코칭 리더십과 심리적 안정감이 창의적 문제해결능력에 미치는 영향: 조직변화풍토의 조절된 매개모형

최석봉 대한경영학회 2022 大韓經營學會誌 Vol.35 No.10

Creative problem-solving is recognized as an important determinant of organizational innovation and sustainable growth. Despite this importance, there is still a lack of studies analyzing the antecedents and situational factors that enhance creative problem-solving. Therefore, this study investigates the effect of coaching leadership on creative problem-solving capacity. We also examine whether psychological safety positively mediates the above relationship. In addition, we address the moderating role of organizational change climate in the relationship between psychological safety and creative problem solving capacity. Finally, we test the moderated mediating role of organizational change climate for the indirect effect of coaching leadership on creative problem solving capacity through psychological safety. By using a cross-sectional design, with a questionnaire administered to 221 employees working in Korean manufacturing and service firms, the hypotheses were tested. The results of the empirical test have shown that coaching leadership was positively related to creative problem-solving capacity. We also found that psychological safety positively mediated the relationship between coaching leadership and creative problem-solving capacity. Moreover, there was a significant moderating effect of organizational change climate in the relationship between psychological safety and creative problem-solving capacity. Finally, our empirical results indicated that there has been the moderated mediating role of organizational change climate, which meant that when the level of organizational change climate is high, the positive effect of coaching leadership through psychological stability on creative problem-solving capacity was strengthened. This study has theoretical contributions to the existing literature in the following ways. First, it contributes to the literature on leadership and creativity by addressing the effect of coaching leadership on creative problem-solving capacity. Most previous studies have focused on the effect of many types of leadership on firm innovation and creative performance. Our study has extended this literatures by revealing the positive effect of coaching leadership on the creative problem solving capacity. Second, this study extended the previous studies by addressing a key mediator to explicate how coaching leadership induces creative problem-solving capacity. Therefore, our findings show that psychological safety is a bridging mechanism in the relationship between coaching leadership and creative problem-solving. In particular, we found that psychological safety is a crucial psychological pathway influencing employees' capacity towards creative performance. Therefore, this study enriched our understanding of how coaching leadership promoted creative problem-solving capacity. Third, we also identified organizational change climate as an important moderator enhancing the positive effect of psychological safety on creative problem-solving capacity. By identifying such a boundary condition, this study highlighted the importance of organizational climate as a condition for enhancing employees' creative problem solving capacity. Moreover, identifying the moderated mediation effect of coaching leadership on creative problem-solving capacity via psychological safety has provided an integrated picture to understand the role of leadership style on determinant, process and condition for developing creative capacity of employees. Our results also suggest several practical implications. First, our results indicate that organizational managers should be aware of the important role of coaching leadership, which positively affect creative problem-solving capacity. Second, managers should recognize the importance of psychological safety linking coaching leadership to creative problem-solving capacity. Thus, the organization-level efforts and support are needed to ensure psychological safety for stimulating empl... 종업원의 창의적 문제해결능력은 조직혁신의 중요한 선행요인으로 인식되고 있다. 이러한 중요성에도불구하고 종업원의 창의적 문제해결능력에 영향을 미치는 선행요인과 상황요인을 분석한 연구는 여전히 부족한실정이다. 따라서 본 연구는 창의적 문제해결능력에 미치는 선행요인으로 코칭 리더십의 효과를 실증분석한다. 더불어 종업원이 직장에서 편안함을 느끼는 상태인 심리적 안정감을 매개변수로 간주하고 이들 관계를분석하였다. 또한 종업원의 창의적 문제해결을 촉진시키는 상황요인으로 조직변화풍토를 상정하고 조절효과를분석하였다. 마지막으로 심리적 안정감을 통하여 코칭 리더십이 창의적 문제해결능력에 이르는 간접효과가조직변화풍토 수준에 따라 달라질 것으로 예상하고 조절된 매개효과를 검증하였다. 국내 제조 및 서비스 기업에종사하는 종업원 221명의 설문을 바탕으로 실증 분석한 결과, 첫째 코칭 리더십은 창의적 문제해결능력에유의한 긍정적인 영향을 미치는 것을 발견하였다. 둘째, 심리적 안정감은 이들 관계를 긍정적으로 매개하는것으로 나타났다. 셋째, 조직변화풍토는 심리적 안정감과 창의적 문제해결능력 간의 관계를 긍정적으로조절하는 것으로 나타났다. 마지막으로 조직변화풍토는 심리적 안정감을 매개로하는 코칭 리더십과 창의적문제해결능력 간의 간접관계를 긍정적으로 조절하는 것으로 밝혀졌다. 본 연구는 다음과 같은 이론적 시사점을제시한다. 먼저, 본 연구는 종업원의 창의적 문제해결능력을 높이는 선행요인으로 코칭 리더십의 중요성을조명하였다. 둘째, 코칭 리더십이 창의적 문제해결능력을 촉진시키는 과정에서 심리적 안정감의 매개역할을확인함으로써 코칭 리더십이 창의적 문제해결능력에 이르는 과정을 보다 깊이 이해할 수 있었다. 셋째, 조직변화풍토를 조절변수로 상정함으로써 창의적 문제해결능력을 높이기 위한 조직환경의 중요성과 조건을확인하였다. 마지막으로 조직변화풍토의 조절된 매개변수 역할을 확인함으로써 코칭 리더십이 심리적 안정감을통하여 창의적 문제해결능력을 높이는 통합된 과정을 밝힘으로 코칭 리더십의 긍정적인 효과를 이해하는데통찰력을 제공하였다. 본 연구는 다음과 같은 실무적 시사점을 제시한다. 먼저 종업원들의 창의적문제해결능력을 높이기 위한 코칭 리더십의 필요성을 시사하였다. 둘째, 심리적 안정감의 역할을 조명함으로관리자들에게 종업원이 조직에서 편안함을 느낄 수 있는 심리적 안정감을 높이기 위한 노력이 필요함을시사하였다. 셋째, 창의적 문제해결능력을 증가시키는 상황요인으로 조직변화풍토의 역할을 확인함으로 창의적문제해결능력과 혁신을 위한 변화지향적인 조직풍토구축에 대한 관심이 필요함을 시사한다. 끝으로 본 연구의결과를 바탕으로 몇 가지 한계점 및 미래 연구를 위한 연구방향을 제시하였다.

