창의적 문제해결력 신장을 위한 과학교육과정 개발 연구 -주제 중심의 초등과학 교육과정 내용구성-

조연순 ( Youn Soon Cho ),최경희 ( Kyung Hee Choi ),서예원 ( Ye Won Suh ) 한국과학교육학회 1998 한국과학교육학회지 Vol.18 No.4

``학생 창의성``의 개념 탐색

조연순 ( Youn Soon Cho ) 한국초등교육학회 2012 초등교육연구 Vol.25 No.3

창의성에 관한 연구가 엄청난 발전을 거듭하고 있음에도 불구하고, 학교교육에서 학생들의 창의성을 기르기 위해 기여한 업적은 단편적일 뿐이라는 문제의식에서 전문가가 아닌 학생 입장에서의 창의성 (학생 창의성)을 개념화 하고자 하는 것이 본 연구의 목적이다. 이를 위해 창의성 이론, Piaget와 Vygotsky의 발달이론, Polyani, Oakeshott 의 지식관과 인식론, Dewey의 교육이론 고찰을 통해 시사점을 찾고자 하였다. 최근 변화하는 개인적, 과정중심의 창의성 이론을 통해 ``학생 창의성``개념의 이론적 기초를 찾게 되었고, 발달이론으로부터는 외현화 과정에서뿐만 아니라 학습의 내면화의 과정에서도 창의성이 발현된다는 시사점을 찾게 되었다. 또한 교육이론에서는 유연성 있는 지식관에 기초하여 학생들의 경험에서 출발하여 능동적 상호작용이 일어나도록 맥락 제공을 할 때 학생들의 창의성을 촉진시킬 수 있다는 시사점을 찾게 되었다. 이러한 세 측면의 이론적 검토를 통해 학생들의 창의성은 전문분야에서 새로운 작품이나 이론을 창조하는데 기여하기 보다는 자신들의 새로운 학습과 발달에 도움을 줄 때 의미가 있으며, 심층에서 이루어지는 개인내부의 질적인 변화에 기여하는 새로움을 창출하는 것이어야 한다는 원리(전제)를 찾게 되었다. 이러한 전제하에 ``학생 창의성``을 "학습의 내면화와 외현화 과정 속에서 발현되는 새로운 발견 및 해석이나 적용 또는 산출물의 생성"으로 개념화 하였다. 또한 발달과 학습을 토대로 한 ``학생 창의성``은 새로운 하나의 연구 영역이 되어야 함을 주장하였다. Although there have been a tremendous amount of research on haman creativity, those researches have not brought much contributions in the field of education. Employing certain programs and/or techniques of thinking skills derived from the psychological research based on Big-c (professional) creativity have limitations for applying in everyday school curriculum. Then what is the ``student creativity`` which could be emerged and enhanced through everyday classroom teaching and learning? This study aims to provide a useful theoretical framework for that question. For the purpose, this study explores creativity theories, Piaget and Vygotsky`s developmental theories, Polyani and Oakeshott`s concepts of knowledge, and Dewey`s educational theories and the following implications are found for the development of ``student creativity`` concept.: 1) Basic conceptual frame work of student creativity is derived from changing concept of creativity such as little-c and mini-c. 2) From the developmental theories, the concept of ``student creativity``is deepen and specified such as creativity can be emerged in the process of internalization of learning not only in the process of externalization. 3) From the educational theories, educational context emphasizing student active interactions with environments is rediscovered to facilitate student creativity. In so doing, this study argues that student creativity in the classroom should be approached with a infused perspective of theories of creativity, development and education and that it should be developed as an area for further research. This proves that student creativity should be defined as "student`s new interpretations, discoveries, applications or producing new products emerging through the internalization or externalization process of learning."

