창의적 문제해결 스타일: 집단내 및 집단간 특성과 스타일 분포의 정규성
Creative Problem-Solving Styles: Within and Between Group Characteristics and Distribution Stability
0
조회
0
다운로드
13
인용
0
참고문헌
키워드
초록
창의적 문제해결 스타일이란 변화와 도전을 경영하는 문제해결의 수행에서 아이디어와 활동을 생성하고 수렴할 때 개인들이 선호하여 사용하는 처리와 조직화의 방식 내지 양식을 말한다. 본 연구에서는 ‘VIEW 검사’를 사용하였는데 이 검사에서는 변화에 대한 오리엔테이션, 일처리의 방식, 및 의사결정의 중심 등의 세 가지 요소/차원이 있고, 이들 각기는 개혁지향-발전지향, 외적처리-내적처리, 및 사람중심-과제중심 등의 대조적인 스타일로 이루어져 있다. 본 연구는 이 검사를 전공영역이 다른 교직관련 집단과 공대생 집단에 실시하고, 문제해결 스타일의 집단내 및 집단간 특성을 분석하고, 그리고 각 집단이 선호하는 스타일의 빈도분포가 비교적 항상적인 형태인지를 검증하였다. 이러한 연구목적에 따라 얻은 결론들은 세 가지로 정리해 볼 수 있다: 이들은 (i) 집단성원들은 연령이나 성차에 따라 문제해결의 방식/스타일이 다를 수 있고, (ii) 전문적인 전공영역이 다르면 이에 따라 창의적 문제해결의 스타일이 다를 수 있고, 그리고 (iii) 집단간에 있을 수 있는 평균차이에도 불구하고 각 집단의 스타일의 빈도분포의 형태는 각기의 평균치를 중심하여 보면 비교적 항상적이며 정규분포적인 것이었다. 그리고 창의적 문제해결 스타일을 이해하고 해석할 때, 그리고 실제로 활용할 때 이들이 가질 수 있는 함의와 시사점 몇 가지들을 논의해 보았다.
Abstract
Problem-solving styles are consistent individual differences in the ways people prefer to plan and carry out generating and focusing ideas and activities, which should be viewed as a subset of cognitive styles. This study employed 'VIEW: An Assessment of Problem Solving Style' which had dimensions of Orientation to Change (OC), Manner of Processing (MP) and Ways of Deciding (WD). The VIEW test whose dimensions of OC, MP and WD had Explorer-Developer, External-Internal and Person-Task styles respectively were given to two different groups such as the 'Teaching-related' and 'College students of science and technology'. The study aimed to investigate the within-group as well as the between-group characteristics resulting from the age, gender or professional specialties differences and, further, it analysed the styles distribution patterns of the groups to ascertain whether any group's pattern were relatively stable or normal in spite of the mean differences of different groups. The study concluded the followings: (i) Person could be different in styles as a function of age and gender differences, (ii) person could be different in styles after one's professional specialties, and (iii) the styles frequency pattern of the respective groups were found normally distributed, even when groups were different in mean values. The conclusions obtained were discussed in regard to the understanding/interpreting the scores of styles test and their practical uses.
참고문헌 (29)
- 김영채, "Torrance 창의력 검사 TTCT - 요강" (2002), 창의력 한국 FPSP
- 김영채, "VIEW 창의적 문제해결 스타일 검사" (2004), 창의력 한국 FPSP
- 김영채, "VIEW 검사 매뉴얼" (2004), 창의력 한국 FPSP
- Davis, G. A, "Barriers to creativity and creative attitudes. In: Encyclopedia of creativity" (1999), Academic press
- Dunn, R., "Teaching students through their individual learning styles: A practical approach" (1978), Englewood Cliffs, NJ: Prentice-Hall
- Dunn, R., "Learning Style Inventory" (1993), Lawrence, KS: Price systems, Inc
- Felder, R. M, "Learning styles and teaching styles in engineering education", Engineering Education, 78, pp.674~681 (1988)
- Guilford, J. P, "Cognitive styles: What are they", Educational and Psychological Measurement, 40, pp.715~735 (1980)
- Jung, C. G, "The portable Jung" (1971), New York: Viking
- Kirton, M. J, "Adaptors and innovators: A description and measure", Journal of Applied Psychology, 61, pp.622~629 (1976)
- Kolb, D, "Learning style inventory. Disciplinary inquiry norms and student learning styles: Diverse pathways for growth. In: The modern American college" (1981), San Francisco: Jossey Bass
- Lewis, B. N, "Avoidance of aptitude-treatment trivialities. IN: Individuality in learning" (1976), San Francisco: Jossey-Bass
- Martin, S, "Teachers using learning styles: Torn between research and accountability", Teaching and Teacher Education, 26, pp.1583~1591 (2010)
- Martinsen, O., "Cognitive style and creativity. In: Encyclopedia of creativity (Vol. 1)", pp.273~282 (1999), New York: Academic Press
- Messick, S, "Personality consistencies in cognition and creativity. In: Individuality in learning" (1976), San Francisco: Jossy-Bass
- Myers, I. B., "MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator (3rd ed.)" (1998), Palo Alto, CA: Consulting Psychologists Press
- Myers, I., "Manual: A guide to the development and use of the Myers-Briggs Type Indicator" (1985), Palo Alto, CA: Consulting Psychologists Press
- O'Hara, L. A., "Learning styles. Encyclopedia of creativity. (Vol. 2)", pp.147~153 (1999), Academic Press
- Osborn, A. F, "Applied imagination" (1953), New York: Scribner
- Pashler, H., "Learning styles: Concepts and evidence", Psychological Science in the Public Interest, 9(3), pp.105~119 (2009)
- Peterson, E. R., "Researching the psychology of cognitive style and learning style: Is there really a future", Learning and Individual Differences, 19, pp.518~523 (2009)
- Schmeck, R. R, "Learning styles of college students. Individual differences in cognition (Vol. 1)" (1983), Academic Press
- Sternberg, R. J, "Thinking styles" (1997), New York: Cambridge University Press
- Sternberg, R. J., "Are cognitive styles still in style", American Psychologist, 52, pp.700~712 (1997)
- "Problem solving style: A new approach to understanding and using individual differences"[URL]
- Witkin, H. A., "Stability of cognitive style from childhood to young adulthood", Journal of Personality and Social Psychology, 7, pp.291~300 (1967)
- Witkin, H. A., "Cognitive style: Essence and origins: Madison" (1981), WI: International University Press
- Yamazaki, Y, "Learning styles and typologies of cultural differences: A theoretical and empirical comparison", International Journal of Intercultural Relations, 29, pp.521~548 (2005)