창조적 문제해결력 신장을 위한 창조교육 교수-학습 5단계 적용에 관한 연구

김정아 ( Kim Jeong-a ) 창조교육학회 2020 창조교육논총 Vol.22 No.-

This study applied the five stages of creative education teaching-learning to the problem solving learning process to improve creative problem solving ability. In the situation where each learner has to face new problems every moment in the extreme social change like the present, each learner needs the problem solving ability, which is the basic ability to solve all the problems that have occurred to him wisely. Therefore, problem solving learning for improving problem solving ability can be applied to the 5th stage of teaching-learning creative education, thereby solving problems creatively and pursuing creative value to improve creative problem solving ability. The stage of idea is the process of selecting problems of problem solving learning, and the stage of starting imagination of problem solving learning as the introduction process which is the beginning of problem solving learning, That is, it is a process that gives learners the awareness of problems through the purpose and necessity of problem solving learning and raises expectations for problem solving learning activities. The stage of discovery is the planning process of solving problem solving learning, and it is the stage of putting motivation and passion on the value while positively thinking about the value of imagination made through the stage of idea. In other words, the imagination of value creation for problem solving is embodied, and it is the process of finding out the problem to solve by planning the solution method, process and sharing according to the nature of the problem in order to solve the determined problem. The stage of excavation is the process of data recruitment for problem solving learning in earnest, and it is the process of changing into a rational and systematic idea, and the stage of objective and unified idea for new value of problem solving learning is achieved. In other words, this stage is a process for solving specific problems by investigating related data according to the plan, and by grasping the contents or elements of the problem obtained by collecting data through literature, experiment, survey, etc. The expression stage is the development process of problem solving learning activities, and it is the stage that the contents discovered through problem solving learning process are systematically organized and completed with meaningful contents, In other words, it is a process of obtaining unification and order for solving problems by actual activities that solve difficulties or suspicions by observing, experimenting, and researching with data recruited as a stage of actual activity for solving problems. The development stage is the review process of the results, and the new value is objectified through application and evaluation, and the creative problem solving ability of the learner is established.,In other words, as a step of verifying the results of the activities, the contents found in the process of re-recognizing and re-recognizing are referred and arranged to be consilience. When the confirmed results are successful, the announcement is made, and the next development is expected. By applying the 5th step of teaching and learning creative education to the problem solving learning process, the creative problem solving ability that can solve the problem wisely in various problem situations that learners will experience now or in the future can be improved.,In other words, creative problem solving ability is a core competency to prepare for future society that can be improved as education. Therefore, it is hoped that various teaching-learning methods for enhancing creative problem solving ability will be developed, and further studies and efforts to verify the effectiveness of the methods are required.

