Earticle

연구목적: 본 연구는 0-2세 영아를 대상으로 터치스크린을 통해 제시되는 창의적 문제해결 과제수행에서 나타나는 문제해결시도 지표를 통해 영아의 창의적 문제해결 과정을 분석하였다. 연구방법: 9～33개월 영아 140명에게 스마트폰으로 문제해결 과제를 제시하고 문제해결시도 지표를 수집하여 창의적 문제해결 과정을 살펴보았다. 연구결과: 문제해결시도 지표들 중 일부 시간적 지표, 시도횟수, 유효시도비율과 월령이 상관이 있었다. 문제해결시도 지표들에서 성차가 있었고, 문제해결시도 지표들은 상호 간에 강한 관련성이 있었으며, 시도가짓수 생성이 창의적 문제해결 성공에서 중요했다. 결론: 문제해결 과정에서 영아가 생성한 시도가짓수가 문제해결 성공을 예측한다는 결과를 통해 영아의 창의적 문제해결 과정에서 확산적 사고와 생성적 능력의 역할이 중요함을 확인하였다. 이를 통해 양육환경과 교육현장에서 영아에게 자유로운 탐색과 자발적인 시도 기회가 풍부하게 제공되어야 할 함의를 제공하였다.

Objective: This study shows creative problem solving process of infants aged 0-2 through a touchscreen task. Methods: We presented problem solving tasks with smart-phones to 140 infants between 9 and 33 months old and collected problem solving indicators to examine the creative problem solving process. Results: The study found that some of the problem solving indicators had a correlation with time indices, number of attempts, effective attempt ratio(EAR) and monthly age. There was a gender gap in problem solving indicators, and problem solving indicators were strongly interrelated, and the number of entry pattern(NEP) was important in a creative problem solving success. Conclusions: And through the results of NEP which predicted success in problem solving, this study showed the importance of the role of divergent thinking and generative factors in the infant’s creative problem solving process. These results suggest the need to provide infants with ample opportunities for free navigation and spontaneous attempts in the nurturing environment and education scene.

이 연구의 목적은 학생이 창의적으로 문제를 해결해 나가는 과정을 관찰하여 기술하고, 교사의 지도에 따른 학생의 변화를 알아보는데 있다. 학생들은 동일한 문제를 가지고 총 4차에 걸쳐 활동을 진행하였으며, 3차까지는 교사나 동료의 피드백이 없는 상태에서 진행하였으며, 3차 활동을 마친 이후 연구자가 학생에게 지도를 실시하고 4차 활동을 진행하였다. 활동 과정은 모두 비디오카메라를 이용하여 녹화 하였으며, 관찰, 학생 면담, 담임교사 면담 등을 통해 자료를 수집하여 분석하였다. 이 연구를 통하여 얻은 결론은 다음과 같다. 첫째, 학생의 문제해결 과정을 이해하기 위해서는 이론에 의존하기 보다는, 문제를 해결해 나가는 학생 개인과 주변 환경을 함께 고려하여 이해할 필요가 있음을 확인하였다. 둘째, 학생들에게 문제해결 전반의 흐름을 스스로 인식할 수 있는 능력을 길러줄 필요가 있으며, 문제해결의 초기 단계인 문제 파악과 아이디어 구상과 관련된 전략 지도가 요구되는 것으로 나타났다. 또한 수정하기와 평가하기 전략도 부족하였는데, 문제 상황의 근본적인 원인을 파악하고 해결하기 위한 전략이 부족한 것으로 나타났다. 셋째, 학생마다 교사와 관련된 과거 경험에 차이가 있었으며, 과거 교사로부터 꾸중을 받았던 경험이 있는 학생은 교사의 존재에 대해 상당한 거부감을 드러내기도 하였다. 긍정적인 학생의 경우 교사 지도에 의한 발전 정도가 더 크게 나타났음을 확인할 수 있었으며, 교사와 학생 사이에 형성된 긍정적 관계가 성공적인 문제해결에 도움을 주고 있었다. 넷째, 교사의 지도에 따라 학생들의 아이디어는 이전과 크게 달라지지 않았으나 모든 학생들이 교사의 지도를 선택적으로 반영하고 있었다. 그리고 자신의 이전 경험과 교사의 지도 내용을 연결하여 새로운 전략을 사용하고 있음을 확인하였다. 따라서 문제해결의 초보자인 초등학교 학생들도 창의적으로 문제를 해결해 나가고 있음을 확인할 수 있었다.

