• 한국과학교육학회지
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• 제32권8호
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.382-389
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• 2009

The purpose of this study was to examine the instructional effect of problem-based learning on creative problem-solving skills and academic achievement in elementary science classes. Based on the literature review, six stages for problem-based learning were applied: Orientation, Presenting problems and the process of learning, preliminary problem solving, problem solving, sharing results, and wrapping up/evaluating. The subjects were 74 students in two six-grade classes in Gyeonggi province. As a result, the following findings were given: First, the students who were engaged in problem-based learning showed better progress in creative problem-solving skills. Second, science academic achievement of experimental group were better than traditional group. Educational implications were discussed.

• 컴퓨터교육학회논문지
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• 제16권2호
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• pp.9-18
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• 2013

정보 교과는 정보과학적 사고와 원리를 통해 창의적 문제해결력 함양을 교육목표로 하며, 문제 해결 방법과 절차 단원을 통하여 알고리즘 학습을 강조한다. 알고리즘 학습이 문제해결력 향상에 효과가 있다는 선행연구들을 바탕으로 창의적 문제해결력 향상에도 효과를 입증하는 연구들이 이루어지고 있다. 그러나 이러한 연구들이 알고리즘 내용보다는 CPS와 같은 교수학습 모형이나 콘텐츠에 의존하고 있기 때문에 알고리즘 학습의 중요성이 상대적으로 약해질 수 있다. 본 연구는 일반적인 문제해결과정과 창의적 문제해결과정이 동일하다는 관점에서 알고리즘 학습이 창의적 문제해결력 향상에 효과가 있음을 검증한다. 이를 위하여 일반적인 사고 가운데 창의적인 사고로 간주되는 유추 추론(analogical reasoning)에 대하여 살펴보고, 유추 추론에 필요한 바탕 지식으로 분할 정복 알고리즘을 선택하였다. 퀵 정렬 알고리즘 학습 실험 결과, 분할 정복 알고리즘의 원리 학습한 실험집단과 알고리즘의 절차만 학습한 통제집단이 퀵 정렬 문제를 해결하는 비율에는 차이가 없었으나, 탐색 문제에서는 실험집단이 통제집단 보다 이진 탐색을 사용하는 비율이 더 높았다. 이는 분할 정복과 같은 추상적인 원리를 포함하는 알고리즘 학습이 새로운 영역의 문제를 해결하는 유추 추론에 효과가 있으며, 이는 창의적 문제해결력 향상으로 이어질 수 있음을 의미한다.

• 대한지구과학교육학회지
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• 제6권1호
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• 정보교육학회논문지
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• 제20권3호
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• pp.313-322
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• 2016

초등학생을 대상으로 샌드박스형 게임인 마인크래프트 에듀를 활용한 게임기반학습을 적용하여 창의적 문제해결력과 학습몰입도에 미치는 영향을 분석하였다. 그 결과 기존의 전통적인 강의식 교수법보다 샌드박스형 게임을 활용한 게임기반학습을 적용했을 때 창의적 문제해결력과 학습몰입도에서 긍정적인 효과가 있는 것으로 나타났다. 창의적 문제해결력은 모든 하위요소에서 유의미한 차이가 나타났으며 학습몰입도는 통제감, 시간 감각의 왜곡을 제외한 하위요소에서 유의미한 차이가 나타났다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• 한국초등과학교육학회지:초등과학교육
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• 제40권1호
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• pp.55-65
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• 2021

The purpose of this study was to investigate the effects of application of maker education program in school maker space on the creative problem solving ability and self-directed learning ability of elementary students. For research, we secured 18 periods of creative experience activities with 5 categories appropriate for elementary students, and integrated these activities into an elementary maker education program in school maker space. Pre and post tests were done before and after application of this maker education program to assess the changing in participants' creative problem solving ability and self-directed learning ability. The results of this study can be summarized as follows: First, the maker education program meaningfully improved the creative problem-solving abilities of elementary school students. Second, the maker education program meaningfully improved the self-directed learning abilities of elementary school students. From interview with the students, we could know that this program made the students have self-confidence and gave them favorable impression.

• 영재교육연구
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• 제21권3호
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• pp.703-718
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• 2011

팀기반학습은 짜임새 있는 팀활동을 통해 구성원들의 의사결정능력, 조정능력, 협동심, 문제해결력을 향상시켜주기 때문에 영재교육에 있어 중요한 역할을 할 수 있다. 그래서 팀기반학습에 기초한 프로그램을 개발하고, 이를 영재학생들에게 적용시켰을 때 창의적 문제 해결력의 향상 효과에 대해 연구하였다. 경남 산청군의 S 초등학교 4, 5학년 영재학급 학생 13명(남 3명, 여 10명)을 대상으로 실시하였고, 총 10차시 분량의 프로그램을 개발하였다. 창의적 문제해결력의 향상 정도를 파악하기 위해 자기보고식 형태의 검사도구를 사용하였다. 적은 학생 수로 인하여 사전사후 결과를 비모수통계처리한 결과 유의수준 5% 이내에서 유의미한 향상효과가 있었다. 특히 확산적 사고, 비판적 논리적 사고에서 크게 향상되었다. 이처럼 팀기반학습에 기초한 프로그램은 영재학생들의 창의적 문제해결력 향상에 효과적이므로, 창의적 문제해결력 향상을 필요로 하는 영재학급에서 널리 사용될 수 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• 한국간호교육학회지
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• 제17권3호
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• pp.433-443
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• 2011

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.