ABSTRACT The development and effects of creativity program utilizing Storytelling and SCAMPER Kim, Dong-Hun Major in Counseling psychology Graduate School Catholic Kwandong University Directed by Prof. Park, Young-Hee The purpose of this study is to develop the program for cultivating creativity in ...
ABSTRACT The development and effects of creativity program utilizing Storytelling and SCAMPER Kim, Dong-Hun Major in Counseling psychology Graduate School Catholic Kwandong University Directed by Prof. Park, Young-Hee The purpose of this study is to develop the program for cultivating creativity in the area of extracurricular activities and to apply in the classroom and verify the effectiveness and then to supply practical help for creativity-extent education in schools by offering middle school teachers the originality program and the practical teaching and learning method for middle school students. In order to achieve research purpose, the research problems are established as follows. First, with what procedures and courses can the creativity-extent program for middle school students of utilizing storytelling and SCAMPER technique be developed? Second, what effects does the SSC program developed by utilizing storytelling and SCAMPER technique have on middle students? In order to solve these research problems, the research method was done by dividing in two stages. In the first stage, in order to creativity-extent program utilizing storytelling and SCAMPER technique, I examined theoretical back- ground and reviewed advanced research and then set up a goal of the creativity-extent program. The objective, purpose and principle of the creativity program developed by this research can be summarized as follows. The purpose of the creativity-extent program is to build creativi- ty of middle school students and lead them to make a useful outputs, or improve their problem-solving ability. For this purpose, my goal is to grow students linguistic inventi- veness by using the educational effects of storytelling, to grow cognitive aspects of creativity by applying SCAMPER technique to statistical data from the storytelling, by extension, to offer middle school teachers this program and teaching-learning method and to give them practical help for creativity education. The development principle of the SSC program are as follows. First, I laid the foundations for the creativity-extent program by using the principle and effect of storytelling. Learning effectiveness of storytelling is focused on the following three points. The first point is to give students confidence and interest in learning and to motivate them and to stimulate them to study. The second point is to identify the learner with your story's main character and to make them experience immersion through empathy and furthermore, to boost the imagination. And the third point is to foster critical thinking power by presenting problematic situations and then by making them consider the resolution or improvement. As with the storytelling, I established a theory of the extension of linguistic inventiveness. into creativity in the general sense with growing students’ linguistic inventiveness. Next, I studied creativity-improving questions and presented them on the storytelling material and the assessment items-making method was applied with SCAMPER technique. SCAMPER technique is to easily lead anyone to think of an original idea, through hint of checklist, In accordance with teach- ers’ questions that encourage creativity. Creativity-cultivation strategy through SCAMPER technique is as follows. Namely, SCAMPER technique, through 7 hints, leads stud- ents to an original idea with spreading the multilateral thinking and making students think outside of the box. One SCAMPER technique for one storytelling material is a consideration for students not to confused. I studied and presented this teaching-learning model and curriculum in order to apply the SSC program of creativity-extent program to the classroom scene. At the second stage, I carried out a verification to see the appli- cation effects of the developed SSC program. The subject of experiment is 56 students who are second grade in a middle school located in small city in Gangwon Province. They were selected as an experiment group and a comparison group with each being a mixed class. I pretested them in order to check if the experiment group and comparison group are a homogeneous group in creativity and verified creativity-extent effects through the post test. The testing tool was used with the checklist of language of the creativity inspection of Korean version of Torrance(TTCT). All the collected data was processed by computer by using SPSS/Win program. The statistical method is as follows. First, I performed frequency analysis for research object. Second, Cronbach's the coefficient α is calculated to save the reliability of Creativity test tools(TTCT). Third, I pretested and post-tested the creativity of research object through testing tools, and carried out the independent sample (t) verification and the corresponding specimen (t) verification. The outcome through this study is as follows. First, SSC program was shown to work to improve the middle students’ creativity. Namely, I identified a meaningful difference in both Full creativity and Composition factors of ‘Fluency’, ‘Flexibility’ ‘Originality’. The experiment group showed a meaningful difference in both Full creativity‘(t=-3.14, p<.01)’ and Composition factors of ‘Fluency (t=-2.75, p<.05)’, ‘Flexibility(t=-3.80, p<.01)’, Originality(t=-2.76, p<.01)’. Particularly, with statistical significance level relatively-hitting a record high note in flexibility(<, 01 p). I could find students’ ability having been improved in generating various kinds of ideas or shift of approach or using various other strategies. Second, compared to boys, the gender-data results of creativity improvement in the SSC program shows that the effects hit a record high in girls. Namely, by gender-based difference, the effect is different between them. Namely, in girls of experiment group, I identified a me
