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NTIS 바로가기대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.7 no.1, 2014년, pp.34 - 42
The purpose of this study was to examine the effects on the effects of science lessons using six thinking hats techniques on creativity and science academic achievement. To verify the research problem, the subject of this study was fourth-grade students selected from four classes of an elementary sc...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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교육과학기술부(2011)가 고시한 공통 교육과정으로서의 과학의 성격은? | 이것은 국민 개개인의 창의적인 아이디어와 끊임없는 노력에 귀인한다고 하겠다. 이러한 흐름과 맥락을 같이하여 교육과학기술부(2011)가 고시한 공통 교육과정으로서의 ‘과학’의 성격은 “초등학교 3학년에서부터 10학년까지 모든 학생이 학습하는 교과로서, 과학의 기본 개념을 이해하고 과학 탐구 능력과 과학적 태도를 함양하여 창의적이고 합리적으로 문제를 해결하는 데 필요한 과학적 소양을 기르기 위한 교과”라고 되어 있다. 이는 5, 6차교육과정에서 추구하는 창의성 교육과 맥락을 같이 하는 것으로서 과학 교과를 통한 창의성 신장교육을 통해 창의적인 자질들을 끊임없이 발현할 수 있도록 명시하고 있는 것이다. | |
TTCT 도형검사 A형의 구성과 특징은? | TTCT 도형검사 A형은 그림 구성, 그림 완성, 쌍의 두 직선의 세 가지 활동으로 구성되어 있으며, 각 활동별로 10분씩 총 30분의 검사시간이 소요된다. | |
육색사고기법을 활용한 과학수업이 창의성 신장에 효과적이었음이 의미하는 바는? | 첫째, 육색사고기법을 활용한 과학수업은 창의성 신장에 효과적이었다. 이는 육색사고기법을 적용한 과학수업에서 다양한 아이디어의 생성, 비판적인 사고, 창의적인 사고 등을 통해 유창성, 독창성, 정교성, 성급한 종결에 대한 저항에 긍정적인 영향을 줄 수 있음을 의미한다. |
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