Earticle

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.

본 연구는 관계적 이해와 창의적 수학 문제발견능력이 유의한 상관관계가 있는지를 알아 보기 위하여 중학교 2학년 학생 186명을 대상으로 관계적 이해 검사와 문제발견능력 검사를 실시하였다. 이를 위해 문제발견능력을 수학화 능력, 수학적 개념 결합능력, 수학적 사실 확 장능력의 세 가지 하위요소로 분류하여 관계적 이해와의 상관관계를 분석하였다. 연구 결과 에 따르면, 관계적 이해는 문제발견능력의 수학화 능력과 수학적 개념 결합능력의 창의성과 는 매우 유의미한 정적 상관관계가 있음을 알 수 있었다. 또한 비록 관계적 이해와 수학적 사실 확장능력과는 통계적으로 유의미한 상관관계를 얻지는 못했으나, 학생들의 검사에 따른 응답율과 점수를 분석한 결과 관계적 이해수준이 높은 학생들의 유추능력과 귀납추리능력에 서 높은 응답율과 점수를 얻었다. 따라서 본 연구를 통하여 수학에 대한 관계적 이해가 창의 적 수학 문제발견능력에 긍정적인 영향을 미치는 것을 알 수 있었다.

In order to determine whether there is a significant correlation between relational understanding and creative math. problem finding ability, this study performed relational understanding and problem finding ability tests on a sample of 186 8th grade middle school students. According to the study results, we found a very significant positive correlation between relational understanding and the creativity of the mathematising ability and the combining ability of mathematical concepts in the problem finding ability. Although there was no statistically significant correlation between relational understanding and the extension ability of mathematical facts, the results from analyzing the students response rate and actual scores in each test showed that students with high relational understanding scores also had high response rate and high scores in analogical reasoning and inductive reasoning. Through this study, therefore, relational understanding is found to have a positive impact on the creative mathematics problem finding ability.

본 연구는 초등학교 영재학생과 일반학생의 문제발견력과 실험설계능력의 차이를 알아보고, 문제발견력과 실험설계능력의 관계를 분석한 것이다. 연구대상은 경기도내 초등학교 부설 영재학급에 재학중인 5, 6학년 영재학생 60명과 일반학생 111명이었다. 검사도구는 과학적 문제발견력검사, 실험설계능력 검사를 사용하였다. 연구결과는 다음과 같다. 첫째, 영재학생과 일반학생의문제발견 점수 차이는 통계적으로 유의미하지 않았으며 학년별 차이 역시 통계적으로 유의미하지 않았다. 둘째, 실험설계능력은 영재학생이 일반학생보다 통계적으로 유의미하게 높았으며 특히 과학주장 부분에서 차이를 보였다. 그러나 영재학생의 경우 학년에 따른 실험설계능력의 차이를 보이지 않았으며 일반학생의 경우 일부 하위영역에서 5학년이 6학년보다 유의미하게 높은 결과를 보였다. 셋째, 문제발견력과 실험설계능력의 상관관계를 분석한 결과 영재학생과 일반학생모두 문제발견력 총점과 실험설계능력 총점이 유의한 관계를 보였다. 영재학생은 문제발견력 하위요소 중 가치판단 부분에서 실험설계능력과 유의한 관계를 보였으며 일반학생의 경우 문제발견력 중 유창성, 융통성, 독창성, 가치판단 부분이 실험설계능력 중 실험형식과 유의한 관계를 보였다. 본 연구의 결과는 초등영재학생과 일반학생을 대상으로 한 문제발견 중심의 교수-학습의필요성 및 과학영재교육에 있어서 영재학생의 지식을 만들어가는 교육의 중요성을 시사한다.

This research looked at the difference between problem finding ability and experimental design ability in elementary gifted children and ordinary children, and also sought to examine the relationship between problem finding ability and experimental design ability. A total of 171 students, including 60 of the 5 th , 6 th grade gifted students currently studying at affiliated gifted class at elementary schools in Gyeonggi-do and 161 ordinary children participated in the test as research subjects. Scientific problem finding ability test and experimental design ability test were used as test tools. T-test was conducted in the data analysis in order to find the difference between problem finding ability and experimental design ability in gifted students and ordinary students. Disparity of scores for problem finding in gifted students and ordinary students were not statistically significant and the difference between each of the grades were also not statistically significant. Experimental design ability was statistically significantly higher in gifted students than ordinary students and the difference was particularly notable in science part. However, in the case of gifted children, there was no difference in experimental design ability depending on the grade and in the case of ordinary children, there was a significant difference in partial subdomains in 5 th graders showing significantly higher result than 6 th graders. As a result of analyzing the correlation between problem finding ability and experimental design ability, both the gifted children and ordinary children showed similar relationship in total points for problem finding ability and experimental design ability. Among problem finding ability subelement, gifted children showed notable relationship with experimental design ability in the value judgement part, and in the case of ordinary children, among the problem finding ability, flexibility and creativity parts showed notable relationship with experimental form among experimental design ability. The result of this research suggests the need for teaching and learning, centered around problem finding with elementary gifted students and ordinary students as subjects and the importance of creating knowledge for gifted students in education for scientific talent.

