.39, which is somewhat high. The highest average response is 'feelings of accomplishment' and 'advice in the surroundings'(M = 4.46). There is no significant difference between male and female, and grade. The students interest in group-based different birdhouse woodworking together with the help of the surrounding people by the process of design thinking rather than practice to follow. Therefore, I’d like to recommend to other students due to this program shows a high self-confidence, sense of accomplishment, and satisfaction. Second, the total average response of students ’self-confidence for problem solving at the group based making experience program using design thinking is 3.80. In result of group activities, the students have self-confidence of ‘problem-solving ability and deal with difficult situations’. Later, in making programs, complementing difficulties of making can enhance the satisfaction of the students. Third, in the survey questionnaire related with problem solving ability confidence, between ‘I have the ability to solve many problems' and ‘I always have the ability to cope with new and difficult business situations’ show the highest correlation. Therefore, in order to improve self-confidence of problem solving ability, it is necessary to prepare teaching‧learning programs that can strengthen problem solving ability. Fourth, in the new design and making process not a given product design, the most difficult step is ‘the process of rework and modifying idea product’. The main reason that students have difficulty in the production process is ‘lack of knowledge and ability to produce’. To make various woodworking products using design thinking process, it can be helpful to make works if you have enough training on woodworking and design thinking before product making. The students’ satisfaction about team-based learning using design thinking that helps improving creativity and problem solving ability is high. Therefore, the result of the research in other making activity program that design thinking is applied and analyzed can improve students' problem solving ability. 본 연구의 목적은 목공 제품(새집, Birdhouse) 제작 체험 활동 프로그램에서 디자인 씽킹 활용이 예비기술교사인 대학생들의 만족도와 문제해결력에 미치는 영향을 분석하고자 하는 것이다. 설문 대상자는 비교과프로그램으로 체험활동을 실시한 33명 대학생들이며, 설문 문항은 만족도, 문제해결 자신감, 어려웠던 점 및 어려움 원인 등이며, 분석은 통계프로그램을 활용하였다. 이 연구의 주요 결론은 다음과 같다. 첫째, 체험 활동에 대한 전체 만족도 평균은 4.39로 다소 높은 편이다. 응답 평균이 가장 높은 것은 ‘제작하는 과정에서 성취감’과 ‘주위의 조언이 도움 됨’(M=4.46)이었다. 남녀별, 학년별로 유의미한 차이는 없지만, 학생들은 주어진 작품이 아닌 조별로 디자인 씽킹을 활용하여 서로 다른 새집을 제작하여 흥미로웠고 만족하였다. 따라서 문제해결 자신감, 성취감과 만족도가 높아 다른 학생들에게 추천하고 싶다고 하므로 디자인 씽킹을 활용한 제작 체험 활동 프로그램은 효과적이라고 판단된다. 둘째, 디자인 씽킹을 활용한 조별 체험활동 후 문제해결 자신감 응답 평균은 3.80 정도이다. 학생들은 조별로 새집 제작 체험 활동을 통해서 문제해결능력과 어려운 상황에 대한 대처능력 등 문제 해결에 자신감을 가질 수 있는 기회가 되었다고 하였으므로, 추후 체험활동에서는 어려웠던 점을 분석하여 보완하면 만족도 향상에 도움이 될 것이다. 셋째, 문제해결능력 자신감 설문 문항에서, 가장 높은 상관관계를 보인 것은 ‘나에겐 여러 문제를 해결할 능력이 있다’와 ‘나는 언제나 새롭고 어려운 상활을 대처할 능력이 있다’이다. 따라서 학생들의 문제해결능력 자신감 향상을 위해서는 문제해결능력 역량을 강화할 수 있는 교수‧학습 프로그램을 마련해야 할 것이다. 넷째, 주어진 설계도가 아닌 직접 설계하고 제작하는 과정에서 가장 어려웠던 점은‘작품 아이디어의 수정‧발전 과정’이라고 하였으며, 어려움을 느낀 가장 큰 원인은 ‘해결 지식 부족과 제작 능력 부족’이다. 따라서 디자인 씽킹을 활용한 목공 제품을 만들기 위해서는 제작 전에 목공 및 디자인 씽킹에 대한 충분한 교육을 받는다면 작품 제작에 도움이 될 것이다. 종합한 결과, 창의성과 문제해결력 향상에 도움이 되는 디자인 씽킹을 활용한 팀별 학습은 만족도가 높았다. 따라서 다른 체험활동에서 디자인 씽킹을 적용하고 분석하는 연구 결과는 학생들의 문제해결력 향상에 도움이 될 것으로 사료된다.

