STEAM 수업이 수학영재의 수학 창의적 문제해결력과 창의적 태도에 미치는 효과

다국어 초록 (Multilingual Abstract)

The Effects of STEAM Instruction of Math Gifted Students on Math Creative Problem Solving Ability and Creativity Attitude

Kim Mi Sook

Major in School Psychology
Graduate School of Education
Daegu National University of Education

(Supervised by Professor Lee, Myung Sook)



(Abstract)
The purpose of this study was to investigate the effects of STEAM instruction of math gifted students on math creative problem solving ability(mathematical thinking ability and creativity) and creativity attitude of Elementary math gifted students in Y city affiliated gifted education center.
A total 18 math gifted elementary 6th grade students(female=6, male=12) were participated in this study. Static group pre- and post-test design was adopted in this study. Before implementing STEAM instruction for math gifted students, pre-tests of math creative problem solving ability and creativity attitude were measured, then during 6 weeks period 10 STEAM interventions were implemented. After that, post-tests of math creative problem solving ability and creativity attitude were assessed.

The hypotheses were as follows;
1. After applying STEAM instruction for math gifted students, post-test score of math creative problem solving ability will be higher than that of pre-test.
2. After applying STEAM instruction for math gifted students, post-test score of creativity attitude will be higher than that of pre-test.

In order to test above hypotheses, paired t-tests were executed using the SPSS 20.0 version program.

The results of the study were as follows;
First, the total score of math thinking ability, and sub-scale scores of generalization and application ability and information organization ability were statistically significant between the tests at .05 and .01 significance level. However rest of sub-scale mean scores were not statistically significant. And the total score of math creativity, and sub-scale scores of sensitivity, fluency, flexibility and elaboration were statistically significant at .001 significance level. But sub-scale score of originality was not statistically significant.
Second, the total score of creativity attitude, and sub-scale scores of spontaneity, concentration, and openness were statistically significant between the tests at .01 and .001 significance level.
The findings were discussed with the results of the previous studies and the implications of this study and the suggestions for further researches were provided .

Key words: STEAM instruction, Math creative problem solving ability, Creativity attitude

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제와 가설 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 수학영재수업과 STEAM 수업 6
• 2. 수학 창의적 문제해결력 17
• 3. 창의적 태도 25
• 4. STEAM 수업과 수학 창의적 문제해결력 및 창의적 태도 28
• Ⅲ. 연구방법 31
• 1. 연구대상 31
• 2. 실험설계 및 절차 31
• 3. 검사도구 32
• 4. STEAM 수업 34
• 5. 자료분석 40
• Ⅳ. 결과 41
• 1. STEAM 수업과 수학영재의 수학 창의적 문제해결력 41
• 2. STEAM 수업과 수학영재의 창의적 태도 43
• Ⅴ. 논의 및 결론 45
• 1. 논의 45
• 2. 결론 47
• 참고문헌 50
• 영문초록 56
• 부록 58