초등학생의 창의적인 사고 증진을 위한 교사 질문법
The impact of teacher questioning on creative thinking in elementary school students
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본 연구는 수업에서 초등학생들의 창의적인 사고를 증진시키는 교사의 질문법을 알아보기 위해 진행되었다. 초등학교 고학년 학생들을 대상으로 한 학기 동안 총 10회에 걸쳐 다양한 주제와 유형의 창의성 촉진 질문 수업을 운영하였다. 전반적인 창의성 뿐만 아니라 창의성 하위요인별로 창의적인 사고를 장려했을 때 학생 응답의 변화를 살펴본 결과는 다음과 같다. 첫째, 교사의 질문 유형과 질문이 의도한 창의성 하위요인에 따라 학생 응답의 전반적인 창의성 평정 결과가 다르게 나왔다. 교과 질문보다 비교과 질문, 타 하위요인보다 유연성을 의도한 질문에서 학생 응답의 전반적인 창의성이 높았다. 둘째, 개인으로 응답할 때보다 집단으로 응답할 때 전반적인 창의성이 높았다. 셋째, 학생들의 응답에 대한 교사의 후속질문이 있을 때 학생 응답의 전반적인 창의성이 증진되었다. 구체적으로는 후속질문으로 정교성을 의도한 질문을 제공했을 때 응답의 전반적인 창의성이 높게 나타났다. 본 연구 결과를 바탕으로 초등학생의 창의적인 사고를 촉진하기 위한 질문의 특성을 분석하고 활용 방안에 대해 논의하였다.
Abstract
This study investigates the impact of teacher questioning on creative thinking among sixth-grade elementary school students over a ten-week period. A diverse range of question types, covering various topics, was used to stimulate both general creativity and specific creativity subtypes. The findings reveal three key outcomes. First, the level of general creativity in student responses varied based on the question topic and the targeted creativity subtype. Questions on extracurricular topics and those aimed at promoting flexibility elicited responses with higher general creativity. Second, students produced more creative responses in group settings than when responding individually. Third, the presence of teacher follow-up questions significantly increased general creativity, especially when these follow-ups encouraged elaboration. The study concludes with an analysis of effective questioning strategies for fostering creativity in elementary students, highlighting practical implications for educators.
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