본문 바로가기
KERD
논문KCI 등재

창의성과 비평적 사고를 연계한 교양 교과목 및 평가도구 개발의 방향

The Direction of Developing Courses and Assessment Tools for Enhancing Creativity Aligned with Critical Thinking

민춘기
한국교양교육학회 (The Korean Association of General Education)|2021.10|교양교육연구 (Korean Journal of General Education)|제15권 제5호|pp. 325-342

0

조회

0

다운로드

6

인용

0

참고문헌

키워드

창의성creativityassessment toolcritical thinking교과목 개발평가 도구authentic assessment비평적 사고실질 평가developing course
주제분류학제간연구

초록

창의성과 비평적 사고라는 지적인 활동은 현대 사회의 복잡한 문제해결 과정에서 필수적이다. 대학에서 창의성과 비평적 사고 능력을 병행하여 함양할 수 있는 교과목과 평가도구를 개발할 필요가 있다는입장에서 출발하여, 창의-비평 연계형 창의역량 교과목 및 평가도구 개발 논의를 위한 단서를 찾아보고자하였다. 이를 위해 한 대학의 교양교육에서 핵심역량으로 설정한 창의역량 및 문제발견해결역량 영역에관한 내용을 기반으로, 국내외 관련 자료를 인용하는 방식으로 논의하였다. 먼저 창의성과 비평적 사고의 연계에 관한 내용을 정리하면서 창의적인 문제 해결을 위해 두 스킬을연계하여 함양할 근거를 제시하였다. 이어서 창의역량 과목으로서 창의성과 비평적 사고 능력을 함께함양할 수 있는 교과목 개발의 방향을 수업 목표, 수업 내용, 수업 방법을 중심으로 모색하였다. 마지막으로 창의성과 비평적 사고 능력을 실질적으로 측정할 수 있는 평가도구 개발의 방법에 대해 기존의도구와 기술 활용을 중심으로 살펴보았다. 창의성과 비평적 사고 능력의 함양을 위한 수업은 교양교육에서 더 효과적일 수 있는데, 분과학문의전공 수업은 전문지식 습득을 더 강조하다 보니 창의역량 교육에는 한계가 있기 때문이다. 현대와미래 사회에서는 복잡한 문제를 해결하기 위해 창의적인 아이디어를 생성하는 능력과 더불어 아이디어를 비판적으로 성찰하고 평가하여 문제 해결에 적용하는 능력을 동시에 요구한다. 따라서 창의성과비평적 사고를 연계한 교과목과 평가도구 개발에 대한 심층 논의를 통해 효과적인 수업을 설계하는일이 과제로 남아 있다.

Abstract

The intellectual activities of creativity and critical thinking are essential in the complex problem-solving process of modern society. This article starts from the position that it is necessary to develop courses and assessment tools that is needed for simultaneously facilitating creativity and critical thinking skills at the same time in universities. The purpose of this paper is to provide a starting point for discussion on the development of creative competency courses and assessment tools required to link creativity and critical thinking skills. In Korea, there are many studies dealing with creativity and critical thinking separately, while in foreign countries, there is an active discussion taking place about the development of courses and assessment tools. To this end, based on the creative competency area set as a core competency in the liberal arts education of a university, the discussion was conducted by citing relevant domestic and foreign materials. First, in the process of arranging the connection between creativity and critical thinking, the necessity of linking these two skills to solve creative problems was confirmed. Next, the direction of the development of courses that can foster creativity and critical thinking abilities together was explored, focusing on lesson goals, contents, and methods. In order to simultaneously enhance creativity and critical thinking abilities among our students, it is necessary to design an activity-centered curriculum that combines both skills based on the existing creativity education and critical thinking education. Finally, the method of developing an assessment tool that can authentically measure the students’ creativity and critical thinking ability is described mainly using existing tools and in terms of employing technologies. Research on how to integrate previously developed tools for measuring creativity and measuring critical thinking skills should be continued. In particular, it is necessary to prepare a plan to solve technical problems in order to use technology in the course management and development of assessment tools. Classes for cultivating creativity and critical thinking abilities in our students can be more effective in liberal arts education for the simple reason that lessons within their majors emphasize the acquisition of specialized knowledge. Thus, there is a limit to creative competency education. Since modern and future societies require us to possess the ability to generate creative ideas in abundance in order to solve complex problems, as well as the ability to critically reflect and evaluate ideas and apply them to problem solving, it is urgent to develop courses and assessment tools that can align creativity with critical thinking. Designing effective classes through in-depth discussions on the development of courses and assessment tools remains as a theme for further research.