The purpose of this study was to observe and describe elementary school students' creative problem solving process and understand change by teacher's guidance. Students performed with the same problems throughout four sessions. During the first three processes, the students performed their activities without feed back or advices from their teachers or classmates. After the first three sessions, the researcher provided guidance for the students and performed the 4th activities. Based on the results, this study drew the following conclusions. First, it was proved that individual students and their surrounding environments is important, rather than focusing on the comprehensions of each student' problem solving process based on theories. Second, it is necessary to help students develop their ability to make the understanding on all problem solving process. In this regard, the importance was placed on of strategical guidance, in relation to 'the understanding problem and making ideas' at the early stage of problem solving process. Third, each student showed difference in the past experiences of teachers. For example, those who had bad experiences to be scolded by their teachers responded very negatively to teachers. Lastly, students' ideas were not remarkably influenced by their teachers' guidance, compared with the past. But, every student made the selective reflection of their teachers' guidance.

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students’ cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

The purpose of this study is to make a Result analysis on the Free Inquiry Method of Elementary school student. Also, this study investigates how free inquiry activities effect the science creative problem solving ability and science process skills of Elementary school student. For this study 150, third year, elementary School students from Busan City were selected. The Inquiry examined the effectiveness of each of the following free inquiry methods: the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: First, the Science Notebooks Method activities proved to be much more effective than the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method in terms of developing on science creative problem solving ability. Second, the Project method activities proved to be much more effective than the Program Based Learning method, the Independent Investigation Method, the Small Group Inquiry Method, the Science Notebooks Method in terms of developing on science process skills.

본 연구는 일개 대학교 간호학과 3개 학년 5개 전공교과목에 기억력과 실용능력 증진을 위한 창의적 교수법 일부를 적용하여 비판적 사고성향, 문제해결능력, 셀프리더십에 대한 영향 여부를 조사하고자 실시되었다. 자료수집은 2017년 8월 1일부터 12월 31일까지 수행되었으며 창의적교수법 적용 전후 설문조사를 시행하였다. 적용 결과 학년별로 1개 교과목에 다양한 교수법을 적용한 1학년의 경우에는 비판적 사고성향, 문제해결과정, 셀프리더십에 차이가 없었으나, 2개 교과목에서 유사한 교수법을 반복하여 적용한 2학년과 3학년의 경우 비판적 사고성향은 6.8점(p<0.001), 문제해결과정은 7.5～7.9점 (p<0.001), 셀프리더십은 2.9～3.3점(p<0.001) 향상되었다. 학생들의 핵심역량을 향상시키기 위해 하나의 교과목에 여러 가지 교수법을 적용하는 것보다 1～2가지 방법을 여러 교과목에 반복적으로 적용하는 것이 보다 효과적임이 확인되었다. 창의적 교수법은 적성과 흥미에 따라 전공을 선택한 그룹에서 보다 효과적이었으므로 추후 전공에 대한 흥미를 촉진 시킬 수 있는 다양한 교수학습 전략을 개발할 필요가 있다.

This study was performed to investigate the effects of creative teaching technique(CTT) on critical thinking disposition(CTD), problem solving process(PSP), and self-leadership(SL) in 5 majors of first to third grades in a college nursing department. CTT was developed to promote memory and practical ability. The study was conducted from August 1 to December 31 in 2017, and the survey was performed before and after applying the CTT. As a result, there was no difference in CTD, PSP, and SL in the first graders whom applied various teaching techniques to one subject. But CTD was 6.8point(p<0.001), PSP was 7.5～7.9point(p<0.001) and SL was 2.9～ 3.3point(p<0.001) improved in the second and third grades whom applied similar teaching techniques in two subjects. In order to improve the students' core competency, it is more effective for students to apply one or two methods repeatedly in several subjects than to apply various methods to one subject. Since the CTT was more effective in the group that selected the major depending on aptitude and interest, it is necessary to develop various teaching and learning strategies to enhance the interest in nursing major.

본 연구에서는 CPS 과정에 기초한 디자인교육(클레이를 이용한 캐릭터애니메이션)이 학습자의 창의성 개발에 긍정적인 결과를 가져올 수 있을 것이라는 기대를 기초로, 실제 수업에 전개될 수 있도록 프로그램을 제안함으로써 창의성 신장을 위한 디자인 교육의 활용방안을 모색하는데 도움을 주고자 하였다. 현장 적용 결과, 본 연구에서 제시한 프로그램은 학생들의 학습흥미를 높일 수 있어 학습 성취도가 높았으며, 창의성의 요소인 감수성과 유창성, 융통성, 재조직력, 구성능력 등을 신장시켜 학습자의 창의성 신장에 긍정적인 영향을 주었다. 이에 따라 본 프로그램이 창의력 신장을 위한 디자인 교육방법으로써 활용가능성을 지니고 있음을 제시하였다.