정보통신기술(ICT)을 활용한 창의적 문제해결활동이 유아의 창의성에 미치는 효과

김윤정 한국교원대학교 유아교육연구소 2010 한국유아교육연구 Vol.12 No.-

본 연구의 목적은 정보통신기술을 활용한 창의적 문제해결활동을 유치원 현장에 적용하여 유아의 창의성에 어떠한 효과가 있는가를 알아보는 데에 있다. 본 연구의 대상은 경기도 광명시에 소재한 사회·경제적 수준이 비슷한 2개 유치원의 만 5세 유아 60명을 대상으로 하였다. 실험집단에는 정보통신기술을 활용한 창의적 문제해결활동을 8주간 실시하였고, 통제집단에는 같은 기간동안 컴퓨터 영역에서 생활주제와 관련된 동화 및 동요를 감상하도록 하였다. 연구 결과 정보통신기술을 활용한 창의적 문제해결활동을 실시한 실험집단이 통제집단에 비하여 창의성이 유의미하게 증진되었다. The purpose of this study was to explore the effect of creative problem solving activity using ICT(Information and Communications Technology) on young children's creativity. For the purpose, research questions were established as follows: 1. Is the creative problem solving activity using ICT effective in the creativity? 1-1. Is the creative problem solving activity using ICT effective in the fluency of creativity? 1-2. Is the creative problem solving activity using ICT effective in the flexibility of creativity? 1-3. Is the creative problem solving activity using ICT effective in the originality of creativity? 1-4. Is the creative problem solving activity using ICT effective in the imagination of creativity? The total subjects for the study consisted of 60 five-year-old children in two kindergartens attached to Elementary Schools in Gwangmyeong, Gyeonggi-do. 30 children (Male 17, female 13) were enrolled in experimental group and the other 30 children(Male 14, female 16) were enrolled in the control group. They were 5 years and 4 months old in average. Instrument for this study was creativity test which is a test of Chon's(2000) 'Korean Comprehensive Creativity Test for Young Children'. Experimental group was treated with creative problem solving activity using ICT. The experiment was performed 16 times during 8 weeks from October 27th 2008 to December 19th 2008, and two times in a week. Collected data was analyzed by SPSS/WIN 12.0 commercial program. The mean and standard deviations of two groups was calculated, and the incremental mean of two groups was verified by t-verification method. From this experiment with creative problem solving activity using ICT, the following results were obtained: As the creativity of experimental group was significant difference than that of control group, it can be found that there was significant effect of creative problem solving activity using ICT on increasing young children's creativity. First, there was significant effect of creative problem solving activity using ICT on increasing young children's fluency. Second, there was significant effect of creative problem solving activityusing ICT on increasing young children's flexibility. Third, there was significant effect of creative problem solving activity using ICT on increasing young children's originality. Fourth, there was significant effect of creative problem solving activity using ICT on increasing young children's imagination. The results from the experiment showed that the creative problem solving activity using ICT resulted in significant effects on the creativity of young children. Therefore this study presented that creative problem solving activity using ICT can improve the creativity of young children.

