심리적 기질 유형에 따른 창의성 교육프로그램의 효과 = (The) Effect of Creativity Education Program According to Psychological Temperament Type

다국어 초록 (Multilingual Abstract)

Creativity is one of the required capabilities in this age to cope with rapid change and diversified society. Although creativity is regarded as one of universal and potential capabilities hidden in everybody, the components that constitute creativity isn't identical, and it's not exerted equally by every person, either. If individual child's characteristics are well understood, creativity education will produce better results and help learners display their own creativity more efficiently.
The purpose of this study was to examine what sort of difference was made by psychological temperament type to creativity development after creativity education program was conducted. The subjects in this study were 418 children at 10 and 13, who were selected from two different elementary schools. They were classified into an experimental group and a control group, and the experimental group were instructed with creativity education program.
The findings of this study were as below:
The creativity education program significantly improved the creativity (creative thinking and creative disposition) of the children investigated. Even though gender and age made little difference to the total score of crative thinking and creative disposition, there was an evident disparity in the development of some subfactors. In other words, the progress of flexibility and originality, part of creative thinking subfactors, was different according to age. The 13-year-old children improved better at flexibility, but the 10-year-old made more improvement in originality. By gender, there was a significant gap just in fluency, and the girl children advanced more in this factor. Among creative disposition subfactors, the creativity education program worked better for the 13-year-old children in independence and persistence. By gender, only the independence factor generated a significant gap, and the boy children got higher score in this factor. Therefore, creativity would improve, if education program focusing creative thinking and disposition is exercised, education technique designed for creative thinking development is utilized, learning climate is encouraged to be autonomous, positive and permissive, and all this efforts are done on a long-term basis.
The psychological temperament type gave a different impact on creativity improvement. In creative thinking, the NF(intuition-feeling) type made best development in creativity.
Among subfactors, the SJ (sensation-judging) type improved most in elaborateness, and the NF and SP(sensation-perceiving) types made more advancement in flexibility, originality and fluency. So it could be said that the NF type was most affected in creativity improvement, but that the development of subfactors varied with psychological temperament types. The relationship of psychological temperament type to age was significantly different only in total score, flexibility and fluency, and its relationship with gender differed significantly just in total score and elaborateness. In other words, there were just partial differences according to interaction among psychological temperament type, age and gender.
Next, the psychological temperament type didn't make any difference to the improvement of total creative disposition. By subfactor, however, venturesomeness and openness showed different advancement. Like creative thinking, the NF type gained higher score. The effect of the creative program varied just partially, due to interaction among psychological temperament type, gender and age. The age generated a significant difference to total, persistence and openness. Among the 10-year-old, only the SJ type was more superior at total. Similarly, the SJ type of the 10-year-old advanced more in persistence, one of creative disposition subfactors. The SJ, SP, and NT types of the age 10 group developed more in openness. The interaction with gender yielded a significant difference only to total and persistence. Among the girl children, only the SJ type got higher total score.
The fact creative disposition showed less improvement than creative thinking meant that creative disposition didn't change in a short term, unlike creative thinking. Subsequently, creativity will be displayed more effectively, when self-directed creativity learning is encouraged and permissive and positive learning environment is prepared on a long-term basis.
According to the relationship of child personality type to creativity by MMTIC(Lee Jung Deok, Lee Myong Hee, 2000), children natively possessed different creativity components according to psychological temperament type. The NF and SP types were essentially better at flexibility, originality, openness and venturesomeness, and the SJ and NT(intuition-thinking) types were natively more superior in elaborateness, independence and persistence.
Despite different inherent creativity components based on psychological temperament type, the result of uniform creativity education was that the SJ-type children who were originally better at elaborateness showed more improvement in the same factor, and the NF-type and SP-type children who were natively superior in originality, flexibility and openness also made higher progress in the same factors. The inherently better creativity components were more reinforced by creativity education.
Creativity education in childhood is not meant to generate creative output. It should pursue the balanced development of every component of creative thinking and creative disposition, integrated personality development and self-realization. Instead of uniform education just by integrated creativity program, segmented creativity program should be used for individual education, in a bid to improve inferior creativity factors and attain the balanced development of every factor. Therefore, it's needed to develop both integrated and segmented creativity education programs. Children's creativity, one of potentialities, will be exerted more wonderfully, if sustained research efforts are devoted to detailed identification of personality type, creativity process and output, environment, age and educational setting in broader' geographic region.

목차 (Table of Contents)

• 목차
• Ⅰ. 문제제기 = 1
• Ⅱ. 이론적 배경 = 5
• 1. 창의성의 이론적 관점과 구성요인 = 5
• 2. 심리적 기질의 개념과 유형 = 14
• 3. 심리적기질유형과 창의성과의 관계 = 22
• 4. 창의성교육프로그램 = 25
• Ⅲ. 연구방법 = 35
• 1. 연구문제 = 35
• 2. 실험설계 = 36
• 3. 실험대상 = 36
• 4. 측정도구 = 38
• 5. 실험절차및 자료처리 = 44
• Ⅳ. 연구결과 및 해석 = 47
• Ⅴ. 논의 및 결론 = 68
• 참고문헌 = 75
• 부록 = 86
• ABSTRACT = 115