창의성 교육 프로그램 개발과 효과에 관한 연구 = The Effects of the Programs of Thinking Power on Increasing Children’s Creativity

국문 초록 (Abstract)

본 연구는 창의성 교육 프로그램의 개발과 교육이 아동의 창의성 증진에 미치는 영향과, 성별과 창의성 정도의 상관을 알아보고 창의성 교육방향과 필요성을 밝혀 교육현장에 이용하기 위한 것이었다. 본 연구에서 개발된 창의성 교육 프로그램은 긍정적이고 개방적인 분위기에서 아동들이 창의적인 생각을 표현할 수 있는 다양한 활동 경험을 통해 실제의 문제 상황에서 창의적 사고와 합리적 해결방안에 도달하는 능력을 확장시키는 방향에서 고안되었다. 5학년 아동을 대상으로 실험집단에게 주 1-2회 30회 실시하고, 통제집단엔 아무런 교육도 실시하지 않았다. 그 결과 실험집단이 통제집단보다 창의성 총점에서 높은 수준을 나타냈고, 두 집단간 차이가 유의미하여, 창의성 교육 프로그램이 크게 효과가 있는 것으로 나타났다. 창의성의 하위요인인 개방성, 유창성, 융통성, 독창성 모두에서 유의미하게 높은 수준을 나타냈다. 창의성과 성별의 관계에선 사전-사후 검사에서 두 집단 모두 유의미한 차이가 나타나지 않았다. 본 연구 결과 창의성 교육 프로그램의 체계적인 연구와 적절한 구성이 중요하며, 충분한 교육기간 동안 아동이 수준과 욕구에 적합한 창의적 경험을 하게 되면 창의적인 능력은 창의성 교육 프로그램에 의해 크게 증진됨을 밝혀 주었다.

다국어 초록 (Multilingual Abstract)

This study is designed to enhance children’s ability to express creative thought in an positive and open atmosphere, reach reasonable solutions in real problem situation through various experiences of creative activities, respond to the diversification of future society and adapt the needs of the times appro-priately.
The purpose of this study is to investigate the effect of this program on creasing children’s creativity.
There are three hypotheses in this study.
Hypothesis 1 : The experimental group trained by this creative programs and the control group not trained by that may show a significant difference in the development of children’s creativity.
Hypothesis 2 : There may be a significant difference between the experimental group and the control group regarding the subordinate elements of creativity.
Hypothesis 3 : A Gender gap may not be showed in the level of creativity. The educational effect of the boys and girls in the experimental group won’t make a difference according to the subordinate elements of creativity.
To verify these three hypotheses, the research was made at the J elementary school in Uijongbu, Kyunggi from the twenty-first of May to the twenty-second of October in 1996.
The object group was of the fifth grade students in two classes. The experimental group class was trained in the various programs of thinking power faculty twice or three times a week. The control group class was not trained in any programs.
In the pre-test, the test of creativity was given to the all children. It was the test of the same shape with a simple standardized test designed by myself. In the post test for this research, a Standardized simple test used nationwide was taken by all of them. To analyze date ANCOVA ANOVA. Pearson’s product correlation coefficient Cronbach ɑ were used. When appropriate the opinions of researchers were considered.
The results of this study were as follows :
The experimental group which received these programs achieved significantly better scores than the control group in the total score of creativity test. These creative programs had an effect on the development of the children’s creativity.
Three sub-components of creativity were increased by experimental lessons.
The experimental group was better than the control group in four factors: Fluency, Flexibility, Originality and Openness. This result was the reflection of experimental effects. There was no difference between boys and girls in the pre and post test.
The gender difference was not apparent in showed the effect of the creative training in subordinate elements.
The correlation of the creative inclination and level were not different in the pre test. Two relations were found in the statical correlation in the post test. The experimental group had more creative inclination than the control group in pre-test. But the scores of the two groups were the same as each other in the pre test. The correlation of the creative inclination and level were the same, even though there was an educational effect in the post test.
In conclusion, these programs for this study had great effects on the promotion and development of children’s creativity. This research clearly demonstrates that the education of creativity can significantly increase children’s creativity.
Above all, it is important that the creative programs are studied and made systematically.
If children participate in the creative experience and training for enough time through these programs, their creative ability will be increased very significantly.

목차 (Table of Contents)

• 《요약》
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구 결과 및 해석
• Ⅴ. 논의
• 참고문헌
• ABSTRACT