디자인 씽킹(Design Thinking)을 적용한 미술수업이 청소년의 창의적 문제해결력에 미치는 효과: 고등학교 1, 2학년을 중심으로

서혜인,김효정 한국초등미술교육학회 2020 미술교육연구논총 Vol.60 No.-

The numerous problems of modern society are not easily revealed on the surface due to the network of rapidly developing technologies and complex multilayered structures. Also, since these are mostly unstructured problems, specific methods and procedures for solving them are uncertain. Therefore, modern society needs a "creative problem-solving” ability to combine and apply existing information and knowledge in new ways to approach problems and come up with innovative solutions. Creative problem solving refers to the whole process of a plan in which individuals or groups create or analyze various new knowledge to effectively implement new solutions with common goals such as problems, opportunities, etc(Donald J. Treffinger, 1995). Design thinking is a well-known methodology for this process of creative problem-solving. Design thinking was originally used as a business tool for companies to solve design problems and This proved to be an innovative success, drawing keen attention. As such, creativity and innovation, which have made a big difference in the general lifestyle and monotonous daily patterns of humans, emerge not only in science but also in the arts. In particular, modern art transcends aesthetic functions and has a wide influence on the whole part of life. For this reason, considering these trends, the field of art education needs to educate on how to approach a problem from various perspectives and how to solve it creatively. Therefore, the purpose of this study is to find out the effectiveness of art classes applied with design thinking on the students' creative problem-solving abilities. To that end, a total of six classes of teaching guidance were designed and conducted for the first and second graders of high school. To this research class, The design thinking model of Stanford d.school was applied. The Stanford d.school model, which consists of five steps, was judged to be an advantageous model for measuring students' creative problem-solving abilities, as the model emphasized the importance of the empathy phase and focused on the process of problem-solving rather than the outcome. The procedures and methods of specific research are as follows. Based on the theoretical background related to design thinking and creative problem solving, and on the comparative analysis of textbooks according to the 2015 revised curriculum, we selected units suitable for problem-solving. In this study, we developed a teaching and learning program consisting of a total of 6 classes. we selected "poke with your elbows! Nudge Design moving the world: Making our school more Convenient and Cleaner” as the subject of learning and set up the suitable tools for these teaching and evaluation. We selected objects of the study are the first and second graders of G High School in Gyeonggi-do and the group is composed of 28 students. As a tool for measuring creative problem-solving abilities, we used test papers from the Creative Problem Solving Profile Inventory (CPSPI), developed by Hwasun Lee, Jungmin Pyo, Insoo Choe, and proceeded quantitative research by conducting pre- and post-mortem examinations. Besides, a survey was conducted to find out the degree of interest and satisfaction in design thinking art class, and qualitative data related to this was collected based on the learner's attitude and course evaluation. The results of the creative problem-solving pre- and post-testing data and the class interest and satisfaction survey were computerized through the Statistical Package for Social Science (SPSS) Ver. 22.0 program. The results produced and the corresponding discussions are as follows. First, this study conducted pre- and post-mortem examinations using the creative problem-solving profile test (CPSPI), a tool for testing creative problem-solving skills. The analysis showed that there are significant differences in each sub-item. Second, after analyzing qualitative data based on surveys, activities, and results of t... 본 연구의 목적은 창의적 문제해결 방법론인 디자인 씽킹을 적용한 미술수업이 학습자의 창의적 문제해결력에 미치는 효과성에 대해 알아보고자 함이다. 이를 위해 디자인 씽킹 및 창의적 문제해결력에 관련한 이론적 배경을 고찰한 뒤 총 6차시로 구성된 교수·학습 프로그램을 개발하였으며 본 연구수업에는 Stanford d.school의 디자인 씽킹 모형을 적용하였다. 총 5단계로 이루어진 Stanford d.school 모형은 공감 단계의 중요성이 강조된 모형으로, 사람 중심의 문제접근 과정을 구체적으로 살펴볼 수 있어 창의적 문제해결력을 측정하기에 유리한 모형으로 판단되었다. 연구의 대상으로는 경기도 소재의 G고등학교 1, 2학년을 선정하였으며 총 28명으로 구성된 단일집단이다. 창의적 문제해결 프로파일 검사(CPSPI: Creative Problem Solving Profile Inventory)를 통해 창의적 문제해결력 사전·사후 검사를 실시하였으며, 디자인 씽킹 미술수업의 흥미도 및 만족도 설문조사와 학습자 태도 및 과정 평가를 토대로 질적 연구를 진행하였다. 창의적 문제해결력 사전·사후 검사 자료와 수업 흥미도 및 만족도 설문 자료의 결과는 SPSS(Statistical Package for Social Science) Ver. 22.0 프로그램을 통해 전산통계 처리하였다. 결론적으로 본 연구를 통해 디자인 씽킹을 적용한 고등학교 미술수업은 청소년들의 창의적 문제해결력에 긍정적인 효과를 미쳤으며 자신감, 협동심, 다양한 관점의 포용 등 정의적 영역을 함양하는 것에 있어서도 교육적 가치를 지닌다는 것을 알 수 있었다.

