국가직무능력표준(NCS)체제의 창조교육 교수-학습법 적용에 관한 연구

이용길 ( Lee Yong-gil ) 창조교육학회 2016 창조교육논총 Vol.18 No.-

This is the study of the application of creative education teaching-learning in the NCS (National Competency Standards) system. The purpose of the introduction of the NCS to education is to enhance the NQF (National Qualification Framework) by realizing the capability-centered society based on the standardized level of the competency required for the industrial sites. The key point of the NCS education is to look for the way to act for solving a problem appropriately in the job situation and to lead creative thinking process to create the performance. The cultivation of such creative thinking function can be made by applying the five stages of creative teaching - learning: Idea, Discovery, Digging, Manifestation, and Development. In the stage of Idea, the process of the NCS competency performance is the analysis of situation, and the following creative thinking function is diagnostic thinking. In the stage of Discovery, the process of the NCS competency performance is pursuing the vision and deciding the subject. The creative thinking function of pursuing the vision is the vision-based thinking and that of deciding the subject is strategic thinking. In the stage of Digging, the process of the NCS competency performance is creating the idea and choosing the solution. The creative thinking function of creating the idea is ideal thinking and that of choosing the solution is evaluative thinking. In the stage of Manifestation, the process of the NCS competency performance is seeking the application method, and the creative thinking function is context-based thinking, In the stage of Development, the process of the NCS competency performance is accomplishing the action plans, and the creative thinking function is tactic thinking. The creative education teaching-learning, which is applied to the NCS (National Competency Standards) education, can present the standards of variety and reliability in the NCS based educational system and career cultivation system, and it can be used for all the main agents of industrial society as the teaching-learning system to improve the NQF (National Qualification Framework).

사회과에서 창의성 신장을 위한 문제해결 학습모형 및 수업구성

이운발 한국사회과교육연구학회 2006 사회과교육 Vol.45 No.2

모자 : 문제의 해결 아이디어를 제시한다.㉢ 노란색 모자 : 제시된 아이디어의 좋은 점, 실행 가능한 이유 등 긍정적 측면을 논리적 근거를 들어 열거한다.㉣ 검정색 모자 : 제시된 아이디어의 나쁜 점, 실행 불가능한 이유 등 부정적 측면을 논리적 근거를 들어 열거한다.㉤ 빨간색 모자 : 제시된 아이디어에 대한 직관적인 느낌, 감정 등을 열거한다.㉥ 파란색 모자 : 각 단계에서 모자의 색깔에 맞는 생각을 하도록 통제, 유도하고 도출된 생각들을 종합, 검토하여 결론을 내린다. Lee, Woon-Bal Daegu National University of Education The purpose of this study is to explore practice of instruction for developing a creativity in social studies instruction. in general, creativity is consist of fluency, flexibility, originality, elaboration. Social studies is a subject which emphasizes the thinking skills necessary to applies and discovers the knowledge regarding social fact and an actual condition. thus, It begins a logical thinking, it must apply a teaching-learning method which it will be able to extend critical thinking, creative thinking, and decision-making ability. on teaching social studies, the right answer of the method sees that it is not. It teaches in the method which is various, but the originality method which planned which develops an creativity there is a possibility of bearing an creative thinking. When the teacher the method applying in classroom study and the child individual, It becomes with creative instruction method, and there is a possibility of role to extend an creativity to students. Consequently, in this study It discusses an creativity on teaching social studies in elementary, to search the creative thinking technique(six thinking hats, P․M․I) and creative problem solving it will be able to extend an creativity. It relates with this, It tried to present the practice of social studies-instruction for developing a creativity in classroom study

부모의 창의적 성격 및 양육태도와 유아의 창의적 사고능력과의 관계연구

유경훈 ( Kyoung Hoon Lew ),강순미 ( Soon Mee Kang ) 미래유아교육학회 2009 미래유아교육학회지 Vol.16 No.4