본 연구는 창의적 문제해결 과정 중에 문제발견능력이 개입되는 시점을 검증하기 위해 수행되었다. 문제발견능력은 창의적 문제해결이 시작되기 이전에 개입되는 것으로 가정되어 왔으나, 이는 문제발견능력이 기존의 확산적 사고력 혹은 동기의 다른 이름일 수도 있다는 비판에 자유로울 수 없다. 본 연구는 창의적으로 문제를 해결하는 과정 중에 문제발견능력이 개입되는 시점이, 문제해결의 처음 단계가 아니라 문제의 재구조화가 발생하기 직전이라는 가설을 제안했다. 127명의 대학생을 대상으로 수행된 실험 결과 본 연구의 가설은 타당한 것으로 밝혀졌다. 본 연구는 문제발견능력에 대해 이론적으로 구인타당성을 확인했다는 점과 창의적 문제해결과정을 보다 심도 있게 이해할 수 있는 단서를 제공했다는 점에서 의미가 있다 할 것이다.

The purpose of this study was to test the hypothesis that the problem finding ability intervenes at the time right before restructuring happens, whereas previous research have assumed that the ability works before problem solving was started. The authors argues that the problem finding ability may not be discriminated with divergent thinking ability or motivation, if assumption from previous research is right. The hypothesis proposed in the current study was identified by the results of the experiment conducted with 127 undergraduate students.

본 연구는 개방적 상황에서 과학적 문제 만들기 활동을 통해 예비교사들의 과학적 문제발견능력이 어떻게 향상되는지를 보았다. 이를 위해 과학교육학부 1학년 세 반을 훈련에 참여한 정도를 기준으로 적극적으로 참여한 반을 실험집단 1로, 비적극적으로 참여한 반을 실험집단 2로, 참여하지 않은 집단을 통제집단으로 편성하였다. 문제 만들기 훈련을 위해 활동지를 제작하여 예비교사들에게 적용하였는데, 예비교사들은 7주간 한 주에 하나의 궁금증을 찾아 활동지를 작성하였고,연구자와 교수가 매주 피드백 해주었다. 또한 문제 만들기 훈련이 문제 발견능력에 주는 영향을 보기 위해 개방적 상황에서의 문제발견 검사지를 개발하여 훈련 전후 문제발견능력을 측정하였다. 훈련 간 문제 만들기 활동지의 지속적인 작성과 피드백을 통해 예비교사들이 발견하는 문제의 수준이 높아지고 다양해졌으며, 검사결과 발견한 문제의 양과 질에서 실험 집단 1이 다른 집단에 비해 유의미한 향상을 보였다. 특히 질적 검사 항목 중 독창성, 정교성, 검증 가능성, 변인의 유형에서 유의미한 차이를 보였다. 또한 실험 집단 2는 부정적인 결과를 보였는데, 이것으로 보아 훈련에 임하는 태도가 문제발견능력의 향상과 상관이 있다고 짐작할 수 있다. 전체적인 결과로 보아 지속적인 문제 만들기 훈련과 피드백은 예비교사들의 문제발견능력 향상에 도움이 된다고 할 수 있다.

In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively participating class, while the 2nd experimental group is a passively participating class. We developed and applied a worksheet for training in problem-making. The pre-service teachers filled in the worksheet for problem-making once a week for seven weeks, then the lecturer gave feedback for every worksheet. We developed and applied a problem finding test in an open-situation to measure their problem finding ability at pre- and post-training. As a result of the training, problem level and diversity improved for pre-service teachers through continuous problem-making activities and feedback. The 1st experiment group significantly improved on the quality and quantity of problems. Especially in the originality, elaboration, verifiability, and variables' category, the 1st experimental group significantly improved compared to the control group and the 2nd experimental group. On the other hand, the quality and quantity of problems of the 2nd experimental group decreased. These results provide a basis for correlation between training attitude and improvement of problem-finding ability. Based on the result of this study, continuous problem-making training and feedbacks are helpful in improving the problem-finding ability of pre-service teachers.