그림책을 활용한 창의적 문제해결과정의 효과 : 창의적 사고, 문제해결 수행능력을 중심으로

김수향,정대련 한국유아교육학회 2004 유아교육연구 Vol.24 No.5

본 연구의 목적은 그림책을 활용한 창의적 문제해결과정이 유아의 창의적 사고와 문제해결 수행능력에 어떠한 영향을 미치는지를 알아보는 것이었다. 연구대상은 경주 소재 H유치원 소속의 만 5세 유아 16명이었으며, 연구도구로는 Torrance의 TTCT 중 '언어' 검사와 Treffinger의 CPS 체크리스트가 활용되었다. 또한 창의적 문제해결과정에 대한 질적 분석이 추가되었다. 연구결과, 그림책을 활용한 창의적 문제해결과정에 참여한 실험집단이 통제집단보다 창의적 사고에서 더 높은 점수를 보였다. 문제해결 수행에 있어서도 실험집단이 통제집단 보다 긍정적인 변화를 보이는 것으로 나타났다. 따라서 그림책을 활용한 창의적 문제해결과정은 유아들의 창의적 사고와 문제해결 수행능력을 증진시키는데 효과적이라고 결론지을 수 있다. The purpose of this study was to assess the effects of Creative Problem Solving Process with picture-books on both creative thinking and problem solving performance. Participants of this study were sixteen 5-year-old children in kindergarten "H" in Gyeongju, Kyungsang Province. They were divided into two groups: the experimental group of 8 children participated in Creative Problem Solving Process with 12 picture-books, and the the control group was in the process of usual class after listening to the same books. The Creative Problem Solving Process lasted for 12 weeks, the interactions in the classroom were video taped, and all dialogues were transcribed. The effects of Creative Problem Solving Process with picture-books were assessed by Torrance's TTCT(Verbal) and Treffinger's check lists of CPS. The children's creative thinking abilities were analyzed by the "Mann-Whitney U Test" and the children's responses in creative problem solving performance were interpreted. The results 1. The Creative Problem Solving Process with children's picture-books enhanced the creative thinking in aspects of fluency, flexibility and uniqueness. 2. The Creative Problem Solving Process with children's picture-books enhanced the children's problem-solving performance ability, in areas such as, analyzing problems, designing strategies, applying them properly, and generating new ideas. In conclusion, the Creative Problem Solving Process with children's picture-books can help young children develop creative thinking and problem-solving performance ability. Therefore it is recommended that the Creative Problem Solving Process, as a tool for solving problems, should be encouraged at an early age so that it can become a natural and accepted part of children's intellectual functioning.

Preference for Challenging Tasks: The Critical Factor on Late Academic Achievement and Creative Problem Solving Ability

조석희,안도희,한석실 한국교육개발원 2005 KEDI Journal of Educational Policy Vol.2 No.2

Purpose of this study was to find out factors which may affect later academic achievements and creative problem solving ability. Two studies were carried out: One is to find out critical factors on later achievement among their intellectual and affective characteristics and family processes during their childhood; The other is to find out critical factor on creative problem solving among several affective characteristics. The first study was conducted with 60 young adults identified as prodigies at the age of 3-5 and 56 of their parents. Stepwise regression analyses were carried out with academic achievement, IQ, self-concept, achievement motivation, belief in their intellectual abilities, general self-efficacy and family processes. It was found that the preference for challenging tasks was the only factor highly correlated with academic achievement. The second study was conducted with 232 upper elementary school students and 77 gifted upper elementary school students. The study was to verify the path model among creative problem solving ability, motivation, beliefs about intellectual abilities, and preference for creative problem solving and challenging tasks. It was found that the intrinsic motivation, preference for creative problem solving and for challenging tasks directly affect the creative problem solving ability. It was also found that incremental beliefs about intellectual ability indirectly affect the creative problem solving ability through preference for creative problem solving, and intrinsic motivation. The results imply that providing children with positive experiences of working with challenging tasks are necessary to have children to achieve higher in their later years and to be creative in problem solving.

