[논문]의생활교육의 창의적 문제해결 수업모형 적용이 창의성 증진에 미치는 효과

Chung, Mee-Kyung

의생활교육의 창의적 문제해결 수업모형 적용이 창의성 증진에 미치는 효과
The Effects of Creative Problem-Solving Instruction Model on the Development of Creativity in Clothing Education 원문보기

Chung, Mee-Kyung (Taegu National University of Education)

이 연구의 목적은 중학교 의생활수업에 대한 창의적 문제해결 수업모형 적용에 있어 창의성 증진효과를 검증하는데 있다. 연구는 중학교 1학년 2개 학급의 남·녀 81명의 학생을 대상으로 하였으며, 가정과 의복의 재활용 단원 수업을 실험반과 비교반으로 나누어 동일한 교사에 의해 주당2시간씩 4회 실시하였다 실험반에는 창의적 문제 해결 수업모형이 적용되었으며, 비교반에는 전통적 수업이 적용되었다. 창의성검사는 한국창의성연구소의 창의성 검사지를 사용하였으며, 사전검사와 사후검사가 동일 검사지로 이루어졌다. 자료의 분석은 사전검사에서 두 학급간의 창의성에 의미있는 차이가 나타나, 두 학급간의 창의성의 차검증에서 사전검사의 영향력을 배제하기 위하여 ANCOVA분석을 실시하였다. 분석 결과 창의성의 유창성 , 융통성 , 독창성 세 개의 하위요인 점수와 이를 합산한 전체 창의성 점수에서 모두 창의적 문제해결 수업 모형을 적용한 실험반의 점수가 통계적으로 의미 있게 높은 것으로 나타났다 이러한 결과를 통하여 볼 때 창의적 문제해결 수업모형을 의생활 수업에 적용하였을 때 창의성이 증진된다고 할 수 있으며 , 중학교 뿐 아니라 고등학교 및 초등학교에서의 창의성 증진을 목표로 하는 의생활 수업에도 적용 가능할 것으로 보며 후속 연구의 수행을 제안하는 바이다.

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문제 정의

The contents of this study reviewed the literature about concepts, significance, and procedures of CPS model to develop instruction plan of CPS model applied to clothing education, and to test the effectiveness of CPS model in clothing education for the secondary school.
This study investigated the possible effects of creative problem-solving instruction on the development of creativity in clothing education of the secondary school. To achieve the purpose, eighty-one 7th grade students were sampled as a target group of this study, and they were divided to an experimental group and a control group.

가설 설정

1. There is a significant effect of creative problemsolving instruction on the development of fluency.
3. There is a senificant efect of creative problemsolving instruction on the development of orignality.
4. There is a significant effect of creative problemsolving instruction on the development of total creativity.
the e?q)erimental and control group had comparable creativity before the treatment was begun. And, the post-test was administered to determine that the experimental group had significant improvement in creativity after the treatment.

제안 방법

To achieve the purpose, eighty-one 7th grade students were sampled as a target group of this study, and they were divided to an experimental group and a control group. After 4 weeks of treatment, the Creativity Test was administered to the experimental group and the control group for the pre-test and the post-test. The collected data were analyzed by ANCOVA to test research hypotheses.
He and others researched the myriad of ever changing theories, constructs, variables and factors that seemed to be associated with human creativity. As a result of his very significant contributions to the study of human creativity, and his extension of Osborn's intuitive three-step process, which was known as the Osborn creative problem solving process evolved into the five-step Osbom-Pames creative problem solving process. The process is reccenized as a Intimate process model for teaching and learning creative problem solving.
For the experimental treatment, the teaching plan was developed by the researcher based on the theory of CPS model, and consulted by professors majoring in 이othing and education, teachers in home economics of secondary school, and graduate students mooring in 시otkdng education. The creative problem-solving instruction and typical instruction plan are presented in Table 4.
0 version. The mean and standard deviation of the pre-test and the post-test were calculated, and the homogeneity of the pre-test between the experimental group and the control group was tested. A statistically significant diflerence in the pre-test between the experimental group and the control group was found, so the post-test scores were analyzed by Analysis of Covariance (ANCOVA) with covariate of the pre-test to test effectiveness of CPS model in clothing education.
That is, students need an opportunity to use the skills in creative problemsolvire and/or creative thinking. The methods and results of this study present the guideline of application plan of CPS instruction to clothing education for secondary education as well as for elementary education.
secondary school. To achieve the purpose, eighty-one 7th grade students were sampled as a target group of this study, and they were divided to an experimental group and a control group. After 4 weeks of treatment, the Creativity Test was administered to the experimental group and the control group for the pre-test and the post-test.

대상 데이터

Eighty-one students of 7th grade were sampled from KyungBuk-Province as target group of this studyand they were divided to an experimental group and a control group. The creative problemsolving instruction for two hours a week was treated to a experimental group and the typical instruction were treated to a control group for same contents of home economics subject.

데이터처리

The mean and standard deviation of the pre-test and the post-test were calculated, and the homogeneity of the pre-test between the experimental group and the control group was tested. A statistically significant diflerence in the pre-test between the experimental group and the control group was found, so the post-test scores were analyzed by Analysis of Covariance (ANCOVA) with covariate of the pre-test to test effectiveness of CPS model in clothing education.
For this reason, analysis of covariance test(ANCOVA) were needed to compare the posttest scores between two groups after four weeks' treatment.
After 4 weeks of treatment, the Creativity Test was administered to the experimental group and the control group for the pre-test and the post-test. The collected data were analyzed by ANCOVA to test research hypotheses.

성능/효과

2. There is a significant effect of creative problemsolving instruction on the development of flexibility.
The results of this study showed that the posttest scores of the experimental group significantly increased more than that of the control group in fluency, flexibility, oreinality, and total creativity.
05. As shown in Table 5, the mean score for the e?q)erimental group in the post-test of total creativity was 43.03, and the control group had a mean of 33.37. The experimental group had a greater increasep=15.

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
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의생활교육의 창의적 문제해결 수업모형 적용이 창의성 증진에 미치는 효과
The Effects of Creative Problem-Solving Instruction Model on the Development of Creativity in Clothing Education 원문보기

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