This study tries to facilitate in seeking ways to utilize design education for creativity enhancement by proposing a program which can be adopted in actual classes based on the expectation that a design education based on CPS curriculum (character animation using clay) will bring positive outcome on creativity development. As a result of implementation, the program proposed in the study has effect on increasing the level of students' interest in learning which lead to increased level of academic achievement. It also enhanced the students' sensitivity, fluency, flexibility, reorganizing ability, and constructing ability positively affecting the students' creativity enhancement. Thus, this study asserts that the proposed program has potential to be used as a design education method for creativity enhancement.

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students' creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

본 연구의 목적은 안전에 관한 그림책을 활용한 창의적 문제해결과정이 유아의 안전문제해결 능력에 미치는 영향을 알아보고, 안전에 관한 교수학습 방법에 대한 기초자료를 제공하고자 함이다. 이를 위하여 경주시에 소재한 Y 유치원 유아 30명을 대상으로 곽은복(2000)의 안전문제해결사고검사를 통해 가장 높은 점수와 낮은 점수 12명을 제외한 18명을 두 집단(실험․비교)으로 선정하여 실험집단은 10주간 창의적 문제해결과정에 참여하였고, 비교집단은 일반적인 유치원 활동에 참여한 후 사후 검사를 실시하였다. 실험집단의 안전문제해결 수행능력은 어떠한지를 살펴보기 위하여 10주간의 창의적 문제해결 과정을 비디오로 녹화하여 질적 분석하였고 두 집단의 사전․사후 검사 결과의 차이를 살펴보기 위하여 비모수 검증인 Mann-whitny U 검증을 실시하였다. 연구결과, 첫째, 유아들은 성적학대 안전, 안전하게 놀이하기, 화재안전에 대해서는 논리적이고 적절하게 문제해결을 수행하였지만, 낮선사람 안전, 환경오염 안전에서는 적절하게 문제를 수행하지 못하는 것으로 나타났다. 둘째, 안전에 관한 그림책을 활용한 창의적 문제해결과정은 유아의 안전문제해결 능력 및 안전문제해결 능력의 하위요인(운동안전, 낯선사람 안전, 성적학대 안전, 화재안전)에 긍정적인 영향을 미쳤다. 결론적으로 안전에 관한 그림책을 활용한 창의적 문제해결과정은 유아의 안전문제해결 능력 증진에 효과적인 프로그램임을 알 수 있었고, 유아들에게 낯선사람 및 환경오염 안전에 대한 체계적인 교육의 필요성이 요구된다.

Aiming to provide appropriate and effective teaching methods for developing children’s problem-solving abilities about safety, this study assesses the effects of the Creative Problem Solving Process using children’s safety picture-books on the safety problem solving abilities of kindergarten children. Participants of this study consisted of eighteen 5 year-old children enrolled at “Y” kindergarten in Gyeongju. They were assigned to two groups according to their test scores on Kwak, Eun Bog’s (2000) Safety Problem-solving Thinking test. Each group had 9 children, one group was designated as the experimental group (E) and the other as the comparative group (C). The experimental group (E) was video taped for ten weeks while they participated in the Creative Problem Solving Process in order to document response patterns and assess quality of performance. Safety problem solving ability test data were analyzed with "the "Mann-Whitney U Test". The findings and implications: 1. The children logically solved problems in the programs’ safety subsets of sexual abuse, safety in play, and fire safety. But they were unable to solve problems in the safety subsets of strangers and environmental pollution. 2. The Creative Problem Solving Process with children’s safety picture-books has enhanced safety problem-solving ability and safety problem-solving ability’s sub-factors :movement, strangers, sexual abuse, fire. Result of this study showed that the Creative Problem Solving Process with children’s safety picture-books was an effective program to improve safety problem-solving ability and safety education. However, the findings with regard to the difficulty most of the children had in safety problem solving in the subsets of strangers and environmental pollution strongly suggest that more systematic and didactic safety instructions are necessary in these areas.

본 연구에서는 그림책을 활용한 창의적 문제해결 과정이 유아의 문제해결능력에 미치는 영향을 알아보았다. 연구대상은 만 5세 유아로 실험집단과 비교집단 각각 36명이었으며, 문제해결 능력의 측정은 Hennessey와 Amabile(1988)의 문제해결 능력 측정척도로 평가하였다. 실험집단의 경우 유아의 문제해결 능력에 미치는 효과를 알아보기 위해 Isaksen과 Treffinger(1992)의 창의적 문제해결 과정을 본 연구자가 그림책을 활용한 창의적 문제해결 과정으로 재구성하여 12주간 실시하였으며, 비교집단은 실험집단과 동일한 그림책만 들려주고 일반적인 유치원 활동에 참여하였다. 연구결과 창의적 문제해결 과정에 참여한 실험집단이 그림책만 듣고 일반적 유치원 활동에 참여한 비교집단보다 문제해결능력에서 유아들의 점수가 더 높은 것으로 나타났다. 따라서 그림책을 활용한 창의적 문제해결 과정은 유아들의 문제해결 능력을 증진시키는데 효과적이라고 결론지을 수 있다.

