동화를 활용한 문제해결 활동경험이 유아의 창의성과 대인문제해결사고 및 언어창의성에 미치는 영향 = (The) Effects of Problem Solving Experiences through Stories on Young Children's Creativity, Interpersonal Problem Solving Cognition and Language Creativity

다국어 초록 (Multilingual Abstract)

This study has an objective of observing the effects of problem solving experiences through stories on Young Children's Creativity, Interpersonal Problem Solving Cognition and Language Creativity
In order to achieve the objective of the study, the following research problems were made.
A. Does the problem solving through stories have effects on the young children's creativity?
A-1) Does the problem solving through stories have effects on the young children's originality?
A-2) Does the problem solving through stories have effects on the young children's fluency?
A-3) Does the problem solving through stories have effects on the young children's elaborateness?
B. Does the problem solving through stories have effects on the young children's interpersonal problem solving cognition?
B-1) Does the problem solving through stories have effects on the problem solving cognition?
B-2) Does the problem solving through stories have effects on the predicting skill?
C. Does the problem solving through stories have effects on the young children's language creativity?
This study was done on 40 five-year-old children at S Kindergarten in Incheon and they were divided into two groups; 20 as the test group and 20 as the comparison group.
Before the experiment, the study executed the A-type test of the Torrance's TTCT Creativity Test, a test for interpersonal problem solving thinking, and the language creativity test. These tests were done on the 40 five-year-old children selected for the study from Dec. 1st to 5th, 2003.
In the study, the test group had to find the solution to a problem when the story reached the climax, facing a troubled situation and the comparison group had the ordinary story listening activities. The experiment was done twice a week for 8 weeks from Dec. 8th 2003 to Feb. 6th, 2004.
The t-test was executed in order to observe differences between the two groups and the statistically significant level verified at the level α=.05.
The followings are the summarized results of the study.
A. Effects of problem solving experiences through stories on young children's creativity
The test group(=15.95) showed a statistically significant difference compared to the comparison group(=9.75). When this is looked by the sub-elements of creativity, they are as the followings.
First, the test group(=1.35) showed a statistically significant difference compared to the comparison group(=0.60) for the elaborateness. Second, the test group(=3.75) again showed a statistically significant difference compared to the comparison group(=1.80) for the originality. Also, the test group(=10.85) showed a statistically significant difference compared to the comparison group(=7.35) for the fluency(t=2.60, p＜.01).
B. Effects of problem solving experiences through stories on interpersonal problem solving cognition
After the post-test of the interpersonal problem solving thinking, the average score of the test group was 12.80 and the average score of the comparison group was 6.85 so there was a statistically significant difference(t=7.42, p＜.001). When it is analyzed by the sub-elements, the results are as the followings.
First, the test group(=6.35) showed a statistically significant difference compared to the comparison group(=6.45) for the solving thinking(t=5.87, p＜.001). Second, the test group(=6.45) also showed a statistically significant difference compared to the comparison group(=3.25) for the predicting skill(t=7.41, p＜.001).
C. Effects of problem solving experiences through stories on language creativity
As for the score of post test for the language creativity, the test group produced average score of 3.60 and the comparison group produced average score of 2.40 so three was a statistically significant difference(t=4.81, p＜.001).
Lastly, higher fluency and originality meant higher elaborateness in the correlation of each analysis tool and higher fluency meant higher originality. Out of the sub-elements of interpersonal problem solving skills, higher score for the solving cognition meant higher score for the predicting skill.
As for the effects of each field, the analysis tool that showed the biggest improvement was looked into and the result showed that the problem solving experiences through stories improve elaborateness, originality, fluency, solving cognition, predicting skill, and language creativity. The effect of each sub-element improved evenly without any big difference.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 6
• 3. 연구문제 = 6
• 4. 용어의 정의 = 8
• Ⅱ. 이론적 배경 = 10
• 1. 동화의 교육적 가치 = 10
• 2. 창의성 = 13
• 3. 유아의 대인문제 해결사고 = 18
• 4. 유아의 언어 창의성 = 22
• 5. 선행연구 고찰 = 23
• Ⅲ. 연구방법 = 28
• 1. 연구의 대상 = 28
• 2. 연구의 도구 = 28
• 3. 연구의 설계 = 32
• 4. 연구의 절차 = 33
• 5. 자료의 검증 = 45
• Ⅳ. 연구결과 및 해석 = 46
• 1. 동화를 활용한 문제해결 활동경험이 창의성에 미치는 영향 = 46
• 2. 동화를 활용한 문제해결 활동경험이 대인문제해결사고에 미치는 영향 = 49
• 3. 동화를 활용한 문제해결 활동경험이 언어 창의성에 미치는 영향 = 51
• 4. 각 측정도구의 상관관계 = 52
• 5. 영역별 효과 정도 = 53
• Ⅴ. 논의 = 55
• 1. 동화를 활용한 문제해결 활동경험과 창의성 = 55
• 2. 동화를 활용한 문제해결 활동경험과 대인문제해결사고 = 58
• 3. 동화를 활용한 문제해결 활동경험과 언어 창의성 = 58
• Ⅵ. 요약 및 결론 = 60
• 1. 요약 = 60
• 2. 결론 및 제언 = 64
• 참고문헌 = 66
• 부록 = 74
• ABSTRACT = 93