과학교육연구지 (Journal of Science Education)

  • 제45권1호
  • /
  • Pages.23-41
  • /
  • 2021
  • /
  • 1225-3944(pISSN)
  • /
  • 2733-4074(eISSN)
경북대학교 과학교육연구소 (Science Education Research Institute Kyungpook National University)
권호 표지
DOI QR코드

DOI QR Code

STEAM 문제 상황에서 중등 영재반 학생들이 나타낸 문제의 발견과 해결 특성

Features of Problem-Finding and Problem-Solving of the Secondary Gifted Students in the Context of STEAM Convergent Problems

  • 투고 : 2021.02.25
  • 심사 : 2021.04.04
  • 발행 : 2021.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 STEAM 융합적 문제 상황에 대하여 중등영재반별로 나타내는 문제발견과 문제해결 능력의 특성을 알아보는데 있다. 이를 위해 STEAM 융합적 문제해결력 검사지를 사용하여 중등영재반별로 문제의 발견과 문제해결 과정에 작성한 활동지, 산출물 등을 정량적 및 정성적으로 비교·분석하였다. 연구 결과는 다음과 같다. 첫째, 제시한 문제해결력 검사지가 지닌 전공 특수성이 문항에 대한 선호도와 문제를 발견하는 양상에 영향을 미침을 알 수 있었다. 둘째, 영재반별로 특정 과제에 대해 영재반에 따른 문제의 발견과 문제의 해결 능력의 차이를 보이는 것이 아니라 모둠별로 차이를 보이는 것으로 나타났다. 셋째, STEAM 융합적 문제 상황에서 문제의 발견과 문제해결에 전공 영역보다 개별 창의성과 모둠의 협력적 창의성이 더 크게 작용했음을 알 수 있었다. 본 연구결과에 의하면 문제의 발견과 문제해결력 평가에서 영재 학생들의 정의적 요인과 협력의 개념을 포함할 필요가 있고, 집단 창의성이 잘 발휘될 수 있도록 협력적 문제해결능력을 향상시킬 수 있는 교수·학습 전략을 개발할 필요가 있음을 시사한다.

This study is to investigate the characteristics of problem-finding and problem-solving abilities demonstrated by the secondary gifted students in the context of STEAM convergent problems. For this, using the STEAM convergence problem solving ability test, we qualitatively and quantitatively compared and analyzed the workbook outputs written in the process of finding and solving problems for each student in the gifted class. The results are as follows: First, we found that the speciality of the major of the proposed activity paper influenced the preference for questions and pattern of finding problems. Second, it was found that the difference in the ability to find and solve problems for a specific task was not by the major of the gifted class, but by the composition of the group. Third, in finding and solving the STEAM convergent problem, the individual creativity and the cooperative creativity of the group were more significant than the major. These results suggest that it is necessary to include the affective factors of gifted students and the concept of cooperation in problem-finding and problem-solving ability evaluation, and there is a need to develop a teaching and learning strategy that can improve cooperative problem-solving skills so that group creativity can be exhibited well.