The purpose of the present study was to assess the effects of the Creative Problem Solving Process with children's picture-books on the problem solving ability of kindergarten children. Participants of this study consisted of 72 young children who were each five years old, and enrolled at "J" kindergarten in Ulsan. They were assigned to two groups according to their test scores. Each group had 36 children, one group was designated as the experimental group (E) and the other as the comparative group (C). The tests used were the "Hennessy & Amabile(1998)'s problem solving ability. The experimental group (E) participated in the Creative Problem Solving Process. This study was carried out for 12 weeks. Data management was performed by SPSSWIN 10.0, T-test was use for analysis. The findings were following: 1. The Creative Problem Solving Process with children's picture-books has enhanced problem-solving performance ability. 2. The Creative Problem Solving Process with children's picture-books has enhanced problem-solving applying the idea. The results of the present study indicate that the Creative Problem-Solving Process with children's picture-books can help young children develop problem solving ability. If the Creative Problem Solving Process is truly a tool for solving problems, then it should be encouraged at an early age so that it becomes a natural and accepted part of children's intellectual functioning.

본 연구의 목적은 그림책을 활용한 창의적 문제해결 과정이 유아의 창의적 쓰기에 어떠한 영향을 미치는지를 알아보는 것이었다. 연구대상은 만 5세 유아로 실험집단과 비교집단 각각 36명이었다. 연구결과, 창의적 문제해결 과정에 참여한 실험집단이 비교집단보다 유아의 창의적 쓰기에서 유아들의 점수가 더 높은 것으로 나타났다. 따라서 그림책을 활용한 창의적 문제해결 과정은 유아의 창의적 쓰기를 증진시키는데 효과적이라고 결론지을 수 있다.

The purpose of this study was to assess the effects of the Creative Problem Solving Process with children’s picture books on the creative writing of kindergarten children. Participants of this study were 72 5-year-old children of kindergarten "J" in Ulsan, Kyungsang Province. They were assigned to two groups.：the experimental group of 36 children participated in the Creative Problem Solving Process with 12 picture books, and the control group took part in regular classes after listening to recordings from the same books. The Creative Problem Solving Process lasted for 12 weeks. The effects of the Creative Problem Solving Process with picture books were assessed by the creative writing from "Malaggdy & Barcher"(1999) and "Shanhan"(1984). The children’s creative writing abilities were analyzed by the "T Test". The results were as follows：1. The Creative Problem Solving Process with children’s picture books enhanced creative writing 2. The Creative Problem Solving Process with children’s picture books enhanced creative writing in aspects of fluency, flexibility and uniqueness. In conclusion, the Creative Problem Solving Process with children’s picture books can help young children develop their creative writing ability. Therefore, it is recommended that the Creative Problem Solving Process, as a tool for solving problems, be encouraged at an early age so that it can become a natural and accepted part of children’s intellectual functioning.

Many methods have been suggested for a creative problem solving approach. TRIZ approach is ranked top in its practical application because it is originated from the real patent analysis. This approach is assumed to be generic which can be applied to any types of problems regardless of problem type and its domain. The objective of this study is to propose a creative problem solving approach using TRIZ's contradiction analysis, then introduce a case study of applying this approach to a creative design coursework. Main topic covers a creative problem solving approach, a problem definition using TRIZ contradiction analysis, finding invention principles, and problem solving from the generic approach. For the course project, Roborobo tool is adopted to implement the design concept. This coursework helps students finding a general problem solving approach, and applying a generic solution for their specific problem domain.