The purpose of this study was to analyze the science inquiry problem finding ability of gifted elementary students of science and general elementary students. For this purpose, this study analyzed the types of science inquiry problems in an ill-structured problem finding situation. Also, this study has compared science inquiry problem finding abilities of those two groups. From the results of this study, new ways of improving student' science inquiry problem finding ability and selection of gifted students of science were suggested. The results of this study can be summarized as follows. First, most of the inquiry problems generated by the scientifically gifted and the general students in an ill-structured problem situation could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, and both group found more problems in scientific context than in everyday context. Regardless of the context of problem, scientifically gifted students found more problems and the type of problems generated by them were more various than those of general students. Second, there were differences in problem finding ability between scientifically gifted and general students. Scientifically gifted students found more problems and the quality of problems were higher than general students.

본 연구에서는 과학 영재 학생들의 과학적 문제발견 능력을 측정하기 위해 타당도와 신뢰도가 높은 검사 도구를 개발하였다. 먼저, 과학적 문제발견 능력에 대한 조작적 정의를 바탕으로 5개의 하위 평가 요소(적절성, 융통성, 독창성, 정교성, 가치 판단)를 선정하였으며 평가 기준을 구안하였다. 개발된 검사 도구는 내용 및 평가 기준에 대해 과학교육 전문가의 타당도 검증을 거친 후 과학 고등학교 학생들에게 투입되었으며, 채점 결과를 바탕으로 구인 타당도를 검증받았다. 또한 채점자간 신뢰도는 대체로 높게 나타났으며, 문항 난이도 와 변별도 역시 적절한 것으로 나타났다. 앞으로 과학적 문제발견 능력에 대한 합의된 정의를 도출해내어야 하며 평가의 객관성을 확보하기 위한 더 나은 방안을 강구해야 한다.

The purpose of this study is to develop a valid and reliable instrument for measuring scientific problem-finding ability for the scientifically-gifted student. On the basis of an operational definition of scientific problem-finding ability, this instrument consists of five sections(appropriateness, flexibility, originality, elaboration, and valuation) which are designed for measuring the ability of the scientifically-gifted. This instrument was checked the validity of content and evaluation criteria by the five experienced specialists in science education, and then was administered to 38 students of science high school. Because the validity of content and evaluation criteria, construct validity, inter-rater reliability, item difficulty, and item discrimination are suitable for the criteria of good test, this developed instrument in this study is considered valid and reliable.

이 연구는 기존의 확산적 사고 측정방법으로 문제발견능력을 측정하는 것에 대한 문제점을 제기하고, 통찰적 사고 기제인 재구조화를 활용한 대안적 문제발견능력 검사도구를 개발하고 타당화하였다. 문제발견을 통찰적 사고의 기제인 재구조화로 설명하는 이론적, 경험적 연구를 근거로 문제발견 능력 문항을 개발하고, 내․외적 타당성을 검증하였다. 내적 타당성을 위해 대학생을 대상으로 한 예비조사(n=350), 본조사(n=683)의 자료로 요인분석을 활용하여 언어, 수, 도형 세 요인으로 구성된 문제발견 능력검사의 구인 타당성을 검증하였다. 외적 타당성을 위해 기존의 공인된 문제발견 능력검사 K-RAT 와의 상관분석을 활용하여 수렴 타당성을 검증하고, 다중회귀분석을 활용한 분석문제와는 구분될 수 있는 인지능력변인들의 설명력 검증을 통해 수렴적 사고와 확산적 사고 모두를 요구하는 문제발견 능력의 변별 타당성을 검증하였다. 이 연구는 창의적 문제발견 능력을 통찰적 사고의 기제인 재구조화로 재해석하고 구체화하였다는 점에서 문제발견 연구범위를 확장함과 동시에 그 차별적 가치를 지닌다.

This research raised the problem of measuring the problem finding ability by using the existing divergent thinking measurement method and developed and validated the alternative problem finding ability test utilizing the restructuring which is the insight thinking mechanism. Based on the theoretical and empirical studies that problem finding can be explained by insightful thinking, we developed problem finding measurement items and verified internal and external validity. For internal validity, the validity of the test for the problem finding ability test consisting of three factors of language, number, and figure was verified by using the factor analysis as the data of the preliminary survey (n = 350) and the main survey (n = 683). For external validity, the validity of the convergence validity is examined by using the correlation analysis with the existing authorized problem finding test K-RAT and to test the discriminant validity of the problem finding as an insight problem requiring both convergent thinking and divergent thinking, And multiple regression analysis was used to verify the explanatory power of cognitive ability variables. This research extends the scope of problem finding research and has its discriminative value in that it reinterprets and realizes creative problem solving ability as a restructuring which is the basis of insight thinking.