창의력 계발을 위한 초등학교 교사의 과학수업환경 조사

Abstract

The purpose of this study was to survey the teacher's recognition of science teaching environment for developingstudent's creativity in elementary school. For this purpose, we asked some questions to elementary school teachers:20 item-questionnaire was given to 380 teachers who work in the region of Gyeonggi province. The queries whichcomposed of 20 questionaries with two main factors- such as psychological and physical circumstances and eachmain factor composed of 10 subfactors. The results of this study are as follows: In the psychological environment,most of teachers are positive recognition on the subfactors such as the conditions of teaching, liberty of experiment,self-reliance and confidence building, curiosity inducements, but are negative on the cooperation, creative work,teachers' induction of interests, and scientific attitude in science class. In the physical environment, most of teachershave negative recognition such as free use of experimental materials, free reporting, scientific environment, freemovement of position, improvement of the institutionalization, employment of multi-media system, breeding andculturing of living organisms, which means that the improved educational environment is needed for children to useit freely. On the other hand, most of the administrative group (92.1% of teachers) are acceptive in all the factors ofeducational environment, such as, for example, psychological and physical environment could be designated that theimportance of educational environment have been recognized. With these results seemed to indicate that nearly all ofteachers recognize the importance of the educational environment of science class, struggle for improving theeducational environment of science class which closely related with the improvement of children's creativity.