본 논문에서는 공학교육을 통해 학생들의 창의적 문제해결 능력을 개발하기 위해서, 트리즈 기반의 창의적 문제해결 프로세스를 제안하고, 그 가운데 특히 문제 정의 및 아이디어 창출 방법에 대해 소개하였다. 트리즈는 러시아의 알트슐러가 창안한 창의적 문제해결 이론으로, 지금까지 많은 실무에 적용되어 이미 그 우수성이 입증된 이론이다. 창의성을 방해하는 주요 요인으로 크게 심리적 타성, 지식 부족, 잘못된 문제 설정 및 모순 해결 회피를 들 수 있는데, 트리즈는 이 네 가지를 모두 해결할 수 있는 많은 해법을 제시하고 있다. 따라서 교육을 통해서 학생들의 창의적 문제해결 능력을 개발함에 있어서 트리즈를 활용하는 것이 매우 유용할 것으로 판단된다. 특히 문제정의가 잘못되면 아무리 좋은 해결안을 도출해도 시간 낭비일 뿐이며, 이런 점에서 정확한 문제정의 능력은 공학도에게 매우 중요한 능력이며, 문제해결을 위한 창의적 아이디어를 반복적으로 도출할 수 있는 능력 역시 매우 필수적이라고 할 수 있다. 본 논문에서는 특히 트리즈의 모순 개념을 활용하여 인식된 문제의 근본 원인을 분석해서 진짜 문제를 정의하고, 분리원리를 활용하여 모순을 적극적으로 해결함으로써 보다 창의적인 아이디어를 창출할 수 있는 방법에 초점을 맞추어 기술하였다.

Traditionally engineers' main roles are concentrated on solving any given problems and engineering education has emphasized problem solving ability. Therefore engineers intend to solve easily perceived problems with their knowledge and experience instead of trying to analyze the given problems thoroughly and to define real problems, and go through lots of trial and error. So, engineers require the ability to define real problems accurately before trying to solve the problems. This study proposes a real problem definition process using visualization of a core zone and TRIZ concepts such as contradictions and IFR(Ideal Final Result) in order to define real problems with minimum trial and error. TRIZ is the theory of inventive problem solving and was developed by a Soviet engineer and researcher Genrich Altshuller from 1946. Nowadays many industries use TRIZ and its effectiveness was already proved by lots of real problem solving in various areas. Therefore TRIZ might be very effective tool for developing students' inventive thinking ability in engineering education.

본 연구에서는 초등학생의 창의적 문제 해결에서 나타나는 특징을 분석하였다. 우선, 초등학교 5학년 2학기 과학 교육과정을 기초로 과학 창의적 문제 해결 방법을 볼 수 있는 문항을 개발하였다. 이를통해 초등학생의 창의적 문제 해결 방법에서 나타난 특징들을 살펴보았으며, 주요 결과는 다음과 같다. 우선, 학생들의 과학 창의적 문제 해결의 성공 및 실패 여부에는 과학 단원 학습의 곤란도가 영향을 미치기도 하며, 학생들에게 제공되는 아이디어의 점검, 수정 기회가 늘어날수록 문제 해결에 있어성공률이 높아지는 것을 알 수 있었다. 창의적 문제 해결 방법 각각에 대한 특징은 다음과 같다. 첫째, 창의적 문제 해결 방법 중 분석하기와 관련하여 나타난 특징은 학생들은 비구조화된 문제를 접하고 당황하며, 문제에서 요구하는 바를 이해하지 못하거나, 문제 이해에 필요한 기초 개념이 완전히 고착되지 않아 문제 해결에 어려움을 보였다. 또한 문제와 연관된 지식들을 떠올리나, 이를 문제 해결에 유용하게 활용하지 못하기도 하였으며, 문제를 해결해 나가는 과정에서 주위 사건에 민감하게 영향을 받으며, 아이디어를 수정, 보완해 나가는 모습을 보이기도 하였다. 둘째, 상상하기와 관련하여 학생들은 직관적인 시도나 떠오르는 이미지를 통해 문제를 해결하려고 노력하였으나, 이러한 노력이 과학적으로유용하지 않거나, 오개념을 내재하고 있는 경우가 있었다. 셋째, 유추하기와 관련하여 학생들은 영역- 특수적 지식보다 영역-일반적 지식을 활용하여 문제를 해결하고자 하였다. 이러한 영역-일반적인 지식은 생활 속의 경험에서 얻어지는 것들이 많았으며, 아이디어뿐 아니라 소재의 사용 면에서도 유추적사고를 활용하기도 하였다. 넷째, 전문성과 관련하여 학생들이 지닌 전문성의 정도가 다른 학생과 비교했을 때 차이가 크지 않았다. 특히 창의성의 유창성과 독창성의 측면에서 객관적인 성취 수준이 두드러지게 높지 않았다. 또한 영역-특수적 지식을 사용하고도 적절한 설명을 하지 못하기도 하였다.

