Earticle

본 연구에서는 피지컬 컴퓨팅을 통한 프로젝트 기반 학습과 메타인지 전략이 초등학생의 지식정보처리 및 창의적 사고 역 량 변화에 미치는 교육적 효과를 탐색하였다. 이를 위해 충청남도 소재 W초등학교 5학년 1학급 학생 8명을 실험 집단과 통 제 집단으로 구분하여 연구를 진행하였다. 각 집단에는 피지컬 컴퓨팅을 통한 프로젝트 기반 학습을 실시하였으며 실험 집 단에는 추가적으로 메타인지 전략을 적용하였다. 역량 변화를 확인하기 위해 사전·사후 검사를 실시하였고 Mann–Whitney U test, Wilcoxon signed-rank test를 활용하여 집단 간 및 집단 내 변화 경향을 분석하였다. 그 결과, 두 집단 모두 지식정 보처리 및 창의적 사고 역량의 평균값이 전반적으로 향상되었으며, 특히 메타인지 전략을 적용한 실험 집단에서 상대적으로 긍정적인 변화가 관찰되었다. 본 연구는 소규모 표본을 대상으로 한 탐색적 연구로서 결과의 일반화에는 한계가 있으나 질 적 분석을 병행하여 이를 보완하고자 하였으며, 피지컬 컴퓨팅을 통한 프로젝트 기반 학습과 메타인지 전략이 초등학생의 지식정보처리 및 창의적 사고 역량 함양을 촉진할 수 있다는 가능성을 시사하였다.

This study explored the educational effects of Project-Based Learning (PBL) through physical computing and metacognitive strategies on changes in elementary students’ knowledge-information processing and creative thinking competencies. Eight fifth-grade students at W Elementary School in Chungcheongnam-do were divided into an experimental group and a control group. The experimental group was provided with additional metacognitive strategies. Pre– and post–tests were conducted, and the results were analyzed using Mann–Whitney U and Wilcoxon signed-rank tests. Although the small sample size limits the generalizability of the findings, qualitative data were analyzed to address this limitation. The findings suggest the potential of Project-Based Learning through physical computing and metacognitive strategies to enhance elementary students’ knowledge-information processing and creative thinking competencies.

The purpose of this study was to analyze teacher questions in five 5th and five 6th-grade English teachers’ guidebooks from the perspective of creative-thinking competence. The teacher questions were analyzed in terms of frequency and types(question form, content, and purpose). Referential questions were also analyzed and described further in order to investigate how students’ creative-thinking competence can be enhanced through the manipulation of teacher questions. The findings are as follows. First, a total of 849 teacher questions were identified, but there was a significant variation in the number of questions among different teachers’ guidebooks. In addition, most teacher questions were drawn from the 4th and 1st periods of lessons. Second, the most frequent types were Wh- questions in form, textbook-related questions in content, and display questions in purpose. Third, a total of 130 referential questions were most frequently found in the 4th and 5th periods, in the Introduction part, and in activities such as Motivation, Let’s Read, and Think and Write. These questions often had the Wh- form and personal-related content. However, some examples of referential questions have shown that teacher questions with the Yes/No form and textbook-related content should also be considered for enhancing students’ creative-thinking competence.

4차 산업혁명 시대를 맞이하여 교육 현장에서도 창의적 사고 역량, 사회적 역량 등 미래 사회 핵심역량을 함양할 수 있는 학습자 중심 교육의 중요성이 부각 되고 있다. 메이커교육은 학습자 중심 교육 방법의 하나로, 학습자가 다양한 도구와 재료를 사용해 직접 작품을 설계하고 제작하며 공유하는 활동을 포함한다. 본 연구에서는 협력교수 기반 메이커교육 프로그램을 개발하여 실시함으로써 초등 통합학급 학생의 창의적 사고 역량, 사회적 역량에 미치는 효과를 알아보고자 하였다. 이를 위해 TMSI모형을 바탕으로 한 16차시의 팀 프로젝트형 메이커교육 프로그램을 개발하여 특수교육대상학생 2명을 포함한 초등학교 6학년 통합학급 학생 39명을 대상으로 특수교사와 담임교사가 함께 협력교수로 수업을 실시하였다. 연구 결과, 비장애학생과 특수교육대상학생 모두 창의적 사고 역량과 사회적 역량이 향상되었다. 본 연구는 통합교육의 질적 성장을 위한 방법 중 하나인 협력교수를 활용하여 메이커교육을 실시함으로써 일반교사와 특수교사 간의 협력교수 실행 사례를 제시하고, 그 효과를 확인했다는 점에서 의의가 있다.

In the era of the 4th industrial revolution, the importance of learner-centered education that can cultivate future social core competencies such as creative thinking competencies, communication, and collaboration in the educational field. Maker education is one of the learner-centered education methods and includes activities in which learners directly design, produce, and share works using various tools and materials. This study attempted to investigate the impact on the creative thinking and social competencies of inclusive elementary school classes by developing and implementing a Maker education program based on co-teaching. To this end, a team project-type Maker education program consisting of sixteen sessions was developed based on the TMSI model, and 39 students in the inclusive class, including two students subject to special education with intellectual disabilities in the sixth grade of elementary school, were taught co-teaching. As a result of the study, both students with and without disabilities improved their overall creative thinking skills and social competencies. This study is significant in that by conducting Maker education using co-teaching, one of the methods for the successful implementation of inclusive education, a case through the implementation of co-teaching between the homeroom teacher and the special teacher in the inclusive class was provided and its effects were confirmed.

This study investigates the effects of problem-based activities utilizing the design thinking process on pre-service English teachers’ teaching anxiety, resilience, and creative problem-solving competence. 51 pre-service English teachers participated in the study. On a project reflecting problem-based learning and following the design thinking process the participants were engaged in multiple steps of the field-related problem-solving activities over a three-week period in small groups. The participants were tested on the scales of teaching anxiety, resilience, and creative problem-solving competence, respectively, before and after the project. Results of the study showed that the pre-service teachers’ teaching anxiety has decreased and their resilience and creative problem-solving competence increased with statistical significance for all. Correlation analyses found that teaching anxiety was negatively correlated with resilience and creative problem-solving competence, respectively. Resilience and creative problem solving competence were positively correlated. The study cast important pedagogical implications for teacher education programs and research.