안전에 관한 그림책을 활용한 창의적 문제해결과정이 유아의 안전 문제해결 능력에 미치는 영향

김수향 한국유아교육학회 2011 유아교육연구 Vol.31 No.2

본 연구의 목적은 안전에 관한 그림책을 활용한 창의적 문제해결과정이 유아의 안전문제해결 능력에 미치는 영향을 알아보고, 안전에 관한 교수학습 방법에 대한 기초자료를 제공하고자 함이다. 이를 위하여 경주시에 소재한 Y 유치원 유아 30명을 대상으로 곽은복(2000)의 안전문제해결사고검사를 통해 가장 높은 점수와 낮은 점수 12명을 제외한 18명을 두 집단(실험·비교)으로 선정하여 실험집단은 10주간 창의적 문제해결과정에 참여하였고, 비교집단은 일반적인 유치원 활동에 참여한 후 사후 검사를 실시하였다. 실험집단의 안전문제해결 수행능력은 어떠한지를 살펴보기 위하여 10주간의 창의적 문제해결 과정을 비디오로 녹화하여 질적 분석하였고 두 집단의 사전·사후 검사 결과의 차이를 살펴보기 위하여 비모수 검증인 Mann-whitny U 검증을 실시하였다. 연구결과, 첫째, 유아들은 성적학대 안전, 안전하게 놀이하기, 화재안전에 대해서는 논리적이고 적절하게 문제해결을 수행하였지만, 낮선사람 안전, 환경오염 안전에서는 적절하게 문제를 수행하지 못하는 것으로 나타났다. 둘째, 안전에 관한 그림책을 활용한 창의적 문제해결과정은 유아의 안전문제해결 능력 및 안전문제해결 능력의 하위요인(운동안전, 낯선사람 안전, 성적학대 안전, 화재안전)에 긍정적인 영향을 미쳤다. 결론적으로 안전에 관한 그림책을 활용한 창의적 문제해결과정은 유아의 안전문제해결 능력 증진에 효과적인 프로그램임을 알 수 있었고, 유아들에게 낯선사람 및 환경오염 안전에 대한 체계적인 교육의 필요성이 요구된다. Aiming to provide appropriate and effective teaching methods for developing children's problem-solving abilities about safety, this study assesses the effects of the Creative Problem Solving Process using children's safety picture-books on the safety problem solving abilities of kindergarten children. Participants of this study consisted of eighteen 5 year-old children enrolled at "Y" kindergarten in Gyeongju. They were assigned to two groups according to their test scores on Kwak, Eun Bog's (2000) Safety Problem-solving Thinking test. Each group had 9 children, one group was designated as the experimental group (E) and the other as the comparative group (C). The experimental group (E) was video taped for ten weeks while they participated in the Creative Problem Solving Process in order to document response patterns and assess quality of performance. Safety problem solving ability test data were analyzed with "the "Mann-Whitney U Test". The findings and implications: 1. The children logically solved problems in the programs' safety subsets of sexual abuse, safety in play, and fife safety. But they were unable to solve problems in the safety subsets of strangers and environmental pollution. 2. The Creative Problem Solving Process with children's safety picture-books has enhanced safety problem-solving ability and safety problem-solving ability's sub-factors :movement, strangers, sexual abuse, fire. Result of this study showed that the Creative Problem Solving Process with children's safety picture-books was an effective program to improve safety problem-solving ability and safety education. However, the findings with regard to the difficulty most of the children had in safety problem solving in the subsets of strangers and environmental pollution strongly suggest that more systematic and didactic safety instructions are necessary in these areas.

융합적 문제해결 교육프로그램이 초등학생의 창의적 문제해결능력에 미치는 효과

성혜경 ( Sung Hye Kyeong ),강옥려 ( Kang Ock-ryeo ),문성환 ( Moon Seong Hwan ),김윤순 ( Kim Yun Soon ),손일지 ( Son Il Ji ) 한국초등교육학회 2021 초등교육연구 Vol.32 No.S