학생들의 창의성이 발현되는 수업 맥락에서의 상호작용 특성

조연순 ( Youn Soon Cho ),정혜영 ( Hye Young Chung ),최규리 ( Kyou Lee Choi ),백은주 ( Eun Joo Baek ),정지은 ( Ji Eun Jeong ) 한국초등교육학회 2011 초등교육연구 Vol.24 No.4

본 논문은 학생들의 창의성이 발현되는 학교수엽 맥락에서 나타나는 교실 상호작용 유형과 특성을 탐색하고자 세 초등학교에서 교사 13명의 14학급 수엽을 4개월에 걸쳐 관찰·분석하였다. 연구 결과, 학생 창의성이 발현되는 수업장면은 교사주도와 학생주도의 상호작용으로 구분되었다. 본 연구에서 가장 많이 발견된 창의성 촉진 상호작용 형태는 교사주도였으며, 사고의 정교화를 촉진하는 질의응답과 점진적 이해를 촉진하는 설명을 통해 학생 창의성이 발현되게 하였다. 학생주도 상호작용의 경우에는 학생 간 토론을 통해 비판적 사고가 발현되었고, 모둠별 의사소통을 통해 협동적 산출물을 생성함으로서 학생 창의성이 발현되었다. 따라서 학교에서는 어떤 특정 시간이나 특별한 교육방법이 필요하다기 보다는 일반 수업에서 나타나는 교사와 학생 그리고 학생과 학생 간의 상호작용을 통해 학생 창의성을 촉진시킬 수 있다는 결론을 내릴 수 있었다. 이를 바탕으로 일반 수업에서 창의성을 촉진시킬 수 있는 연구가 더욱 활성화 되어야 할 것을 제언하였다. The purpose of the study was to explore the characteristics of teacher-students` interactions in the teaching and learning contexts where creativity emerges. For the research, 3 elementary schools were selected, and the 14 classes of the recommended 13 teachers of the sites were observed and analyzed with the use of the qualitative research methods. The findings were as follows: First, the most frequently observed interaction which creativity emerges in the teaching and learning processes was teacher`s open-ended question and student`s response followed by the teacher`s sustained feedback. And the interaction could be categorized as two types: teacher-initiated and student-initiated. In the teacher-initiated interaction, teachers promoted students` divergent thinking and facilitated students` progressive understanding through teacher-guided questions and students` responses. In the student-initiated interaction, students experienced critical thinking processes through group discussion with classmates, and created collaborative products and/ or outputs while having active communication in groups. The study suggested that the understanding of how both types of the interactions could facilitate students` creativity was required prior to apply special programs, methods or techniques in school classrooms.

초등 학생의 광합성 개념학습에서 TWA 비유 수업모형의 효과

김희정(Hee Chung Kim),조연순(Youn Soon Cho) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2

The purpose of this research was to examine the effects of Teaching-With-Analogies (TWA) model in elementary science classroom. The restaurant analogy was developed for the photosynthesis concept. Analogies identify the similarity in other conceptions and correspond by mapping what is familiar to as many students as possible. Analogies help students understand the scientific concept by relating to their preconceptions. Participants in the study were 5th grade students at elementary school in Seoul(N=73). The students were divided into two groups for implementation. In the experimental group, TWA model was used and in the control group, the ordinary lesson based on the 6th national science curriculum was used. Prior to the treatment, the GALT(Short Version Group Assessment of Logical Thinking) and the pretest were given. After the treatment, posttest concepts was performed to investigate the conceptual change. And scientific response test was only given to the experimental group. The results of this study indicated that the student had the misconceptions about the photosynthesis before the lesson, the instruction using TWA model was more effective than traditional methods of instruction. These suggested that the use of analogies can help overcoming misconception and learning the scientific concept.

창의성 증진 요소와 교수,학습과정 특성 탐색: 영국 초등학교 창의성 교육 사례연구

정혜영 ( Hye Young Chung ),조연순 ( Youn Soon Cho ),백경미 ( Kyong Mi Paek ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.2