본 연구의 목적은 유아의 창의성에 영향을 미치는 중요한 변인이라고 생각되는 부모환경 변인과의 관계를 알아보기 위하여 실시하였다. 유아들의 창의성은 창의적인 사고능력을 측정하였으며 부모환경 변인으로는 부모의 창의적 성격과 양육태도를 살펴보았다. 본 연구의 대상은 서울, 경기 지역에 위치한 1개 유치원과 1개 어린이집의 6,7세 아동과 그들의 부모를 대상으로 조사가 이루어졌다. 아동과 부모 150쌍을 대상으로 설문지와 검사를 실시하였으나 누락되는 부분을 제외한 총 128쌍을 대상으로 결과를 분석하였다. 유아의 창의력을 측정하기 위하여 사용된 검사도구는 TTCT(김영채, 2002)였으며 부모의 창의적 인성을 측정하기 위한 창의인성 검사는 하주현(2001)의 창의인성 검사(CPS; Creative Personality Scale)를 사용하였다. 양육태도 설문지는 Schaefer(1999)의 MBRI를 배문주(2005)가 수정·보완하여 사용한 부모용 양육태도 검사지를 사용하였다. 수집된 자료는 SPSS 프로그램을 이용하여 적률상관계수를 구하였다. 결과를 살펴보면 다음과 같다. 첫째, 성별에 따른 차이는 나타나지 않았지만 연령에 따른 차이는 유의미한 것으로 나타났다. 7세 유아는 6세 유아에 비해 모든 창의성 점수에 있어 높게 나타난 것을 알 수 있다. 둘째, 부모의 창의적 인성 총합계와 애정적, 자율적 양육태도와는 정적인 상관이 있음을 알 수 있었다. 반면 창의적 인성과 거부적 양육태도와는 부적인 상관이 있음을 알 수 있었다. 셋째, 부모의 창의인성과 유아의 창의적 사고능력은 상관이 없는 것으로 나타났으나 양육태도는 유아의 창의성 가운데 유창성과 정교성에 있어 상관이 있는 것으로 나타났다. The purpose of this study was to examine the nature of the relationship among children`s creative thinking ability, parents` creative personality, and parents` rearing attitude. Three research questions were formulated as follows: 1.How will creative thinking ability change according to gender and age? 2.What will be relation between parents` creative personality and parents` rearing attitude? 3.What will be relation between children`s creative thinking ability and parents` creative personality and rearing attitude? The subject of this study were 6 and 7 years old children (N=136) and their parents in kindergarten and day-care center. In this study, In this study, TTCT(Torrance Test for Creative Thinking) were used to analyze children`s creativity. Creative Personality Scale and Rearing Attitude Scale were used to analyze parents personality and rearing attitude. The data were analyzed with descriptive statistics, Pearson correlations and t-test analysis by using SPSSWIN 14.0. The major results of this study were as follows; Parents rearing attitude and their creative personality had significant positive correlations. Parents creative personality and children`s creative thinking ability had no significant correlations. Parents rearing attitude and children`s creative thinking ability had significant correlations. Especialy `loving` the sub-factor of attitude is strong correlated children`s creative thinking ability.