안전에 관한 그림책을 활용한 창의적 문제해결과정이 유아의 안전 문제해결 능력에 미치는 영향

김수향 한국유아교육학회 2011 유아교육연구 Vol.31 No.2

본 연구의 목적은 안전에 관한 그림책을 활용한 창의적 문제해결과정이 유아의 안전문제해결 능력에 미치는 영향을 알아보고, 안전에 관한 교수학습 방법에 대한 기초자료를 제공하고자 함이다. 이를 위하여 경주시에 소재한 Y 유치원 유아 30명을 대상으로 곽은복(2000)의 안전문제해결사고검사를 통해 가장 높은 점수와 낮은 점수 12명을 제외한 18명을 두 집단(실험·비교)으로 선정하여 실험집단은 10주간 창의적 문제해결과정에 참여하였고, 비교집단은 일반적인 유치원 활동에 참여한 후 사후 검사를 실시하였다. 실험집단의 안전문제해결 수행능력은 어떠한지를 살펴보기 위하여 10주간의 창의적 문제해결 과정을 비디오로 녹화하여 질적 분석하였고 두 집단의 사전·사후 검사 결과의 차이를 살펴보기 위하여 비모수 검증인 Mann-whitny U 검증을 실시하였다. 연구결과, 첫째, 유아들은 성적학대 안전, 안전하게 놀이하기, 화재안전에 대해서는 논리적이고 적절하게 문제해결을 수행하였지만, 낮선사람 안전, 환경오염 안전에서는 적절하게 문제를 수행하지 못하는 것으로 나타났다. 둘째, 안전에 관한 그림책을 활용한 창의적 문제해결과정은 유아의 안전문제해결 능력 및 안전문제해결 능력의 하위요인(운동안전, 낯선사람 안전, 성적학대 안전, 화재안전)에 긍정적인 영향을 미쳤다. 결론적으로 안전에 관한 그림책을 활용한 창의적 문제해결과정은 유아의 안전문제해결 능력 증진에 효과적인 프로그램임을 알 수 있었고, 유아들에게 낯선사람 및 환경오염 안전에 대한 체계적인 교육의 필요성이 요구된다. Aiming to provide appropriate and effective teaching methods for developing children's problem-solving abilities about safety, this study assesses the effects of the Creative Problem Solving Process using children's safety picture-books on the safety problem solving abilities of kindergarten children. Participants of this study consisted of eighteen 5 year-old children enrolled at "Y" kindergarten in Gyeongju. They were assigned to two groups according to their test scores on Kwak, Eun Bog's (2000) Safety Problem-solving Thinking test. Each group had 9 children, one group was designated as the experimental group (E) and the other as the comparative group (C). The experimental group (E) was video taped for ten weeks while they participated in the Creative Problem Solving Process in order to document response patterns and assess quality of performance. Safety problem solving ability test data were analyzed with "the "Mann-Whitney U Test". The findings and implications: 1. The children logically solved problems in the programs' safety subsets of sexual abuse, safety in play, and fife safety. But they were unable to solve problems in the safety subsets of strangers and environmental pollution. 2. The Creative Problem Solving Process with children's safety picture-books has enhanced safety problem-solving ability and safety problem-solving ability's sub-factors :movement, strangers, sexual abuse, fire. Result of this study showed that the Creative Problem Solving Process with children's safety picture-books was an effective program to improve safety problem-solving ability and safety education. However, the findings with regard to the difficulty most of the children had in safety problem solving in the subsets of strangers and environmental pollution strongly suggest that more systematic and didactic safety instructions are necessary in these areas.