본 연구의 목적은 초등학생이 생활 속에서 접하는 문제를 창의적으로 해결할 수 있는 능력 함양을 위해 교육과정 속 교과간 지식의 융합을 토대로 융합적 문제해결 교육프로그램을 개발하는 데 있다. 이를 위해 본 연구에서는 초등학생 100명을 대상으로 초등학생들이 실생활에서 직면하는 문제를 조사한 후 전문가 집단의 논의를 거쳐 7가지 주제를 선정하였다. 선정된 주제를 해결하기 위해 각 주제에 따른 문제해결역량을 도입하여 융합적 문제해결 교육프로그램을 구성하였다. 서울시 소재 S초등학교 4학년 두 학급을 대상으로 한 학급은 실험집단, 다른 학급은 통제집단으로 배치하여 실험집단에 융합적 문제해결 교육프로그램 7차시를 적용하고 난 후 두 집단 간 학생들의 창의적 문제해결력에 대한 효과를 분석하였다. 연구결과, 실험집단과 통제집단은 창의적 문제해결력에서 통계적으로 유의한 차이가 나타나 융합적 문제해결 교육프로그램이 초등학생들의 창의적 문제해결력 향상에 긍정적인 효과가 있었음을 확인하였다. 특히, 창의적 문제해결력 하위 영역 중 ‘확산적 사고’와 ‘동기적 요소’ 영역에서 실험집단이 통제집단보다 유의하게 더 높은 것으로 나타났다. 실험집단 학생들의 창의적 문제해결력에 관한 생각의 변화가 유의한지를 살펴보기 위해 차시별 학생 설문지, 학생 활동지, 전체 수업 만족도와 소감, 교사 관찰일지를 분석하였다. 이를 통해 학생들이 프로그램이 거듭될수록 문제를 바라보고 해결하는 과정을 즐기며 ‘확산적 사고’로의 전환에 능숙해짐을 확인할 수 있었다. 또한, 수업 이후에도 자신이 제시한 문제해결방안을 실천하려는 모습을 보였다. 본 연구에서 탐색한 융합적 문제해결 교육프로그램이 초등학생의 창의적 문제해결력 함양에 미치는 효과를 토대로 추후 초등학교 중·고학년의 융합적 문제해결 교육프로그램을 개발하는데에 토대를 마련할 수 있을 것으로 기대한다. The purpose of this study is to develop a convergent problem-solving education program based on the integration of knowledge between subjects in the curriculum, to foster the ability to creatively solve problems that elementary school students encounter in daily lives. To this end, this study surveyed 100 elementary school students to know what the problems they face in real life are, and selected seven topics after discussion among a group of experts. To solve the tasks of the selected topics, a convergent problem-solving program course was constructed by applying one problem-solving strategy for each topic. Among 2 classes in the fourth grade of S elementary school in Seoul, one class was selected as an experimental group and another one as a control group. And the effectiveness of the students' creative problem-solving ability improvement was analyzed after applying 7 classes of a convergent problem-solving program course to the experimental group. According to the results, there were statistically significant differences between the experimental and control groups. That is, the convergent problem-solving education program was to show positive effects on elementary school students’ creative problem-solving ability. There were especially significant differences in the "divergent thinking" and "motivational factor" among subdomains of creative problem-solving ability. In order to see if the changes in students' creative problem-solving abilities in the experimental group were significant, students’ questionnaires, students’ worksheets, overall class satisfaction and opinions, and teacher’s observation logs for each class were analyzed. This confirmed that as the program went on, students enjoy the process of confronting and solving problems and are proficient in switching to "divergent thinking." Also, even after the class they tried to implement the problem solution they proposed. The effect of the convergent problem-solving education program explored in this study on fostering creative problem-solving skills of elementary school students is expected to lay the foundation for developing convergent problem-solving education programs for middle and upper grades of elementary school.

창의적 문제해결 수업이 보건계열 대학생의 일상적 창의성과 문제해결능력에 미치는 효과

고 현(Ko, Hyun),강미희(Kang, Mee Hee),고은별(Ko, Eun Baeul) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.1