비판적 사고와 창의적 문제해결

서민규 한국교양교육학회 2012 교양교육연구 Vol.6 No.3

This paper explores the conceptual relation of the sub-domains of higher-order thinking. For the first part, I analyze Young-Jung Kim’s theory of critical thinking to specify its relation with the domain of creative thinking. In the second part, I review the theoretical outcomes made by creativity theorists or creative thinking educators, and then try to find its categorical relation with other thinking areas such as logical thinking and critical thinking. As the result of this inquiry, I claim that critical thinking never excludes the elements of creative thinking, especially its key aspect which is called ‘divergent thinking ’. Creative thinking cannot be conducted without the basic elements of logical thinking and critical thinking as well, if it is not restricted within its divergent part. Since, both critical and creative thinking abilities are substantiated on the thinking agency ’s problem-solving competency, and the problem-solving in the level of higher-order thinking is the emergent outcome of the critico-creative potentiality of the domain specificity. 본 논문은 고차적 사고의 측면에서 그 하위요소를 이루는 각 사고영역들의 관계성을 탐구하기 위한 시도로, 우선 메타-인지적 측면에서 비판적 사고 개념과 범주를 확립하고자 시도했던 김영정의 이론을 선행 사례로 분석하여 그것이 창의적 사고라고 부를 수 있는 사고의 영역과 어떤 관계성을 갖고 있는지 살펴본다. 그리고 교육 심리학자 중심으로 진행되었던 창의성 또는 창의성 교육의 기존 성과들을 바탕으로 창의적 사고의 개념규정에 접근하는 방식으로 창의적 사고가 비판적 사고와 같은 고차적 사고의 다른 영역들과 맺는 범주관계를 탐색한다. 그 결과 본 논문은 고차적 사고의 하위영역으로 상정할 수 있는 비판적 사고가 창의적 사고의 요소들을 결코 배제할 수 없으며, 심지어 ‘발산적 사고’라고 일컫는 사고의 영역까지도 비판적 사고가 포괄할 수 있어야 함을 주장한다. 또한 창의적 사고는, 그것이 발산적 사고라는 협의의 규정에 제한되는 것이 아니라고 한다면, 논리 또는 비판적 사고의 기본 요소들을 배제하고서는 성립될 수 없음을 주장한다. 비판적 사고와 창의적 사고는 본질적으로 사고 주체의 문제해결 역량으로 실현되며, 고차적 사고의 차원에서 모든 문제해결은 영역 특수적 전문성이 비판적이면서 또한 창의적인 방식으로 발현되는 것이기 때문이다.

디자인 사고 교육을 통한 성인학습자들의 창의적 사고 경험에 관한 연구

배예나 ( Ye-na Bae ),박혜진 ( Hye-jin Park ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2019 교육정보미디어연구 Vol.25 No.2

본 연구는 성인학습자들이 디자인 사고 교육을 통해 어떠한 창의적 사고 경험을 했는지, 이에 대한 인식은 어떠한지를 알아보고, 성인학습자들의 창의적 사고 발현 근거에 대한 시사점을 제공하는데 그 목적이 있다. 연구 결과, 디자인 사고 교육 후에 일상적인 생활에서 발현가능한 자기주도적 활동이라는 긍정적 인식으로 변화하였고, 인식 전환의 구체적인 요인은 창의적 자기발견과 리더십, 상호작용범주로 세분화 되었다. 또한 디자인 사고 교육의 각 단계에서 경험된 창의적 사고는 호기심, 민감성, 통찰, 유창성, 독창성, 융통성, 정교성의 경험으로 발현됨을 알 수 있었다. 디자인 사고 교육에 대한 성인학습자들의 인식은 창의적 사고에 대한 인식과 같이 긍정적으로 변화하였으며, 이를 종합하여 볼 때 디자인 사고 교육은 성인 학습자의 창의적 사고력 함양에 긍정적인 영향을 미치는 것을 확인할 수 있었다. 따라서 본 연구에서는 성인학습자들의 창의적 사고의 중요성과 계발 가능성을 보았다는 점에서 향후 디자인 사고 교육을 통해 창의적 사고 변화를 경험할 수 있도록 준비해나갈 필요성이 있음을 최종 시사한다. 본 연구의 결과를 토대로 향후 디자인 사고 교육 개설과 도입을 설계할 때 질적인 향상에 기여할 수 있을 것으로 기대한다. The study is intended to determine what creative thinking experiences adult learners gone through from design thinking training and what the perception is regarding this, and to provide suggestions on the grounds for development of creative thinking by adult learners. The study resulted in the positive change of perception in self-directed activity that can be expressed in daily life after design thinking training, and the specific factors of the change of perception have been subdivided into creative self-discovery, leadership and interaction. In addition, creative thinking experienced at each stage of design thinking training has been realized from the experience of curiosity, sensitivity, insight, fluency, creativity, flexibility and sophistication. The perception of adult learners towards design thinking training as well as creative thinking has changed positively, and this has shown that design thinking training is effective in fostering the creative-thinking ability of adult learners. Therefore, the importance and potential development of creative thinking among adult learners suggest the necessity of preparing to experience changes in creative thinking through future design thinking training. Based on the results of the study, it is expected to contribute to the qualitative improvement in designing the establishment and introduction of future design thinking training.