In this study, we explore the features that appear on the creative problem solving in science of elementary school students. 4 unstructured scientific problems were developed by analyzing second semester of fifth grade science curriculum. 29 students of T elementary school were the subject of this study. The findings of the research are as follows. With regard to creative problem solving method in ‘analyzing’, students were embarrassed to have been faced unstructured problems. They had difficulty understanding problems. Though they thought the conceptions connecting to problems, they cannot use them valuable. And they sometimes imitated other students’ ideas to solve the problems. In ‘imagining’, they had an effort to solve the problem through intuitive attempt. But sometimes it was not useful scientifically or included their misconceptions. In ‘inferring’, students used domain-general knowledge to solve the problem. It was from their experiences in life. And students used analogical thinking when they chose the materials. In ‘professionalism’, Students were not common who has expertise especially fluency and originality.

본 연구에서는 과학 영재학생들의 창의성 유형에 따라 문제중심학습(PBL)에서 보이는 창의적 문제해결 과정의 차이점을 비교 및 분석하였다. 고등학교 과학 영재학급 학생들을 TTCT 도형 검사를 이용하여 적응적 창의성 유형과 혁신적 창의성 유형으로 분류하였다. 본 연구에서 개발한 3가지의 문제가 투입된 PBL 수업을 처치하여 그 과정 중에 보이는 창의성 유형별 특징을 관찰하였다. 연구 결과는 다음과 같다. 첫째, 수업 전반에 걸쳐 창의성 유형에 따라 사회화의 정도, 규율의 준수, 유머 및 성실한 태도에서 서로 다른 모습이 나타나는 것을 찾을 수 있었다. 둘째, PBL 단계마다 창의성 유형별로 창의적 문제해결 과정에서 서로 다른 양상을 나타내는 것을 살펴볼 수 있었다. 문제 알아가기 단계에서는 적응적 창의성 유형의 학생들은 경청하는 자세를 보였고, 혁신적 창의성 유형의 학생들은 산만한 태도를 보였다. 문제 재정립하기 단계에서는 적응적 창의성 유형의 학생들은 정교성과 제목의 추상성을 사용하여 현재의 패러다임을 유지하기 위해 노력하며 문제에 접근하였고, 혁신적 창의성 유형의 학생들은 독창성과 유창성을 발휘하여 문제가 지닌 가정에 의문을 품었다. 정보 찾아보기 단계에서는 적응적 창의성 유형의 학생들은 정교성과 제목의 추상성을 이용하여 효율적이며 조직적인 과정을 통해 문제해결에 필요한 정보를 수집하였고, 혁신적 창의적 유형의 학생들은 독창성과 유창성을 발휘하여 새롭고 다양한 시각에서 정보에 접근하였다. 문제 해결하기 단계에서는 적응적 창의성 유형의 학생들은 제목의 추상성과 정교성을 바탕으로 신중한 태도로 효율적이고 조직적 방법으로 문제를 해결해나갔고, 혁신적 창의성 유형의 학생들은 독창성과 유창성을 이용하여 비효율적이거나 독창적인 방법으로 문제를 해결하였다.

This study compared and analyzed differences occurring in the creative problem-solving process according to creativity style: adaptor or innovator. Using TTCT, science-gifted high school students were classified into two groups, four adaptors and four innovators. Three PBL problems were developed and PBL strategy was used in nine science classes. The results are as follows. First, it was found that different characteristics showed in the level of socialization, obedience to law, humor, and sincerity. Second, each creative style was expressed differently in the PBL process. In the Problem Recognition stage, adaptors were fully attentive while innovators were inattentive. In the Problem Reestablishment stage, adaptors tried to maintain the paradigm using elaboration and the abstractness of titles while innovators doubted the assumptions of the problem showing originality and fluency. In the Searching for Information stage, adaptors exhibited an efficient and systematic process using elaboration and the abstractness of titles while innovators approached the information from a new and creative perspective using originality and fluency. In the Problem Solving stage, adaptors carefully solved the problem in efficient and organized ways based on elaboration and the abstractness of titles, but innovators solved it inefficiently or in creative ways using originality and fluency.

TRIZ is one of the most famous tools for creative problem solving. However, it is said that TRIZ is complicated and difficult to understand and apply to solve problems. In order to resolve these difficulties, this paper presents S-ARIZ, a simplified ARIZ(the algorithm for inventive problem solving). S-ARIZ revised ARIZ-85C on two ways. First, cause and effect analysis is used to define core technical contradictions and control parameters for the physical contradictions. Second, we add 5 inventive principles which revised SIT(systematic inventive thinking) partially to IFR-1 definition (Step 3-2 of ARIZ-85C) to solve the intensified technical contradictions systematically and effectively. It is expect that S-ARIZ can contribute to the rapid spread of TRIZ.