본 연구는 국가차원에서 학교 창의성 교육을 강조하는 영국의 사례를 통해 각 학교의 창의성을 증진시키는 요소와 교수·학습 특성들을 파악함으로써 한국 창의성 교육에 대한 시사점을 얻고자 하였다. 이를 위하여 영국의 초등학교 4곳을 방문하여, 학교 행정가와 교사 면담, 수업참관, 교내 투어, 문서 및 관련 자료를 수집하였다. 연구결과, 영국은 현장 연구를 통해 얻은 창의성 증진을 위한 교육지침을 국가차원에서 제시하고 있으며, 각 학교는 개별적 여건에 맞추어 이러한 지침을 다양하게 재구성하고 있었다. 특히 교육과정 개발에서 활발한 교내·외 협력지원과 다양한 문화자원의 활용, 교사들 간의 유기적인 협력을 장려하는 학교 행정가의 리더십과 지원이 두드러졌다. 또한, 영국 초등학교의 창의성 수업은 아동들의 일상과 관련된 주제 중심으로 다양한 자원과 감각을 활용하고 학생 주도적인 교수·학습 특성을 나타냈다. 이는 한국의 경우 국가차원에서 창의성의 요소들을 고려한 교육과정 개발과 실제성에 기초한 지침 제시, 학교차원에서의 자율성 부여, 이에 따른 교사간의 협력과 노력이 필요함을 시사한다. The purpose of this study is to explore contributing factors that foster creativity and how teaching and learning took place in primary schools in the United Kingdom. A data was collected by observing classrooms and by interviewing school administrators and teachers in four primary schools located in London, United Kingdom. Using a qualitative method, the data was analyzed in-depth for emergent themes. The research findings show that the four cases differed in terms of styles of teaching creativity, experiences in dealing with students, collaborating with inside and outside of school organizations and utilizing cultural resources from the community. The findings also suggest that an active team work among teachers, strong leadership and support from school administrators are closely related to an effective program that fosters students' creativity. An implication of this study in a different setting and other recommendations for future research are suggested.

문제중심학습(PBL)의 수업 단계별 학습활동의 특성과 교육적 의미 탐색 : 초등 과학 수업을 중심으로 Focusing on Elementary School Science Classes

김경희 ( Kyung Hee Kim ),조연순 ( Youn Soon Cho ) 한국초등교육학회 2008 초등교육연구 Vol.21 No.1

도시 저소득층 아동을 위한 공부방 운영 후속연구

조연순 이화여자대학교 한국문화연구원 1990 韓國文化硏究院 論叢 Vol.57 No.-

This is a follow-up study of compensatory after-school program which was developed for the purpose of helping urban lower class children with their home work and emotional development. The subjects of the study were forty (as of November 1989) elementary school children from the first to the sixth grades who reside in Y-dong, Mapoku, Seoul, Korea. Their parents were for the most part simple laborers, who possess attainments equal to or lower than of junior high school graduate. Mostly A single room is shared by the whole family. In this study, activities for children 's cognitive, affective, and social developments were designed as follows: a. Cognitive Area; Science Experiments, Mathematical Games, Cooking. b. Language Area; Making Newspaper, Creative Writing. c. Social Area; Puppet Play/Drama, Role-Play. d. Physical, Affective Area; Children 's Camp, Sex Education. The program was operated in afternoons; from 14 : 00 to 16 : 00 for the lower grades and from 16 : 00 to 18 : 00 for the upper grades. The first study was continued form March to December 1988, and the second study was (continued) form March 1989 to January 1990. the teaching staffs consisted of a head teacher and volunteer college students. The program implementation has brought positive effects on children 's development in the following aspects: a. Homework & school Achievement; 1) The children have been able to do their homework independently. 2) The school achievement scores have been generally increase. b. Physical, Affective & Social Development; 1) The children have shown more concentration on their work, and their uses of abusive language have been reduced. 2) The cooperation among the children have been increased. 3) The children have shown more positive attitudes and concerns toward sexual problems. However, they still have limitations in the following aspects: a. Cognitive Aspect; 1) Language skills (listening, speaking, comprehension, discussion & writing) 2) Mathematical skills (lower graders-computations, upper graders-fractions, ratios, functional relations & graphs) 3) Scientific inquiry skills b. Physical, Emotional & Social aspects; 1) Quarrels and fights among children 2) Stereo-typed sex-role concepts Generally, the program implementation has brought positive effects on children 's development. However, more activities should be developed; first, to help cognitive abilities such as language, mathematics, science inquiry skills as well as creativities, and second, to help socio-emotional abilities such as conflict resolution, and flexible sex-role concepts.