국어과 평가와 창의적 사고력

박수자 한국초등국어교육학회 2004 한국초등국어교육 Vol.24 No.-

이 연구는 2세기 교육 목표로 부상한 창의적 사고력을 국어과 평가의 관점에서 어떻게 다룰 것인가에 대해 논의하고 있다. 우선 국어과 교육에서 교과 목표로서 부상한 사고력의 본질과 사고력을 향상시키기 위한 지식의 본질(기능)에 대해 고찰해 보고, 창의적 사고력에 지식이 필요한 근거를 살펴본다. 국어과에서 창의적 사고력을 계발하기 위해서는 말하기나 쓰기와 같은 언어 표현 분야에 주목하게 되는데, 특히 창의적 작문은 학습자의 창의적 사고력을 계발하기에 매우 적합한 분야이다. 학습자의 창의적 사고력을 평가하기 위해서는 교과의 특성이 반영된 창의적사고력 계발 프로그램이 우선 개발되어야 한다. 창의성 검사는 심리학 분야에서 다양하게 이루어지고 있지만, 창의성 자체는 예측할 수 없는 개별성이 있기 때문에 학습자 개인 별로 그 정도가 다를 수 있다. 그래서 창의성 평가는 다양한 검사 도구의 개발에도 불구하고 여전히 집단이나 양적 접근보다는 개별적이고 질적인 접근을 권장하고 있다. 이 연구는 창의적 사고력을 평가하는 도구 측면이 아니라, 창의적 사고력의 계발 과정에서 관여하는 평가 기능에 따라 크게 세 가지로 평가 유형을 구분하였다. 창의적 사고력 평가 유형으로는 '가. 창의성 검사 도구를 환용한 창의적 사고력 평가, 나. 창의성 계발 교수 학습 과정에서의 창의적 사고력 평가, 다. 창의성 계발 교수 학습 후 창의적 산출물에 대한 평가'이다. This study aims to investigate on a measure of learners' creative thinking in korean language teaching. Thinking process with a propound knowledge is important to learners in language lessons, because language is a tool of mind expression and a container of world knowledge. So language instructions should elaborate both learners thinking process and language expression style. We heard that a deep knowledge makes learners creative, esp. that is core element in problem solving thinking. Then mother language learners should be requested to simulate a problem thinking process and acquire more knowledge. It is clear that a deep knowledge influence on one's thinking, especially creative thinking. To evaluate learners' creative abilities, above all teaching methods and instruction materials should be focus on developing their thinking strategies, and korean lessons also should be managed by that plan. But now modern language lessons seemed to be inconsistent to realize that viewpoint. No matter how it does, we must assess learners' creative thinking. So, this article suggests three steps in creative thinking assessment. First, we can use the various creative thinking test tools developed by educational psychologists. Second, we can observe students' activities during the language lessons, and judge their state at any time. Third, after lessons we can gather their task works and evaluate students' creative thinking level through their works, making portfolios for the future.

