기초사고기능 훈련 및 프로젝트 수업이 초등학교 아동의 창의력과 프로젝트 수행능력에 미치는 영향 = (The) Effects of Basic Thinking Skills and Project Method on Creativity and Project Performance Ability of Elementary School Children

다국어 초록 (Multilingual Abstract)

Today is the information age and unlimited competition society. This society call for the human beings with the creativity, the efficient analysis of information and synthesis of it. Therefore, the purpose of this study, through applying basic thinking skills and project method to improve the ability of problem solving as alternative method, is to test that the practice of basic thinking skills and project method have effect on Creativity and Project performance ability of primary students. and then consider the possibility of application into the real field of education
The following research problems have established to achieve these purposes.
Problem 1, how does the basic thinking skills and project method effect on the improvement of sixth grade students' creativity in primary school?
Problem 2, how does the basic thinking skills and project method effect on the improvement of sixth grade students' project performance ability in primary school?
I targeted the primary students, who were studying with the aids of a project method, as a experiment to verify the above research problems. They were extracted at random. The objects engaging in researches were 123 sixth grade students of D primary school which is located at Busan downtown, but excluded 11 students because they were not present at the before, after and delay test. Another reason was they had changed the D school to another. As a result, the number of experimental subject was 112 persons
Of all these tools, a before-test looked into group's homogeneity through the test of intelligence, the orientation of creativity, a creativity and the project performance ability. An after-test examined the test of creativity and ability of project performance and delay-test did the ability of problem solving. To support this research result grading the formative evaluation during class, and add to the scores of lesson evaluation, dealing this result statistically. The test of creativity is the Korean-style TTCT, which was standardized by Young-Chae, Kim(1999) translating the Torrance's TTCT. The ability of project performance was used that Leith(1982)'s sheet of evaluation of project method translated and modified by Oak-Jung, Ji(1996) into reforming.
The research procedure was that the first was choosing an element of basic thinking skill and developing the parts of skill to train toward the first experimental group. The second was planning the project method. I was teaching group 1,2 project method. The parts of basic thinking process delivered from literature research were selected an observation, a comparison, an analysis, an ordering, an inference and an analogy, In which it operated every early morning and project method, adding one lesson of Nature subject, was taught 5-6 hours every a week.
The data came form this experiment was tested by utilizing the statistical analysis which was verified what subtract the average of before-, after-test of creativity from the average of the before-, after-test of project method. To support this result, executing delay-test to verify the differences among the group.
The following list is briefing the results come from the experiment according as a hypothesis.
First, the effects of basic thinking skills and project method on creativity and project performance ability of primary Students are different according to the project of creativity. First of all, looking up the creativity language project. Within the group the result of before-, after- test were especially increased by the order of creativity, fluency, adaptability in the first and second experimental group. However, there were some differences at the diagram project. The first group was augmented in fluency, creativity, elaborateness. The second group were up in fluency, creativity, tolerance. But there wasn't difference between experimental groups in the language and diagram project. There were meaningful differences in the comparison of groups. The part of creativity differed when I made a experiment of language project while all the parts - including fluency, creativity, elaboration, tolerance - had a meaningful difference among the groups.
Therefore, the sub-hypothesis Ⅰ-1 , which was established by verifying the hypothesis of 'One group was educated by the practice of basic thinking skill and project method. Another group was educated by the project method and the other group never educated that practice and method. There might be a difference between these groups about the creativity score', was partly right, and the sub-hypothesis Ⅰ-2 was confirmed, too. Consequently, the increase effect of creativity existed in the diagram project of creativity within the group which was taught by the basic thinking skill and project method. What we would infer from this result is that we, improving the creativity, have to prepare to the scientifical and systematical program.
Second, the effects of basic thinking skills and project method on creativity and project performance ability of primary Students were shown differently according to the sub-elements. The elements - the plan of project method, the ability of information and ideas express, the evaluation of project method - indicated meaningful differences at the standard level(p＜.05), but the ability of information choosing did at the standard level (p＜.01)
Therefore, the hypothesis Ⅱ, 'One group was educated by the practice of basic thinking skill and project method. Another group was educated by the project method and the other group never educated that practice and method. There might be a meaningful difference between these groups about the scores of project process ability sub-factor, including the constructive ability of theme web, the ability of project process plan, the ability of information choosing and evaluation ability.', was confirmed partly.
Third, the effect on improving of the ability of problem solving was shown meaningful different among the groups which consisted of the group educated by the practice of basic thinking skill and project method, the group educated by the project method and the group wasn't educated by the project method. As comparing of the average, the group educated by the basic thinking skill and project method was first, the next was the group educated by project method, the last order was the group which was not educated any other skill or method. Summing up these results, we would draw conclusions
First, the basic thinking skills and project method have effect on improving the creativity of primary students.
Second, the basic thinking skills and project method will be able to expand the ability of project performance. what the ability of project performance give a general name to abilities, including a construction of theme web, the planning of project process, information choosing, the expression of an information and ideas, the evaluation of project process and etc, Because we can solve these problems with the help of teachers, comrades, volunteer celebrities during project performance, we would be able to expand the skills associated. Therefore, we would like to expand the ability of project process which communicated with teachers, students and texts than ever before.
Finally, the basic thinking skills and the project methods would be able to utilize collectively that the knowledge, skills -and information obtained from the studying to solve a problem. The reason why these results obtained was that the parts of thinking comprised knowledge, skill(cognitive fabrication) and attitude. What is more, the activity of students make use of all his or her abilities during the project method because their activities are not limited and closed toward all the things.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 사고기능 이론 = 6
• 2. 창의력 이론 = 18
• 3. 프로젝트 수업 = 26
• 4. 기초사고기능과 프로젝트 수업과의 관련성 = 38
• 5. 기초사고기능과 창의력과의 관련성 = 41
• 6. 프로젝트 수업과 창의력과의 관련성 = 43
• 7. 선행연구 고찰 = 47
• Ⅲ. 연구문제 및 가설 = 51
• 1. 연구문제 및 가설 = 51
• 2. 연구수행 모형 = 52
• 3. 연구의 제한점 = 53
• Ⅳ. 연구방법 = 54
• 1. 대상 = 54
• 2. 실험설계 및 연구과정 = 55
• 3. 실험도구 = 57
• 4. 기초사고기능 훈련 = 69
• 5. 프로젝트 수업 = 78
• 6. 자료분석 = 90
• Ⅴ. 결과 및 논의 = 92
• 1. 사전검사 결과 = 92
• 2. 결과 해석 = 93
• 3. 논의 = 106
• Ⅵ. 요약 및 결론 = 111
• 1. 요약 = 111
• 2. 결론 = 113
• 참고문헌 = 115
• Abstract = 125
• 부록 = 130