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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.2, 2014년, pp.93 - 105
Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding desig...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
디자인적 사고란? | 디자인적 사고(design thinking, Martin, 2009)는 협업을 통한 창의 적인 문제 해결 과정과 사고 방법이다. 디자인적 사고에서 ‘디자인’은 ‘특정 제품이나 의상의 외관을 설계하거나 꾸미다’와 같은 명사적 의미를 넘어서 ‘좀 더 좋은 결과를 위하여 어떤 것을 창의적으로 해결한다’는 의미를 지니고 있다. | |
과학 교육을 비롯한 여러 분야에서는 창의적 인재 양성을 위해서 어떤 노력을 기울여 왔는가? | 미래의 불확실성이 높아지고 세계 시장에서 국간 간 경쟁이 심화됨에 따라 창의적 인재 양성은 현재와 미래의 핵심적인 이슈 중 하나이다 (KEDI, 2011; Torrance, 2000). 이에 과학 교육을 비롯한 여러 분야에 서는 관련 교육과정 개정, 교수․학습 전략 마련, 교사 연수 등을 통해 창의적인 인재를 양성하기 위한 다각적인 노력을 지속적으로 기울여 왔다(Choi et al., 1998; Kang & Choi, 2002; Kang & Kim, 2002; Park et al. | |
집단 창의성이란? | 집단 창의성은 자기 정체성을 공유한 집단이 공통의 목표 달성을 위하여 자유로운 상호 작용을 통해 유용할 것으로 기대되는 아이디어를 개발하고 표현하는 과정이다(Sawyer, 2007). 개별적 특징을 지닌 집단 구성원들 간의 소통과 협업은 한 사람이 가진 창의성을 배가시켜 예기치 않은 새로운 형태의 다양한 아이디어를 얻는데 도움을 줄 수있다(Ha et al. |
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