4차 산업혁명시대의 인재양성과 창조교육

이용길 ( Lee Yong-gil ) 창조교육학회 2017 창조교육논총 Vol.19 No.-

The purpose of this study is to seek nurturing talent in the fourth industrial revolution. The fourth industrial revolution is a period of ‘Convergence’ without boundary between studies. Nurturing talent, therefore, in the fourth industrial revolution should be the education focusing on personality, sensibility, and creative thinking. The education for convergence is to cultivate human creativity. The vision of the future talent for the fourth industrial revolution is to display diversity of convergence by ‘thinking power’ as creative professionals to create the new knowledge coming from integrated sight of every field. That is the talent of creative professionals to be the origin of added value of particularity layng stress on originality and discrimination. Education needs to provide jobs, capabilities, and creative professionalism of personality to industrial society through creativity education. Accordingly. customized education considering individual’s capabilities and characteristics should be sought so that individual education can be performed to meet each learner’s creative capabilities. The future talent in the fourth industrial revolution is those who are equipped with diversity by the ‘thinking power’ to create value. The creativity education to cultivate the ‘thinking power’ can be realized by the educational method of Idea-Discovery-Digging-Manifestation- Development of the five stages of teaching-learning in creativity education. The stage of Idea is that of imagination from which the ‘thinking power’ beginsm showing independent, original and distinctive thought. The stage of Discovery is the process that the ‘thinking power’ obtains unity and order gradually, expressing the content of the stage of Idea concretely. The stage of Digging is the process of making purposive and incorporated conception toward the new value, changing the ‘thinking power’ to reasonable and systematic conception. The stage of Manifestation is the process of composing the content by systematically arranging the ‘thinking power’ that is collected from the stage of Digging. The stage of Development is the process of creating value, showing original, distinctive, and creative capabilities by accomplishing the ‘thinking power’. The vision of the future talent in creative education is that of creating the new knowledge through consilience and convergence, as professionals displaying diversity of convergence is the education to build up original, distinctive, and creative capabilities through creativity education.

상상력 기반 초등 5~6학년 무용 창작 프로그램 개발

최상철 ( Sang-cheul Choe ) 한국무용예술학회 2013 무용예술학연구 Vol.44 No.5

Under the social situation of widespread sense of crisis for public education, recently, new government emphasizes innovation to the ‘happy education’ as a part to overcome such crisis of education essentially. Such innovation should start from educational practice of encouraging children’s childishness so that they would be able to look at the world in a new viewpoint and exhibit their ‘innocent curiosity’ and ‘free and abundant imagination’ fully. The imaginative education itself is an ideal educational practice that can protect children’s lost ‘childishness’ and ‘innocent curiosity’. It will also be one of the shortcuts to recover the intrinsic value of lost public education and to enhance the competitiveness of public education. In this context, it is necessary to pay attention to the ‘13 thinking tools’ that are recently suggested by Root-Bernstein & Root-Bernstein(1999) while advocating the need for education based on creative imagination. The 13 thinking tools beingsuggested by Bernstein are thinking skills that have been commonly used by the persons showing creativity in a variety of fields until they obtain creative products. And Bernstein defined them as ‘the 13 tools for learning imagination-leading to creation’. The researcher thinks it is worthwhile to consider application of these 13 thinking tools as the teaching-learning principle in the imagination education. In fact, discussions about the educational effectiveness of these tools have been mentioned in many research findings recently. According to these previous studies, as the result of applying these 13 thinking tools to general creativity, gifted inventor, gardening, convergence education of arts and science, robot education and dance education programs, it has been proven that these programs contribute to improving imagination, creativity and flexibility, etc. as the sub-elements of creativity. Results of this study become practical base for proving the effectiveness and justification of applying the 13 thinking tools to educational sites. Therefore, the purpose of this study is to develop and suggest ‘an imagination-based creative dance program for elementary school 5th-6th graders’ by using the 13 thinking tools so that lost imagination would be evoked in the public education and children would be able to stretch their imagination fully. In order to achieve the key objective of this study, first of all, in this paper, the researcher intends to prepare theoretical foundation for the meaning and role of imagination in elementary creative dance education on the subject of imagination and children, and creative dance class as ‘an artistic creation’ play. On the basis of such foundation, the researcher introduces procedures and contents related to development of a program and suggests an imagination-based creative dance program for elementary school students. This study would be meaningful in suggesting one extensive method for elementary school creative dance education.