ABSTRACT The development and effects of creativity program utilizing Storytelling and SCAMPER Kim, Dong-Hun Major in Counseling psychology Graduate School Catholic Kwandong University Directed by Prof. Park, Young-Hee The purpose of this study is to develop the program for cultivating creativity in the area of extracurricular activities and to apply in the classroom and verify the effectiveness and then to supply practical help for creativity-extent education in schools by offering middle school teachers the originality program and the practical teaching and learning method for middle school students. In order to achieve research purpose, the research problems are established as follows. First, with what procedures and courses can the creativity-extent program for middle school students of utilizing storytelling and SCAMPER technique be developed? Second, what effects does the SSC program developed by utilizing storytelling and SCAMPER technique have on middle students? In order to solve these research problems, the research method was done by dividing in two stages. In the first stage, in order to creativity-extent program utilizing storytelling and SCAMPER technique, I examined theoretical back- ground and reviewed advanced research and then set up a goal of the creativity-extent program. The objective, purpose and principle of the creativity program developed by this research can be summarized as follows. The purpose of the creativity-extent program is to build creativi- ty of middle school students and lead them to make a useful outputs, or improve their problem-solving ability. For this purpose, my goal is to grow students linguistic inventi- veness by using the educational effects of storytelling, to grow cognitive aspects of creativity by applying SCAMPER technique to statistical data from the storytelling, by extension, to offer middle school teachers this program and teaching-learning method and to give them practical help for creativity education. The development principle of the SSC program are as follows. First, I laid the foundations for the creativity-extent program by using the principle and effect of storytelling. Learning effectiveness of storytelling is focused on the following three points. The first point is to give students confidence and interest in learning and to motivate them and to stimulate them to study. The second point is to identify the learner with your story's main character and to make them experience immersion through empathy and furthermore, to boost the imagination. And the third point is to foster critical thinking power by presenting problematic situations and then by making them consider the resolution or improvement. As with the storytelling, I established a theory of the extension of linguistic inventiveness. into creativity in the general sense with growing students’ linguistic inventiveness. Next, I studied creativity-improving questions and presented them on the storytelling material and the assessment items-making method was applied with SCAMPER technique. SCAMPER technique is to easily lead anyone to think of an original idea, through hint of checklist, In accordance with teach- ers’ questions that encourage creativity. Creativity-cultivation strategy through SCAMPER technique is as follows. Namely, SCAMPER technique, through 7 hints, leads stud- ents to an original idea with spreading the multilateral thinking and making students think outside of the box. One SCAMPER technique for one storytelling material is a consideration for students not to confused. I studied and presented this teaching-learning model and curriculum in order to apply the SSC program of creativity-extent program to the classroom scene. At the second stage, I carried out a verification to see the appli- cation effects of the developed SSC program. The subject of experiment is 56 students who are second grade in a middle school located in small city in Gangwon Province. They were selected as an experiment group and a comparison group with each being a mixed class. I pretested them in order to check if the experiment group and comparison group are a homogeneous group in creativity and verified creativity-extent effects through the post test. The testing tool was used with the checklist of language of the creativity inspection of Korean version of Torrance(TTCT). All the collected data was processed by computer by using SPSS/Win program. The statistical method is as follows. First, I performed frequency analysis for research object. Second, Cronbach's the coefficient α is calculated to save the reliability of Creativity test tools(TTCT). Third, I pretested and post-tested the creativity of research object through testing tools, and carried out the independent sample (t) verification and the corresponding specimen (t) verification. The outcome through this study is as follows. First, SSC program was shown to work to improve the middle students’ creativity. Namely, I identified a meaningful difference in both Full creativity and Composition factors of ‘Fluency’, ‘Flexibility’ ‘Originality’. The experiment group showed a meaningful difference in both Full creativity‘(t=-3.14, p<.01)’ and Composition factors of ‘Fluency (t=-2.75, p<.05)’, ‘Flexibility(t=-3.80, p<.01)’, Originality(t=-2.76, p<.01)’. Particularly, with statistical significance level relatively-hitting a record high note in flexibility(<, 01 p). I could find students’ ability having been improved in generating various kinds of ideas or shift of approach or using various other strategies. Second, compared to boys, the gender-data results of creativity improvement in the SSC program shows that the effects hit a record high in girls. Namely, by gender-based difference, the effect is different between them. Namely, in girls of experiment group, I identified a me
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