4차 산업혁명 시대 초등학생의 융합적 문제해결력 함양을 위한 수업모형 탐색

박주경 ( Park Ju Kyung ),오영열 ( Oh Young Youl ),임희정 ( Ihm Hee Jeong ),강옥려 ( Kang Ock Ryeo ),김광수 ( Kim Kwang Soo ),문성환 ( Moon Seong Hwan ),이윤형 ( Lee Yoon Hyung ) 서울교육대학교 초등교육연구원 2021 한국초등교육 Vol.31 No.특별호

4차 산업혁명 시대의 도래와 함께 변화하는 사회는 융합적 문제해결력을 갖춘 인재 양성을 요구하고 있다. 기존에 시도되어 온 융합인재교육과 문제해결 학습은 자체가 가진 의미와 강점에도 불구하고 서로 독립된 영역으로 다루어짐으로써 교육 현장에서 적용의 어려움이 나타났다. 본 연구는 4차 산업혁명 시대에 융합적 문제해결력을 갖춘 인재 양성을 위한 실천적 접근을 시도하고자 하였다. 이에 본 연구의 목적은 초등학생들이 실생활에서 겪는 여러 형태의 문제 상황을 교과의 다양한 지식과 기술로 융합하여 해결할 수 있는 융합적 문제해결력을 함양하기 위한 수업모형을 탐색하는 것이다. 이를 위해 먼저 융합인재교육과 문제해결 학습의 개념을 바탕으로 초등교육에서 융합적 문제해결력을 정의하고 융합적 문제해결력을 함양시키는 교육 프로그램과 관련한 선행연구를 고찰하였다. 또한 융합인재교육과 문제해결 수업모형을 바탕으로 초등학생의 융합적 문제해결력 함양을 위한 수업모형을 제안하였다. 연구 결과, 융합적 문제해결력은 실생활의 문제해결에 목적을 두고 범교과적 지식과 개념, 기능의 융합을 통해 학습자 개인 및 집단이 창의적으로 문제해결을 위한 대안을 생성하여 최적의 해결책을 선택하고 검증하며 성찰하는 능력으로 정의되었다. 융합적 문제해결력을 함양하기 위한 수업은 실제성과 교과 내용 사이의 연결성이 강조된 문제를 제시하고, 수업 과정에서 맥락과 실천이 지속적으로 강조되며, 학습자의 능동성과 협력적 태도가 요구되는 특징이 있었다. 본 연구에서 탐색한 초등학생의 융합적 문제해결력 함양을 위한 수업이 가진 함의를 바탕으로 미래 사회에서 요구하는 융합적 문제해결력을 갖춘 인재 양성을 위한 토대를 마련할 수 있을 것으로 기대한다. The purpose of this study is to explore a teaching model to improve STEAM-based problem-solving abilities that can be solved by the convergence of various types of problem situations experienced by elementary school students in real life. To this end, first, based on the concepts of STEAM education and problem-solving, we define STEAM-based problem-solving ability in elementary education and reviewed prior research related to education programs that improve STEAM-based problem-solving ability. Also, a teaching model was proposed to improve the STEAM-based problem-solving ability of elementary school students. As a result of the study, the STEAM-based problem-solving ability defined as the ability that individual and group learners creatively create alternatives for problem-solving to make, select, verify and reflect through using the convergence of knowledge, concepts, and skills. Lessons to improve STEAM-based problem-solving skills include problems that emphasize the connection between practicality and subject content, and the context and practice are constantly emphasized in the process of instruction, and the learner’s active and cooperative attitude is also required in the whole class. Based on the implications of the teaching model for improving the STEAM-based problem-solving ability of elementary school students explored in this study, we expect that the foundation for developing children’s education with the STEAM-based problem-solving ability required by the future society.