유아의 창의적 사고력과 관련된 부모와 유아변인 분석

강순미,유경훈 한국보육학회 2010 한국보육학회지 Vol.10 No.2

본 연구는 유아의 창의적 사고력이 부모 변인과 유아변인에 따라 어떠한 차이가 잇는지를 살펴보고, 이러한 변인이 유아의 창의적 사고력을 어느 정도 설명하고 있는가를 알아보기 위하여 이루어졌다. 연구대상은 수도권에 위치한 유치원에서 만 4․5세의 유아 140명(만 4세 71명, 만 5세 69명)과 그들의 부모들 이었다. 창의성을 측정하기 위하여 TTCT를 사용하였으며, 개별 유아의 인지적 능력을 측정하기 위하여 한국판 웩슬러 유아지능검사도구를 사용하였다. 부모 변인 측정은 부모의 연령, 학력, 직업, 소득을 알아보았으며 유아변인으로는 지능, 성별, 연령, 출생순위를 조사하였다. 수집된 자료는 변인에 따른 차이와 영향력을 알아보기 위하여 SPSS를 활용하여 평균분석과 회귀분석을 실시하였다. 연구의 결과 유아의 연령, 출생순위에 따른 창의적 사고력은 의미 있는 차이를 보였지만, 성별에 따른 차이는 의미가 없는 것으로 나타났다. 특히, 지능의 수준이 중간 집단에 속하는 유아들이 다른 집단의 유아들보다 창의적 사고력 중 독창성 점수가 의미 있게 높은 것으로 나타났다. 부모변인으로는 어머니의 연령에 따른 유아의 창의적 사고력 중 독창성에서 의미 있는 차이가 나타났다. This study has a purpose to find out the relationship among children's creative thinking ability, their own factors and their parental factors. For the above purpose, the following research questions were considered in this study: first, Is there any significant difference in the children's creative thinking ability by the child's factors(age, birth order, gender, Intelligence Quotient: IQ)? Second, is there any significant difference in the child's creative thinking ability by the parental factors(age, education, occupation, income)?The object of present study were 140 children's(4 years, 71, 5 years, 69; 81 boys, 59 girls) at two kindergartens in Seoul and Suwon. In this study, TTCT(Torrance Test for Creative Thinking) were used to analyze children's creativity. K-WIPPSI(Korean Wechler Preschool and Primary Scale of Intelligence) were used to analyze children's intelligence. Also we investigated to their parents about child's basic person, their parents' age, academic background, vocations, income with questionnaire. The data were analyzed with descriptive statistics, Pearson correlations, t-test analysis and ANOVA by using SPSSWIN 14.0. The major results of this study were as follows; First, The 5 years old children were higher than the 4 years old children in creative thinking ability. And, There are non significant gender and birth order difference in creative thinking ability. Next, In IQ level, middle class children's creative thinking ability(originality) is higher than the high/low IQ classes. Lastly, there were non statistically significant relations between parents' academic background except mother's age factor.

The Effects of Creative Instruction onCreative Thinking and English Poem Writing

전재민,마지현 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.2

This study investigates the effects of creative instruction on creative thinking and English poem writing with low level Korean EFL college students. The process of creative instruction was guided through divergent thinking techniques such as brainstorming, brainwriting, mind mapping, forced relationships, synetics, and open inquiries for cultivating creativity. The present study employed a mixed method approach which was comprised of both quantitative and qualitative instruments including a background questionnaire, pretest and posttest evaluations for creativity using the Torrance Test of Creative Thinking, evaluations of writing quality, and in-depth interviews to seek the answers for the research purpose. The results demonstrated that there was no significant difference between the creativity group and the non-creativity group in terms of the development of their ability to write English poems. However, creative thinking itself significantly improved only in the creativity group based on the pre- and post-tests analyses, pointing to the positive effects of creative instruction on the development of creative thinking. In addition, through interviews and surveys, the students with low English language proficiency exhibited increased confidence in writing English poems and showed positive attitudes toward the usefulness of creative instruction when they are learning English in classroom settings.