한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제33권2호
  • /
  • Pages.310-327
  • /
  • 2013
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

과학적 창의성 지도를 위한 활동자료의 개발과 유형 분석

Development and Analysis of Various Activity Types for Teaching Scientific Creativity

  • 투고 : 2012.12.15
  • 심사 : 2013.03.16
  • 발행 : 2013.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 과학 창의성 지도를 위한 자료를 개발하고 특징을 구체적으로 소개하는 데 있다. 이를 위해 5개 영역에서 80여개의 자료를 개발하였다. 개발된 자료의 특징으로는, 다양한 영역을 포괄하였고, 활동마다 창의성 요소가 명시되어 있으며, 창의적 활동을 위해 사고하는 방법과 활동결과 예시를 제시한 데 있다. 또 개발된 자료는 목적과 상황에 따라 변형할 수 있도록 하였다. 또한 창의적인 활동을 위한 사고방법을 유형별로 구분하여 정리함으로서 다른 창의성 활동에서 도 활용할 수 있도록 하였다. 개발된 자료에 대해 교사들이 살펴본 후, 교사들은 창의성 자료로 적절하며, 앞으로 과학 창의성 지도에 활용하고자 하였으며, 장점과 단점, 그리고 보다 효과적으로 활용되기 위한 제언들을 제시하였다. 마지막으로 개발된 자료의 다양한 활용방안을 제안하였다.

This study aims to develop teaching materials for scientific creativity and to introduce it in more detail. To do this, based on the analysis of the previous studies, we developed about 80 activities in five categories. Main features of the developed materials are as follows: (1) it covers various areas of creativity, (2) each activity includes elements of scientistic creativity, (3) each activity includes guides for thinking creatively and instances of the guides, (4) these guides are categorized to be utilized in other situations for teaching creativity, (5) the activities can be transformed according to actual teaching situations. The teachers gave responses that materials were appropriate to teach scientific creativity and that they wanted to use the materials in schools. And based on the teachers' response about the advantages, disadvantages, and conditions for more effective use of the materials, we hope that further studies for actual use and revisions on the materials will be conducted. Finally, we suggested various methods to use the developed activities for different purposes and educational situations.

