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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.34 no.1, 2015년, pp.95 - 108
Studies showed that elementary school students had difficulties in the idea generation for creative problem solving, and they were also not to go through with the verification process for selecting idea. Thus, it may be more effective to provide an actualized idea generation and verification methods...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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우리나라의 과학 교육 현장에서 일반적으로 적용되고 있는 창의적 문제 해결의 단계는 어떤 모형에 근거하고 있는가? | 우리나라의 과학 교육 현장에서 일반적으로 적용되고 있는 창의적 문제 해결의 단계는 CPS(creative problem solving, Treffinger et al., 2000) 모형에 근거하고 있다(Yoon et al., 2014). | |
과학 교육 분야에서는 학생들의 창의성 함양을 위해 무엇을 강조하고 있는가? | 과학 교육 분야에서는 학생들의 창의성 함양을 위해 기본 지식과 탐구 과정 기술을 기반으로 문제 상황에 대한 다각적인 분석을 통해 해결 방안을 제시하고, 실행에 옮길 수 있는 창의적 문제 해결 능력의 함양을 강조하고 있다(Choi & Kang, 2010; Kanget al., 2011; Treffinger et al. | |
21세기 글로벌 지식․정보화 사회가 도래함에 따라 전 세계국가들은 어떤 교육에 주력해 오고 있는가? | 21세기 글로벌 지식․정보화 사회가 도래함에 따라 많은 지식의 축적보다 새롭고 독창적인 것을 창출해 낼 수 있는 창의적인 역량이 그 어느 때보다 중요해지고 있다. 이에 우리나라를 비롯한 전 세계국가들은 향후 자국의 경쟁력 강화를 위해 학생들의 창의성 함양을 국가 교육과정의 중요 목표로 설정하고, 창의성 계발 교육에 주력해 오고 있다(Kang& Choi, 2002; Park et al., 2002; Seo et al. |
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