도시 저소득층 취학아동을 위한 공부방운영 연구

조연순 이화여대 한국여성연구소 1988 여성학논집 Vol.5 No.-

The purpose of this study is to develop a compensatory after-school program for urban lower class children whose mothers do not have time and abilities to help their children. Even before the study actually begun, the program so called 'study room' had already started (November, 1987) in a small room with the help from several volunteer college students who major in elementary education at Ewha Womans University. twenty-two elementary school children (from 1st grade through 6th grade) were the subject of this program. The activities started by helping children's homework. It was not an easy task for volunteer students to take care of the children with all kinds of behaviors and academic problems, and the researcher had been requested to conduct a study to solve those problems (March, 1988) The study is composed of two different parts : one is the investigation of children's characteristics and the other is the development of a program. The first part was conducted by means of interviews, questionnaires and observational methods, and the later part by means of field actions (planning, implementing, and evaluation). Education for parents and teachers (involving volunteers) were conducted through several meetings. The process of the study has several stages: First, children's problems and mothers' problems were investigated in order to find children's characteristics, and several tests (I.Q., Personality, Interests, and Self-concepts Tests) were conducted to analyze these problems. One of the findings is that the main factor affecting children's academic and behavior problems does not lie in children themselves but lies in their environments-physical and psychological. Especially they need emotional supports. Therefore, it was decided that the focus of the program has to be put on children's affective development as well as on cognitive development. Several activities were planned, but volunteer workers were not able to implement those plans because of limitations in their teaching abilities. The children could not finish their homework within limited two hours. So after several month of trial-and-errors a master teacher who is a doctoral student in elementary education was hired according to the mothers' requests(early, July, 1988). During the summer (July-August, 1988), the major activities were helping children's basic academic skills such as reading. writing, and arithmetics through summer homework. In addition, a special program for field trips were designed. They visited four different places (swimming pool, Natural History Museum, KOEX (Korea Exhibition Center), National Science Museum). By the end of summer, children became to be able to finish their homework. Since September 1988, 'making my book project' has been attempted. actually it was planned at the beginning of the study. The purpose of 'making my book project' is to develop children's positive self concepts through drawing and writing about themselves and things related to them (such as 'my mother,' 'my father,' 'things I like,' 'the happiest days,' etc.). The children and mothers expressed positive feedback on 'my book project.' And children showed improvement in their writing. About the self-concept, achievements have not been measured yet. From November 1988, 'role-play activities' will be conducted in order to develop social skills. All those activities which were previously implemented will be continuously conducted along with a new activity. Finally, all the activities mentioned above will be integrated as a whole program. It is too early to draw conclusions as this project is still in progress. However, several suggestions can be made for those who are to start with such a compensatory after-school program. 1) The program for urban lower class children needs to put its emphasis on affective development along with cognitive development. 2) The characteristics of the children should be determined carefully. Teachers meed to know the interests, concerns, methods, and problems of the children in that area. 3) The teacher has to select teaching contents, methods, and materials which fit the children's concerns and interests. 4) Teacher (including volunteers) educations are needed. Teachers active attitudes and abilities are important for the success of the program. 5) parent educations (about the purpose and contents of the program) are needed. Also their requests have to be reflected in the program. 6) It will be much more helpful if a connection is made with schools which the children are attending. 7) Understanding, helps, and supports from the community are necessary.

