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초등과학교육 = Journal of Korean elementary science education, v.33 no.2, 2014년, pp.242 - 257
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Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, th...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 과학창의성 평가에서 교사와 관련된 문제점에는 무엇이 있는가? | 과학창의성 평가에서 교사와 관련된 여러 가지 문제점들이 있다. 우선, 많은 교사가 견고한 과학 배경을 가지고 있지 않고, 과학창의성에 대한 그들의 개인개념도 협소하며, 심지어 부적절하기도 하다(Newton & Newton, 2009). 예를 들면, 교사는 인과적인 과학적 설명을 항상 개인적인 것으로 보지는 않고, 지시에 따라 하는 재생적 구성 활동도 창의적 활동으로 인식하는 경우가 있다(Newton & Newton, 2010). 또 다른 장애 요인은 현실성(practi- cality)이다. 합의 평가에는 다수의 평정자가 필요하다. Cropley(2001)가 제시한 직관적 평가 방법은 평가자의 주관이 많이 개입되는 문제가 있다. | |
| 창의성 구성 요소의 4P는 무엇인가? | 창의성 점수를 산출하기 위해 사용되는 합산 방식은 크게 두 가지로 나누어 고찰할 수 있다. 첫째, 창의성 구성 요소는 4P, 즉 개인(person, personality trait), 과정(process), 산물(product), 환경(press; environment)과 각각의 하위 구성요소를 고려하면 매우 많지만, 여기에서는 학교 현장에서의 효율성을 위하여 창의성을 정의하는 두 가지 핵심 요소인 독창성과 유용성만을 고려한다. 각 요소별로 50점 만점으로 채점하는 경우, 학생 A는 독창성 요소에서 50점, 유용성 요소에서 0점을 받아 창의성 점수 50점, 학생 B는 각 요소에서 0점과 50점을 받아 창의성 점수 50점, 학생 C는 각 요소에서 25점씩 받아 창의성 점수 50점을 받았다고 하자. | |
| Torrance Tests of Creative Thinking 검사는 어떻게 총점을 계산하는가? | 창의성 측정에는 1966년에 처음 개발된 이후, 네 번에 걸쳐 개정된 Torrance Tests of Creative Thinking (TTCT; Torrance, 1998)이 가장 많이 사용되고(Davis, 1997), 다른 창의성 검사에서 가장 많이 준거로 삼는다(Lissitz & Willhoft, 1985). 이 검사는 독창성, 융통성, 유창성이라는 하위 영역으로 구성되고, 각 하위 영역의 점수를 합산하여 총점을 계산한다. 유창성 점수는 응답의 질에 관계없이 단순히 응답의 수를 세어 부여한다. |
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