The purpose of this paper is to find role of in and logic in creative problem solving process. Intuition and logic have played an important role in creative problem solving process. Nevertheless, Intuition has been treated less importantly than logic. Therefore, I intend to review the role of intuition, and then the relationship of intuition and logic, and the role of intuition and logic in creative problem solving process. Although intuition gives an important clue in problem solving process, it may sometimes cause an error. This fact gives an idea that intuition and logic have to be harmoniously cultivated. In fact, Intuition and logic have been playing a complementary role in creative problem solving process. A creative learner is regarded as a mathematician of his age. It must be through intuition and logic that he/she solves the problem creatively, just as a mathematician invents the new mathematical fact through unconscious and conscious process. In this respective, teachers also should make every effort to cultivate intuition and logic themselves.

형태주의 관점은 그간 창의적인 문제 해결 과정에 대한 대중의 인식과 학계의 논의에 깊은 영향을 미쳤다. 하지만 한편에서는 지각이 창의적 문제 해결에 중요한 역할을 한다는 형태주의 관점에 꾸준히 의문이 제기되고 있기에 본 논문에서는 형태주의 관점의 타당성을 이론적인 측면과 방법론적 측면에서 검토하였다. 분석 결과 프라그난쯔 법칙을 근거로 진행된 형태주의 관점의 실험 결과는 창의적 문제 해결을 가능하게 하는 요인이 지각이라는 결론을 뒷받침하는데에 부족함이 있는 것으로 판단되었고, 실험 설계에도 그들 자신이 비난하는 행동주의적 단순 반복 연습의 가능성이 내재되어 있음이 발견되었으며, 표상이 전환되어 제공된 힌트를 이해하여 해결하였는지 실제적인 확인이 이루어지지 못했음을 알 수 있었다. 형태주의 관점을 기초로 창의적인 문제 해결 훈련 프로그램이 제안되고 있다는 점에서, 본 논문에서 검토된 문제점은 그러한 프로그램의 타당성을 고민해볼 계기를 마련하였다는 의미가 있다 할 것이다.

The Gestalt view has had a strong influence on the academic discussion as well as public awareness of the creative problem solving process. On the other hand, however, the Gestalt view that perception plays an important role for creative problem solving process has been consistently questioned, so the validity of the Gestalt view has been reviewed in this study in both theoretical and methodological aspects. Given that a creative problem solving training program is being proposed based on the Gestalt perspective, this study would be helpful to consider the feasibility of such a program.

본 연구의 목적은 그림책을 활용한 창의적 문제해결과정이 유아의 창의적 사고와 문제해결 수행능력에 어떠한 영향을 미치는지를 알아보는 것이었다. 연구대상은 경주 소재 H유치원 소속의 만 5세 유아 16명이었으며, 연구도구로는 Torrance의 TTCT 중 ‘언어’ 검사와 Treffinger의 CPS 체크리스트가 활용되었다. 또한 창의적 문제해결과정에 대한 질적 분석이 추가되었다. 연구결과, 그림책을 활용한 창의적 문제해결과정에 참여한 실험집단이 통제집단보다 창의적 사고에서 더 높은 점수를 보였다. 문제해결 수행에 있어서도 실험집단이 통제집단 보다 긍정적인 변화를 보이는 것으로 나타났다. 따라서 그림책을 활용한 창의적 문제해결과정은 유아들의 창의적 사고와 문제해결 수행능력을 증진시키는데 효과적이라고 결론지을 수 있다.

The purpose of this study was to assess the effects of Creative Problem Solving Process with picture-books on both creative thinking and problem solving performance. Participants of this study were sixteen 5-year-old children in kindergarten "H" in Gyeongju, Kyungsang Province. They were divided into two groups: the experimental group of 8 children participated in Creative Problem Solving Process with 12 picture-books, and the the control group was in the process of usual class after listening to the same books. The Creative Problem Solving Process lasted for 12 weeks, the interactions in the classroom were video taped, and all dialogues were transcribed.The effects of Creative Problem Solving Process with picture-books were assessedby Torrance's TTCT(Verbal) and Treffinger's check lists of CPS. The children's creative thinking abilities were analyzed by the "Mann-Whitney U Test" and the children's responses in creative problem solving performance were interpreted. The results : 1. The Creative Problem Solving Process with children's picture-books enhanced the creative thinking in aspects of fluency, flexibility and uniqueness. 2. The Creative Problem Solving Process with children's picture-books enhanced the children's problem-solving performance ability, in areas such as, analyzing problems, designing strategies, applying them properly, and generating new ideas. In conclusion, the Creative Problem Solving Process with children's picture-books can help young children develop creative thinking and problem-solving performance ability. Therefore it is recommended that the Creative Problem Solving Process, as a tool for solving problems, should be encouraged at an early age so that it can become a natural and accepted part of children's intellectual functioning.