창의적 문제해결력은 현대와 미래사회가 요구하는 새롭고 독창적인 아이디어를 생성하고 창의적으로 사고하여 문제를 해결해 나가는 능력이다. 본 연구에서는 창의적 문제해결 수업이 대학생의 일상적 창의성 및 문제해결능력 향상에 효과가 있는지를 검증하는데 본 목적을 두었다. 이를 위해 창의적 문제해결 수업에 참여한 대학생 42명을 실험집단으로 선정하여 총 15주간, 2시간씩 창의적 문제해결 수업 프로그램을 실시하였다. 프로그램 처치 후 대학생의 일상적 창의성과 문제해결능력의 변화를 알아보기 위해 공변량 분산분석을 실시하였고, 개인 및 팀 학습 성찰 일지를 분석하였다. 그 결과, 창의적 문제해결 수업이 보건계열 대학생의 일상적 창의성과 문제해결능력 향상에 유의한 효과가 있는 것으로 나타났다. 창의적 문제해결능력은 학습자 중심의 새로운 교육적 시도로서 기존의 전통적인 교육과정 및 강의법 개선과 보완에 중요한 시사점을 제공하고 있다. 따라서 대학은 학생들이 창의적으로 문제를 해결할 수 있는 역량을 강화할 수 있도록 교수법 개선에 대한 지속적인 노력을 해야 할 것이다. Creative problem solving ability is an ability to solve problems by creating new and unique idea required by the contemporary and future society and by thinking creatively. The aim of this study is to verify if creative problem solving class is effective in routine creativity and problem solving ability improvement of university students. For this purpose, 42 students participating in creative problem solving class were selected as a test group and creative problem solving class program was carried out for 15 weeks with 2 hours per week. After program treatment, to figure out the change of routine creativity and problem solving ability of university students, covariance analysis was carried out and individual and team learning reflection log was analyzed. As a result, it was proved that creative problem solving class had significant effect on the routine creativity and problem solving ability improvement of university students of health care division. Creative problem solving ability is a new educational attempt focusing on learner, and it provides an important implication on the improvement and update of existing traditional curriculum and teaching method. Accordingly, universities must make continual effort to improve teaching method in order to reinforce capacity of creative problem solving of students.

이러닝을 활용한 대학생 창의적 문제해결 수업의 효과분석

주석진(Seokjin Ju) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.21

목적 본 연구는 이러닝을 활용한 창의적 문제해결 수업이 대학생의 창의적 자기효능감, 일상적 창의성 및 문제해결능력에 미치는 효과를 검증하는데 그 목적이 있다. 방법 본 연구에서 활용한 수업내용은 기존에 출판된 문제해결능력 교재들과 참고자료들을 토대로 구성하였다. 연구대상은 부산지역 4년제 대학에서 교양과목으로 개설된 이러닝 활용 창의적 문제해결 교과 수강한 학생 22명과 일반 이러닝 교과를 수강한 학생 20명 총 42명이다. 조사도구는 창의적 자기효능감, 일상적 창의성, 문제해결능력 척도를 활용하였다. 결과 연구결과, 이러닝을 활용한 창의적 문제해결 교과에 참여한 대학생의 창의적 자기효능감은 통계적으로 유의미하게 향상되었으나 비교집단과의 비교에서는 창의적 자기효능감의 하위요인인 창의적 사고 자기효능감에서만 통계적으로 유의미한 차이가 나타났다. 그밖에도 일상적 창의성과 문제해결능력에서는 역시 비교집단과의 비교에서 통계적으로 유의미한 차이가 나타나지 않았고 다만 문제해결능력의 하위요인인 대안개발에서만 동일집단 내 유의미한 변화가 나타난 것으로 확인되었다. 결론 이러한 결과는 대학에서 이러닝을 활용한 창의적 문제해결 수업을 운영하는 것이 기존 대면수업 방식(토의기반 학습, 프로젝트기반 학습 등등)과 같은 효과를 나타내지 않지만 대학생들이 창의성을 발휘할 수 있다는 신념을 가지도록 하거나 문제해결에 있어 대안개발하는데 실제적인 도움이 될 수 있다는 사실을 확인해준다. Objectives The purpose of this study is to verify the effect of creative problem solving class using e-learning on creative self-efficacy, routine creativity, and problem-solving ability of college students. Methods The class content used in this study was composed based on previously published problem-solving skills textbooks and reference materials. The subjects of this study were 42 students, 22 students who took the e-learning creative problem-solving course opened as a liberal arts course and 20 students who took the general e-learning course at a 4-year university in Busan. As a survey tool, creative self-efficacy, routine creativity, and problem-solving ability scales were used. Results As a result of the study, the creative self-efficacy of college students who participated in the creative problem-solving class using e-learning improved statistically and significantly, but in comparison with the comparison group, there was a statistically significant difference only in creative thinking self-efficacy, which is a sub-factor of creative self-efficacy. In addition, in routine creativity and problem-solving ability, there was no statistically significant difference in comparison with the comparison group. Conclusions These results show that creative problem-solving class using e-learning for university students did not have the same effect as the existing face-to-face teaching methods (discussion-based learning, project(problem) based learning, etc.) However, it confirms the fact that it can be of some help in making college students have the belief that they can be creative or develop alternatives to problem-solving.