키워드

참고문헌

  1. Amabile, T. M. (1996). Creativity and innovation in organizations. Harvard Business School.
  2. Ansburg, P. I. (2000). Individual differences in problem solving via insight. Current Psychology: Developmental, Learning, Personality, Social, 19, 143-146. https://doi.org/10.1007/s12144-000-1011-y
  3. Baek, Y., & Han, S. (2008). The effects of group conflict on group creativity: Moderating effects of leadership style and communication. Academy of Management Journal, 9(3), 1-19.
  4. Chi, E., Seong, Y., & Lee, S. (2015). Effects of collaborative performance assessment on group efficacy and creative leader competency for the secondary school language class. The Journal of Curriculum and Evaluation, 18(2), 131-152. https://doi.org/10.29221/jce.2015.18.2.131
  5. Cho, H., Kwon, D., Kang, E., Park, J., Son, J., & Nam, J. (2018). Impacts of collaborative problem solving for character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school science. Journal of the Korean Association for Science Education, 38(5), 681-691. https://doi.org/10.14697/JKASE.2018.38.5.681
  6. Cho, M., & Jin, S. (2016). A phenomenological study on group creativity emerging precess experiences of gifted students in elementary schools. The Journal of Creativity Education, 16(2), 35-59.
  7. Choi, Y., Kim, D., Yang, J., & Hong, S. (2016). The influences of STEAM program using infragram for plant health monitoring on elementary student's creative problem solving ability, scientific process skills and affective domain. Biology Education, 44(1), 72-86. https://doi.org/10.15717/bioedu.2016.44.1.72
  8. Davidson, J. E. (2003). Insights about insightful problem solving. In J. E. Davidson, & R. J. Sternberg (Eds.). The psychology of problem solving (pp. 149-195). Cambridge, England: Cambridge University Press.
  9. DeYoung, C. G., Flanders, J. L., & Peterson, J. B. (2008). Cognitive abilities involved in insight problem solving: An individual differences model. Creativity Research Journal, 20(3), 278-290. https://doi.org/10.1080/10400410802278719
  10. Feldhusen, J. F. (1986). A new conception of giftedness and programming for the gifted. Illinois Council for the Gifted Journal, 5, 2-6.
  11. Ha, J., Ryu, H., & Lee, B. (2011). Study on the creativity of an individual and a group level, and the effects of rewards in a group level. Korean Society for Creativity Edcation, 11(1), 89-108.
  12. Hu, W., Shi, Q. Z., Han, Q., Wang, X., & Adey, P. (2010). Creative scientific problem finding and its developmental trend. Creativity Research Journal, 22(1), 46-52. https://doi.org/10.1080/10400410903579551
  13. Jo, Y. D. (2015). The qualitative research methodology of institutional space. Seoul: Education Science Publishing.
  14. Kang, S. M. (2010). A study on the collaboration design process to improve group creativity for elementary school students: Focused on 'Group investigation model' (Unpublished master's thesis). Hanyang University, Seoul, Korea.
  15. Kim, H., & Choe, I. (2002). A structural model of creativity. The Korea Journal Educational Psychology, 16(4), 229-245.
  16. Kim, H., & Seol, H. (2014). Mediating effects of integrative capability on the relationship between individual creativity and group creativity. Paper session presented at the 2014 The Korean Academic Association of Business Administration, Seoul, Korea.
  17. Kim, J., Shin, A., Park, K., & Choi, B. (2001). The effects of science inquiry experiments emphasizing social interactions and the analysis of social interactions by cognitive level of the students. Journal of the Korean Chemical Society, 45(5), 470-480.
  18. Kim, Y., & Pang, J. (2015). A study of the potentials of math based convergence instructional model. J. Korea Soc. Math. Ed. Ser. C: Education of Primary School Mathematics, 18(2), 107-122. https://doi.org/10.7468/jksmec.2015.18.2.107
  19. Kim, S., Lim, H., & Jung, H. (2018). The Relationship between Collaborative Problem-solving and Attitudes towards Collaboration for Korean Students in PISA 2015. The Journal of Curriculum and Evaluation, 21(3), 155-179. https://doi.org/10.22799/JCE.2018.21.3.007
  20. Klieme, E. (2004). Assessment of cross-curricular problem-solving competencies. In J. J. Morskowitz, & M. Stephens, (Eds.), Comparing learning outcomes: International assessment and education policy. Madison, NY: Routledge.
  21. Lee, D., Yoon, J., & Kang, S. (2015). The suggestion of design thinking process and its feasibility study for fostering group creativity of elementary-secondary school students in science education. Journal of the Korean Association for Science Education, 35(3), 443-453. https://doi.org/10.14697/jkase.2015.35.3.0443
  22. Lee, M., Kim, M., & Moon, E. (2013). The effect of STEAM instruction on math creative problem solving ability and creative attitude in elementary math gifted students. The Journal of the Korean Society for the Gifted and Talented, 12(3), 75-94.
  23. Lee, S. S. (2012). New directions in educational innovation as a response to the networked society. Teacher Education Research, 51(2), 282-296. https://doi.org/10.15812/ter.51.2.201208.282
  24. Lew, K. H. (2015). A comparative study on effects of home and classroom environment on individual creativity and group creativity. The Journal of the Korean Society for the Gifted and Talented, 14(1), 201-222.
  25. Malone, T. W. (2008). What is collective intelligence and what will we do about it. Collective Intelligence: Creating a Prosperous World at Peace, Earth Intelligence Network, Oakton, Virginia, 1-4.
  26. Na, W. Y. (2016). STEAM education program using unplugged computing on creative problem-solving abilities in elementary students (Master's thesis). Gyeongin National University of Education, Gyeonggi, Korea.
  27. Park, S., Cho, S., Kim, H., Lee, J., Yun, Y., Jin, S., & Han, G. (2003). Theory of gifted education. Seoul: Education Science Publishing.
  28. Paulus, P. B., & Nijstad, B. A. (2003). Group creativity: Innovation through collaboration. Oxford, Enagland: Oxford University Press.
  29. Sawyer, R. K. (2007). Group genius: The creative power of collaboration. NY: BasicBooks.
  30. Seelig, T. (2012). InGenius: A crash course on creativity. Carlsbad, CA: Hay House, Inc.
  31. Seo, H. A. (2009). Characteristics of middle school students in a biology special class at science giftede education center: Self-regulated learning abilitys, personality and learning preferences. Journal of Gifted/Talented Education, 19(3), 457-476.
  32. Sim, J., Park, H., Baek, Y., & Byun, S. (2017). The development of assessment tools to measure STEAM problem solving abilities for elementary and secondary school students. Teacher Education Research, 56(2), 190-210 https://doi.org/10.15812/ter.56.2.201706.190
  33. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  34. Treffinger, D. J., Isaksen, S. G., & Dorval, K. B. (1994). Creative problem solving: an overview. In M. A. Runco (Ed.), Problem finding, Problem Solving, and Creativity (pp. 223-236). Norwood, NJ: Ablex.
  35. Wakefield, I. F. (1985). Towards creativity: Problem finding in a divergent-thinking exercise. Child Study Journal, 75(4), 265-270.
  36. Woo, Y., & Hong, S. (2017). The effects of ecosystem related STEAM program on creative problem solving ability and scientific attitude of elementary science gifted students. Biology Education, 45(1), 159-168. https://doi.org/10.15717/bioedu.2017.45.1.159
  37. Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational creativity. Academy of management review, 18(2), 293-321. https://doi.org/10.2307/258761