Although various studies on convergence education have been pouring out in school education, there has not been shown a suitable convergence instruction model for biology education. Therefore, the purpose of this study was to develop an instruction model for biology class of convergence learning. Convergence learning should be based on problem solving process to enhance creative thinking. Hence, this study focused to review several literatures to extract convergence instruction factor from creative problem solving process. According to the literature reviews, biomimicry can be the most optimal method to learn either biological and bioengineering inquiry and creative design for problem solving. In addition, scientific and engineering inquiries, convergent design with creativity, and creative production were applied to students’ convergent problem solving in biomimicry class. Both divergent and convergent thinking constructing creative thinking could be consisted of students’ learning strategy in convergence class activity. As a result of this study, this study suggested the biomimicry convergence instruction model based on creative problem solving process. This instruction model was composed of three steps : scientific and engineering inquiry, convergent design with creativity, convergent creation of product. According to the process of convergence learning, researchers suggested the instruction model called as ‘S2D Model’ which is meaning a teaching model with the procedure from science to (creative) design. After application of the S2D Model into a biology class, and this study collected data to check the change of motivation level by course interest survey. In the application, the S2D model is not only to be suitable in biology class for teaching biology convergence, but also able to enhance science learning motivation of student.

가톨릭대학교 ELP학부대학에서는 창의적 문제해결력의 함양을 목적으로 필수교양 교과목을 운영하고 있다. 이 논문은 해당 교과목 중 과학글쓰기에 해당하는‘분석과 창의적 문제해결 심화’ 교과목에서 시행된 수업 전략을 제안하고 이 수업전략의 교육적 시사점을 논의하고자 한다. 과학글쓰기에는 여러 가지 유형이 있으나, 이 교과목에서는 서술적, 경험귀추적, 가설 연역적 탐구의 과정을 통한 문제해결의 과정과 결과를 소논문의 형식으로 작성하는 것을 그 목적으로 하였다. 먼저 학생들은 자연현상 및 사회현상에서서술적, 인과적 형태의 문제를 인식하고 이 문제에 대한 잠정적인 해답인 가설을설정한 후 이 가설을 검증하기 위한 분석적 탐구활동을 하게 된다. 학생들은 필요한 자료를 수집하고 변환하여 유의미한 결론을 도출하고 이를 일반화하는 문제해결의 과정을 통해 창의적 사고와 비판적 사고를 함양하게 된다. 이러한 전 과정에 대한 결과물로 하나의 연구논문을 완성하고 이를 발표하게 된다. 특히 이 수업에서는 문제의 유형에 따라 문제 해결의 방법이 어떻게 달라지는지를 세 가지 유형으로 나누어 설명하였다. 과학에서의 문제의 유형은 현상에 대한 질문인 서술적 질문과 원인에 대한 질문인 인과적 질문으로 나뉘어진다. 문제의 유형에 따라 서술적, 경험귀추적, 가설연역적 탐구의 과정을 거치게 된다. 문제의 특성에 맞는 문제 해결의 과정을 파악하는 것은 학생들의 성공적인 문제해결을 위해서 매우 중요하다. 또한 이 논문에서 제시된 문제 해결의 과정은 교수자가 학생들을 안내할 수 있는 구체적인 지침을 제공했다는 점에서 그 의미가 있을 것이다.

There are basic liberal arts courses to enhance creative problemsolving skills in ELP(Ethical Leader Path) college, Catholic universityof Korea. This article aims to suggest teaching strategy implementedto the one of the courses: ‘Advanced curriculum for Analysis andcreative problem solving: Science writing’. And the value of teachingstrategy is discussed in terms of its relevance for educational practice. Even though there are many other types in science writing sciencewriting, in this course, means writing scientific research essay afterthe processes of descriptive inquiry, empirical abductive inquiry,hypothetical deductive inquiry. Students observe the phenomenon,raise descriptive or/and causal questions and make hypotheses. Toverify the hypothesis, experiments are designed and conducted. Aftergathering and interpreting data, students get the answer to thequestion. Creative and critical thinking skills can be used anddeveloped during these processes. Finally, as the results of theseprocesses, Students write and present their scientific research essay. Especially, in this article three types of teaching strategies(descriptive inquiry, empirical abductive inquiry, hypothetical deductiveinquiry)are introduced. There are two types of scientific question, oneis descriptive question(the question about“what?”) and the other iscausal question(the question about “why?”). Different types of processesare required depending on the type of question. By knowing that,students can solve the problem with success and teachers canintroduce right direction to the students.