키워드

참고문헌

  1. 강호감, 노석구, 이희순, 홍석인, 최선영, 원용준, 하정원, 김지선 (2001). 창의력 계발을 위한 자연과 교수학습자료 개발 -2. 개발과 적용-. 한국과학교육학회지, 21(1),89-101.
  2. 김형석, 정용재, 곽성일, 하은성, 이선양, 이현정(2004). 과학창의력 신장을 위한'일상생활 소재 다중활동'중심의 6-7학년'재량활동'프로그램 개발과 효과 탐색. 한국초등과학교육학회지, 23(4), 344-356.
  3. 박인숙, 강순희 (2011). 과학 창의적 문제 해결 능력에대한 현장 교사들의 인식. 한국과학교육학회지, 31(2),314-327.
  4. 박종석, 김민정 (2003). 과학 창의성 프로그램 분석을통한 과학 창의성 요소 추출, 중등교육연구, 51(2), 269-285
  5. 박종원 (2004). 과학적 창의성 모델의 제안 -인지적측면을 중심으로-. 한국과학교육학회지, 24(2), 375-386.
  6. 박종원 (2011). 과학적 창의성의 이해와 지도. 새물리,61(10), 947-961.
  7. 박종원, 김본경, 최재혁, 지경준 (2010). 과학적 창의성 지도를 위한 워크숍 방식의 심화 연수 프로그램의 개발과 적용. 한국과학교육학회지, 30(8), 1017-1030.
  8. 박종원, 지경준 (2010). 과학 영재아의 창의적 과제 수행과정에서의 특성 분석, 한국과학교육학회지, 30(6),770-784.
  9. 박종원, 박종석, 이강길 (2008). 과학적 창의성 활동자료 개발. KRF-2007-721-B00034. 학술진흥재단 연구 보고서.
  10. 이경학, 박종원 (2012). 교사연수를 통한 과제 수행형과학적 창의성 평가도구(TATSC) 현장 활용 가능성 탐색.교사교육연구, 51(1), 1-15.
  11. 임성만, 양일호, 임재근 (2009). 영역 특수적인 입장에서의 과학적 창의성에 대한 정의, 구성요인에 대한 탐색,과학교육연구지, 33(1), 31-43.
  12. 정현철, 한기순, 김병노, 최승언 (2002). 과학 창의성계발을 위한 프로그램 개발 -이론과 예시를 중심으로- 한국지구과학회지, 23(4), 334-348.
  13. 지경준, 박종원 (2012). 과학적 창의성 향상을 위한 가족활동(FAISC) 프로그램의 개발과 적용, 한국과학교육학회 총회 및 제61차 동계학술대회, 서울
  14. 최선영, 김지인 (2011). 초등과학에서 창의적 문제 해결 수업 적용에 따른 학습자 유형에 대한 효과. 초등과학교육, 30(4), 615-623.
  15. 황요한, 박종석 (2010). 과학영재의 창의성 신장을 위한 CNP 모형의 개발과 적용. 영재교육연구, 20(3), 847-866.
  16. Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4, 23-39. https://doi.org/10.1080/10400419109534371
  17. Banks, F., Mayes, A.S., Oakes, M., & Sutton, D. (2001). Teaching early professional development: The context. In Early Professional Development for Teacher, In F. Banks and A.S. Mayes (Eds.), (pp. 1-11), London: David Fulton Publishers and The Open University
  18. Cheng, M.M.H., Cheng, A.Y.N., & Tang, S.Y.F. (2010). Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104. https://doi.org/10.1080/02607470903462222
  19. Conti, R., Coon, H., & Amabile, T.M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9, 358- 389.
  20. Cropley, A.J. (2003). Creativity in Education & Learning: A Guide for Teachers and Educators. London: Kogan Page Limited.
  21. Driel,, J.H., & Beijaard, D., & Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers'Practical Knowledge. Journal or Research in Science Teaching, 38(2), 137-158. https://doi.org/10.1002/1098-2736(200102)38:2<137::AID-TEA1001>3.0.CO;2-U
  22. Eberle, B. (2008). Scamper: Creative Games and Activities for Imagination Development. Waco, TX: Prifrock Press, Inc.
  23. Ebert, C., & Ebert II, E.S. (1998). The Inventive Mind in Science: Creative Thinking Activities. Englewood, CO: Teacher Ideas Press.
  24. Fogler, H.S., LeBlanc, S.E. (2008). Strategies for Creative Problem Solving (2nd ed.). NY; Pearson Education, Inc.
  25. Higgins, J.M. (2006). 101 Creative Problem Solving Techniques: The handbook of new Ideas for Business. FL: New Management Publishing Company, Inc.
  26. Hoban, G.F. (2005). The missing links in teacher education design: Developing a multi-linked conceptual framework. Dordrecht, The Netherlands: Springer.
  27. Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. https://doi.org/10.1080/09500690110098912
  28. Kampylis, P.G., & Valtanen, J. (2010). Redefining creativity-Analyzing definitions, collocations, and consequences. Journal of Creative Behavior, 44(3), 191-214. https://doi.org/10.1002/j.2162-6057.2010.tb01333.x
  29. Mansfield, R. S., & Busse, T. V. (1981). The psychology of creativity and discovery: scientists and their work. Chicago: Nelson-Hall Inc.
  30. Mansfield, R.S., Busse, T.V., & Krepelka, E.J. (1978). The effectiveness of creativity training. Review of Educational Research, 48, 517-536. https://doi.org/10.3102/00346543048004517
  31. Mohamed, A. (2006). Investigating the scientific creativity of fifth-grade students. Unpublished doctoral dissertation, The University of Arizona
  32. Newton, D.P. and Newton, L.D. (2009). "Some student teachers'conceptions of creativity in school science." Research in science technological education, 27(1), 45-60. https://doi.org/10.1080/02635140802658842
  33. Noller, R.B., Parnes, S.J., Biondi, A.M. (1976). Creative Actionbook: Revised Edition of Creative Behavior Workbook. NY: Charles Scribner's Sons.
  34. Park, Jongwon. (2012). Developing the format and samples of teaching materials for scientific creativity in the ordinary science curriculum -Including teachers'practice and reflection-. Journal of Korean Association for Science Education, 32(3), 446-466.
  35. Plucker, J. A. (2004). Generalization of creativity across domains: Examination of the method effect hypothesis. Journal of Creative Behavior, 38, 1 .12.
  36. Plucker, J.A., Beghetto, R.A., & Dow, G.T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83-96. https://doi.org/10.1207/s15326985ep3902_1
  37. Radford, D.L. (1998). Transferring theory into practice: A model for professional development for science education reform. Journal of Research in Science Teaching, 35(1), 73- 88. https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<73::AID-TEA5>3.0.CO;2-K
  38. Renzulli, J.S (2000). New Directions in Creativity: Mark 2. CT: Creative Learning Press, Inc.
  39. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905-947), Washington, D.C.: American Educational Research Association
  40. Scott, G., Leritz, L.E., & Mumford, M.D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16, 361-388. https://doi.org/10.1080/10400410409534549
  41. Treffinger, D.J. (2000). Practice Problems for Creative Problem Solving (3rd Ed.). Waco, TX: Prufrock Press, Inc.
  42. Treffinger, D. J., Isaksen, S. G. & Dorval, K. B. (1994). Creative problem solving: An introduction. Sarasota, FL: Center for Creative Learning.
  43. Treffinger, D.J., Isaksen, S.G., & Dorval, K.B. (2006). Creative Problem Solving(CPS): An Introduction (4th ed.). Waco, TX: Prifrock Press, Inc.
  44. Treffinger, D.J., Sortore, M.R., & Cross, J.A. (1993). Programs and strategies for nurturing creativity. In K.A. Heller, F.J. Monks & A.H. Passow (Eds.), International Handbook for Research on Giftedness and talent (pp. 555- 567). Oxford: Pergamon
  45. Wallace, J., & Louden,W. (1992). Science teaching and teachers'knowledge: Prospects for reform of elementary classrooms. Science Education, 76, 507-521. https://doi.org/10.1002/sce.3730760505
  46. Wang, C.W., & Horng, R.Y. (2002) The effects of creative problem solving training on creativity, cognitive type and R&D performance. R&D Management, 32, 35-45. https://doi.org/10.1111/1467-9310.00237
  47. Weisberg, R.W. (2006). Creativity: Understanding Innovation in Problem Solving, Science, Invention, and the Arts. NJ: John Wiley & Sons
  48. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in collge- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99. https://doi.org/10.1177/0022487109347671

피인용 문헌

  1. Investigating Students, Teachers, and Parents' Recognition of Contrary Views on Scientific Creativity vol.35, pp.3, 2015, https://doi.org/10.14697/jkase.2015.35.3.0395
  2. CHANGES IN THE NUMBER OF IDEAS DEPENDING ON TIME WHEN CONDUCTING SCIENTIFIC CREATIVITY ACTIVITIES vol.14, pp.4, 2013, https://doi.org/10.33225/jbse/15.14.448