참고문헌 (60)

  1. 김경자, "창의력 문제 해결력 신장을 위한단원 개발 및 평가", 교육과정연구, 18(2), pp.17~45 (2000), 한국교과과정연구학회
  2. 김은경, "창의적 인재 역량 향상을 위한 교양교육 요구 분석", 교양교육연구, 12(3), pp.115~139 (2018), 한국교양교육학회
  3. 백승수, "4차 산업혁명 시대의 교양교육의 방향 모색", 교양교육연구, 11(2), pp.13~51 (2017), 한국교양교육학회
  4. 이화선, "교양교육적 접근을 통한 대학 창의성 교육 프로그램의 개발", 교양교육연구, 11(6), pp.333~358 (2017), 한국교양교육학회
  5. 정연재, "자기주도학습에 기반한 창의학습교과목 운영방안 연구 ― 「프로네시스세미나 Ⅱ: 창의도전과 자기계발」 사례를 중심으로", 교양교육연구, 12(6), pp.95~115 (2018), 한국교양교육학회
  6. 사고력 신장을 위한 프로그램 개발 연구(IV), "허경철", 한국교육개발원, ~, pp.연구보고서 RR 90-17 (1990)
  7. 홍경남, "대학『비판적 사고』평가시스템 개발에 관한 연구 - 중앙대학교 <논리와 사고> 평가시스템 개발을 중심으로 -", 교양교육연구, 4(1), pp.41~71 (2010), 한국교양교육학회
  8. Battersby, M., "Inquiry: A New Paradigm for Critical Thinking" (2018), Centre for Research in Reasoning, Argumentation and Rhetoric
  9. Blair, A., "Studies in Critical Thinking", pp.31~36 (2019), Windsor
  10. Anthony Brandt, "Defining Creativity: A View from the Arts", Creativity Research Journal, 33(2), pp.81~95 (2021), Informa UK Limited[DOI]
  11. Bransford, J. D., "How people learn: Brain, mind, experience, and school" (2000), National Academy Press
  12. "Creativity 101: Creativity Measurements" (2016)[URL]
  13. Center for Applied Special Technology, "Universal Design for Learning Guideline, version 2.0", Center for Applied Special Technology, ~ (2011)
  14. Combs, L., "Developing Critical and Creative Thinkers - Toward a conceptual model of creative and critical thinking processes" (2009), Educational Technology publications
  15. Cropley, A., "In Praise of Convergent Thinking", Creativity Research Journal, 18(3), pp.391~404 (2006)
  16. "A Teaching Model for Integrating Creativity into Content" (2010)[URL]
  17. Elder, L., "Critical Thinking: The Nature of Critical and Creative Thought, Part II", The National Tutoring Association's 15th Annual Conference, pp.1~3 (2007), National Tutoring Association
  18. "The Nature of Critical Thinking: Outlines of Critical Thinking Dispositions and Abilities" (2013)[URL]
  19. Everhart, D., "Handbook of Research on Competency-Based Education in University Settings", pp.41~65 (2017), IGI Global
  20. Fisher, "Studies in Critical Thinking", pp.7~34 (2019), Windsor
  21. Glăveanu, V. P., "Creative Experience : A Non-Standard Definition of Creativity", Creativity Research Journal, 33(2), pp.75~80 (2020)
  22. Glück, J., "How Creative Define Creativity : Definitions Reflect Different Types of Creativity", Creativity Research Journal, 14(1), pp.55~67 (2002)
  23. Creative and Critical Thinking Skills in Practice, "Grissom, T.", 1~10, pp.CIMT 862 (2004)
  24. Haase, J., "A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements", Creativity Research Journal, 30(1), pp.1~16 (2018)
  25. Hass, R. W., "Feasibility of online divergent thinking assessment", Computers in Human Behavior, 46, pp.85~93 (2015)
  26. "Kritisches Denken unterrichten–Wie geht das, In Unterrichtspraxis" (2020)[URL]
  27. Kraak, B., "Kritisches Denken als Bildungsaufgabe, Ein Begriff - zwei pädagogische Kulturen In USA das Thema für das 21, Jahrhundert - in der deutschen Schulpädagogik ein Feindbild", ~ (2009)
  28. Kwon, M. C., "An exploratory study of a computerized creativity test: Comparing paper-pencil and computer-based versions of the Torrance tests of creative thinking", pp.1996
  29. Lajoie, S. P., "Metacognition, self-regulation and self-regulated learning : A rose by any other Name", Educational Psychology Review, 20, pp.469~475 (2008)
  30. Lamichhane, R., "Assessment of Efficacy of Lab-Based Learning in Enhancing Critical Thinking and Creative Thinking Among Learners", Westcliff International Journal of Applied Research, 4(1), pp.15~28 (2020)
  31. Lau, S., "Creativity assessment : Comparability of the electronic and paper-and-pencil versions of the Wallach-Kogan Creativity Tests", Thinking Skills and Creativity, 5(3), pp.101~107 (2010)
  32. Leeson, H. V., "The mode effect : A literature review of human and technological issues in computerized testing", International Journal of Testing, 6(1), pp.1~24 (2006)
  33. "Sind Sie ein kritischer Denker - und können Sie Ihren Schüler kritisches Denken beibringen?" (2021)[URL]
  34. "Using technology to teach critical thinking skills" (2019)[URL]
  35. Marrapodi, J., "Critical thinking and creativity - An overview and comparison of the theories, A Paper Presented in Partial Fulfillment of the Requirements of ED7590 Critical Thinking and Adult Education", ~ (2003)
  36. Miller, J. S., "Why Brilliant People Believe Nonsense: A Practical Text for Critical and Creative Thinking" (2015), Kennesaw State University
  37. "Wie Sie Kritisches Denken lernen können" (2020)[URL]
  38. "What is authentic assessment?" (2014)[URL]
  39. Oblinger, D., "The Next Generation of Educational Engagement", Journal of Interactive Media in Education, 8, pp.1~18 (2004)
  40. O'Hare, L., "Measuring critical thinking skills and dispositions in undergraduate students", Doctor, pp.2004
  41. Okuda, S. M., "Creativity and the finding and solving of real-world problems", Journal of Psychoeducational Assessment, 9(1), pp.45~53 (1991)
  42. Palaniappan, A. K., "Web-based creativity assessment system", International Journal of Information and Education Technology, 8, pp.255~258 (2012)
  43. Pásztor, A., "Technology-based assessment of creativity in educational context : The case of divergent thinking and its relation to mathematical achievement", Thinking Skills and Creativity, 18, pp.32~42 (2015)
  44. Pellegrino, J., "Education for life and work: Developing transferable knowledge and skills in the 21st century" (2012), The National Academies Press
  45. Anthony Phonethibsavads, "Consensual assessment in the new domain of e-textiles: Comparing insights from expert, quasi-expert, and novice judges", Psychology of Aesthetics, Creativity, and the Arts (2020), American Psychological Association (APA)[DOI]
  46. Plucker, J. A., "Is what you see what you really get? Comparison of scoring techniques in the assessment of real-world divergent thinking", Creativity Research Journal, 26(2), pp.135~143 (2014)
  47. Pretz, J. E., "The creative task creator : A tool for the generation of customized, web-based creativity tasks", Behavior Research Methods, 40(4), pp.1129~1133 (2008)
  48. Puryear, J. S., "Defining Creativity : How Far Have We Come Since Plucker, Beghetto, and Dow?", Creativity Research Journal, 32(3), pp.206~214 (2020)
  49. Rasmussen, K., "Handbook of Research on Competency- Based Education in University Settings" (2017), SCOPUS
  50. Rose, D. H., "Teaching Every Student in the Digital Age" (2002), Association for Curriculum Development
  51. Rosenshine, B., "Advances in research on instruction", Journal of Educational Research, 88(5), pp.262~268 (1995)
  52. Runco, M. A., "The Standard Definition of Creativity", Creativity Research Journal, 24(1), pp.92~96 (2012)
  53. "Creative Thinking Skills for Life and Education - Combining Creativity with Critical Thinking" (2008)[URL]
  54. "How To Unlock Creativity, Digital Tonto" (2011)[URL]
  55. "How Technology Enhances Creativity" (2014)[URL]
  56. "5 Things I’ve Learned About Creativity" (2016)[URL]
  57. Sternberg, R. J., "Teaching for thinking" (1996), American Psychological Association
  58. Assessment of Higher Education Learning Outcomes, "Tremblay, K.", OECD, ~, pp.Feasibility Study Report Volume 1 - Design and Implementation (2012)
  59. Wechsler, S. M., "Thinking Skills and Creativity-Creative and critical thinking : Independent or overlapping components", Thinking Skills and Creativity, 27, pp.114~122 (2018)
  60. Zabramski, S., "Creating digital traces of ideas. Evaluation of computer input methods in creative and non-creative drawing", pp.2014