창의적·비판적 사고력과 교과 지식의 융합을 위한 교수-학습 모형으로서의 문제줌심학습(PBL) 고찰

조연순 한국초등교육학회 2001 초등교육연구 Vol.14 No.3

본 연구의 목적은 창의적·비판적 사고력과 교과지식을 동시에 가르치기 일한 교수학습모형으로서 문제중심학습의 타당성을 탐색하는 것에 있다. 그 목적을 달성하기 위하여 전반부에서는 사고력에는 일반적인 사고력과 교과 특수적 사고력이 모두 존재한다는 관점을 제시하였다. 일반적 사고력을 창의적 사고력과 비판적 사고력으로 보아 그 구체적인 성격들을 알아보았고, 교과 지식을 명제적 지식과 절차적 지식으로 구분하였는데, 여기에서 절차적 지식을 교과 특수적 사고력으로 포함시켜 그 성격을 규정하였다. 후반부에서는 문제중심학습의 여러 가지 모형에서 적용하고 있는 일반적인 단계에 따라 전반부에서 찾아낸 사고력의 요소들과 교과지식의 요소들이 어떻게 반영될 수 있는지를 실제 교수·학습상황을 통해 분석해 봄으로써 문제중심학습의 타당성을 고찰하였다. The purpose of the study is to explore the value of problem-based learning(PBL) as a teaching-learning model of children's thinking and knowledge of subjects. To achieve the above purpose, a perspective that there are general thinking abilities as well as special thinking abilities for each subject is established first. As the general thinking abilities, creative thinking and critical thinking are identified and those components of the above thinking are explored. The knowledge of subjects are identified as propositional and procedural knowledge, and those characteristics of the above are explained. Then, several PBL models are explored in order to find the general stages in PBL and the required thinking skills and knowledge in each stage. Finally, what elements of the creative, critical thinking abilities and knowledge of subjects could be fostered in PBL are analyzed through an example of a real PBL situation.

국민학교 아동을 위한 흥미 중심 과학 탐구 프로그램 개발 연구 : 도시 저소득층 아동을 대상으로

조연순 이화여자대학교 한국문화연구원 1991 韓國文化硏究院 論叢 Vol.59 No.3

An interest-centered inquiry program for science education has been developed and applied to 23 elementary school children from first to sixth grade who live in poor urban area. Childrens interests were investigated through interviewes and checklists. The areas in which the children were interested most were plants, animals, human bodies, and daily life sciences. Contents and objectives were selected by focusing on problems of the childrens most interests. Teaching strategies and lesson plans were developed for each area as well. The objectives of the program were; (1) to develop curiosity and scientific attitudes, (2) to develop basic inquiry skills and problem solving abilities, (3) to acquire basic scientific concepts, (4) to develop discussion skills and cooperational abilities, (5) to develop positive self concepts. Four stages of teaching strategies were; (1) stage of free invesigation (2) stage of inquiry thems & teams (3) stage of inquiry activity (4) stage of reports & evaluation. The program was implemented for the period of six weeks for each area as the following; (1) animals, human bodies-Oct. 22 to Nov. 30, 1990 (six weeks) (2) plants, living sciences-Jan. 7 to Feb. 15, 1991 (six weeks) During the period of the program implementation, four teachers(graduate students) and the researcher were met every week for development and modification of the program. Evaluations of the program were done in two ways; one is the objective evaluation through childrens attitude checklists and science concepts test, and the other is the subjective evaluation through opinions of teachers and observers. Analysis of the childrens attitudes revealed that most of the children showed high interests and active participation(over 3.0), but in peer interactions they showed lower scores(below 3.0). In the science concept tests the childrens answers to the post test were likely to be more specific and scientific compared to the pre-test. The subjective evaluation of the teachers and the observers can be summarized as the following: For the lower graders, the free investigation stage and the inquiry stage were successful but not the planning and evaluation stages. For the higher graders, all the four stages of teaching were effective for social, emotional, and cognitive objectives. This study was rather focused on the process of the development of the program. Therefore, the data is not enough to analyze the effect of the program yet. However, several important conclusions that could be used as suggestions for science education programs are as follows: (1) The areas of childrens interests are not apart from the main structure of science. However, the specific contents in which the children have most interests are the problems related to daily life rather than scientific knowledge. (2) Attainment of concepts can be made in the inquiry process of interested problems. (3) Inquiry skills can be developed in the problem solving process. The systematic inquiry skills can be expected for the higher graders but not for the lower graders. (4) Selection and inquiry on the problems of childrens own interests can make them participate actively in problem solving process. And it can enhance scientific attitudes. (5) The small group activity can enhance childrens peer interactions, discussion skills, cooperation, and communication skills. (6) The small group activity can enhance childrens positive self-concepts by experiencing assigned roles within each group.