ICT 기반 창의프로그램이 발달지체유아의 인지 문제해결력에 미치는 영향

최혜진,김환중 한국유아특수교육학회 2017 유아특수교육연구 Vol.17 No.4

The purpose of this study was to find out the effects of ICT-Based Creativity Program on Cognitive problem solving ability of Children with Developmental delays. This study was developed the basic experimental tool for the purpose of this research and was proved this program through validity verification and ICT-Based Creativity Program was used to measure Cognitive problem solving ability of Children with Developmental delays. This study was divided Children with Developmental delays into two groups such as experimental group and control group. ICT-Based Creativity Program was applied to experimental group in 30minutes session, two times a week for total 30 times from October 4, 2016 to January 13, 2017. The test was conducted Cognitive problem solving ability of Children with Developmental delays into four categories such as ‘dot-to-dot connection’, ‘shape classification’, ‘understanding of regularity’, ‘coping with problematic situation’. And the results are as follows, It showed the positive influence on Cognitive problem solving ability to Children with Developmental delays. These results suggest that children with developmental delays can participate fully in ICT education activities for logical thinking and creative problem solving ability.ICT 기반 창의 프로그램, 발달지체유아, 인지 문제해결력The purpose of this study was to find out the effects of ICT-Based Creativity Program on Cognitive problem solving ability of Children with Developmental delays. This study was developed the basic experimental tool for the purpose of this research and was proved this program through validity verification and ICT-Based Creativity Program was used to measure Cognitive problem solving ability of Children with Developmental delays. This study was divided Children with Developmental delays into two groups such as experimental group and control group. ICT-Based Creativity Program was applied to experimental group in 30minutes session, two times a week for total 30 times from October 4, 2016 to January 13, 2017. The test was conducted Cognitive problem solving ability of Children with Developmental delays into four categories such as ‘dot-to-dot connection’, ‘shape classification’, ‘understanding of regularity’, ‘coping with problematic situation’. And the results are as follows, It showed the positive influence on Cognitive problem solving ability to Children with Developmental delays. These results suggest that children with developmental delays can participate fully in ICT education activities for logical thinking and creative problem solving ability. 본 연구는 ‘ICT 기반 창의 프로그램’이 발달지체유아의 인지 문제해결력에 미치는 영향을 알아보기 위한 목적으로 실시되었다. 연구목적에 따라 일반 유아용 기초 실험도구를 선행 개발하였고 이를 기반으로 타당도 검증을 통해 ‘ICT 기반 창의프로그램’을 수정ㆍ보완하여 발달지체유아의 인지 문제해결력을 측정하는 데 활용하였다. 연구대상은 발달지체유아를 36명의 실험집단과 36명의 통제집단으로 구분하고 2016년 10월 4일부터 2017년 1월 13일까지 실험집단에 30분씩 주 2회 총 30회기의 해당 프로그램을 적용하였다. 발달지체유아의 인지 문제해결력은 ‘점조직 연결’, ‘도형 분류’, ‘규칙성 이해’, ‘문제 상황 대처능력’ 하위영역으로 나누어 검사를 실시하였다. 본 연구의 결과는 ‘ICT 기반 창의 프로그램’이 발달지체유아의 인지 문제해결력에 긍정적인 영향을 미친 것으로 나타났다. 이러한 결과는 논리적 사고와 창의적인 문제해결력 향상을 위한 ICT교육 활동에 발달지체유아들도 충분히 참여할 수 있다는 가능성을 시사해 준다.

초등수학영재의 수학 창의적 문제해결력과 메타인지와의 관계

신승윤 ( Seung Yoon Shin ),류성림 ( Sung Rim Ryu ) 한국수학교육학회 2014 初等 數學敎育 Vol.17 No.2

본 연구의 목적은 초등수학영재의 수학 창의적 문제해결력과 메타인지와의 관계, 수학 창의적 문제해결력에 대한 메타인지 구성 요소별 영향력을 밝혀 수학 창의적 문제해결력을 향상시키기 위한 교수 방법으로서 메타인지적 접근에 대한 기초 정보를 제공하는 것이다. 연구 대상은 광역시 소재 대학교 영재교육원의 5학년 초등수학영재 40명과 초등학교 영재학급의 5학년 초등수학영재 40명으로 총 80명이다. 연구결과 초등수학영재 집단 안에서도 수학 창의적 문제해결력과 메타인지의 개인차가 크게 나타났으며 수학 창의적 문제해결력과 메타인지는 유의미한 상관관계를 보였다. 또한 수학 창의적 문제해결력 전체에 상대적으로 가장 큰 영향을 미치는 메타인지 구성요소는 메타인지적 지식으로 나타났고, 수학 창의적 문제해결력 중 유창성과 독창성 요소에 가장 큰 영향을 미치는 메타인지 구성요소는 메타인지적 지식이며, 융통성에 가장 큰 영향을 미치는 메타인지적 구성요소는 메타인지적 자기조정으로 나타났다. 메타인지적 경험은 상대적으로 적은 영향을 미치는 것으로 나타났다. 따라서 수학 창의적 문제해결력과 메타인지와의 관련성을 고려하여 초등수학영재의 창의적 문제해결력을 높일 수 있는 메타인지적 접근을 기반으로 한 구체적인 교육과정과 수학영재 교육 프로그램이 개발되어야 함을 시사하는 것이라 볼 수 있다. The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson`s product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students` math creative problem-solving ability.