관련 논문AI추천

창의·융합적 사고역량 강화를 위한 교양교육과정 개발 방향 탐색이재경, 홍효정한국교양교육학회 · 교양교육연구2015 · 제9권 제3호대학교양교육에서의 창의성 교육의 방향이화선, 최인수한국창의력교육학회 · 창의력교육연구2014 · 제14권 제2호비판적 사고 교육, 무엇을 어떻게 할 것인가서민규한국교양교육학회 · 교양교육연구2010 · 제4권 제2호교양교육적 접근을 통한 대학 창의성 교육 프로그램의 개발이화선한국교양교육학회 · 교양교육연구2017 · 제11권 제6호대학생 창의역량 함양을 위한 수업 사례 및 개선 방향민춘기한국교양교육학회 · 교양교육연구2019 · 제13권 제4호대학생 창의성 제고를 위한 교양교과 설계 및 운영김현우한국창의력교육학회 · 창의력교육연구2018 · 제18권 제4호

이 간행물의 다른 논문 (22건)

대학 교양으로서의 인공지능 교육을 위한 대학 신입생들의 인식 및 방향성에 대한 고찰양자영, 문경희, 박성호pp. 11-23대학 교양수업으로서의 “디지털 인문학” 수업 개발정상우, 정기인pp. 25-39The Historical Development and Tasks of Liberal Arts Education in Korean universities백승수pp. 43-55대학 교양교육으로서 ‘고전강독’ 강좌에 대한 수업 인식유형 연구 －K대학교 ‘아레테고전강독’을 중심으로김종민, 김지영pp. 57-70인문 교양으로서 죽음 교육의 필요성과 융복합 실천 방법황설중pp. 71-84
원문 보기