교사의 예시 제시 방법이초등학생의 창의성 수행에 미치는 영향
The Effect of Teachers’ Example Presentation Methods on Primary School Students' Creative Performance
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본 연구에서는 예시를 제시하는 방법이 초등학생들의 창의성 수행에 미치는 영향을 확인하고자 하였다. 참가자들은 수도권 소재의 초등학교 5학년과 6학년으로 모두 237명이 참여하였다. 창의적인 예시의 특징에 대해 교사가 설명하는 집단과 학생 스스로 예시를 탐색하는 집단, 통제 집단까지 모두 세 집단으로 구분하였다. 예시 제시 처치가 이루어지고 나서 연구 참여자들은 창의적인 건축물을 그리는 연구 과제를 수행하였다. 과제 결과물은 초등 창의성 전문가들에 의해 창의성, 독창성, 유용성, 정교성 차원으로 평가되어 창의성 수행의 유형에 따라 예시 제시 방법이 미치는 영향을 확인하였다. 분석 결과 교사 설명 집단은 창의성, 유용성, 정교성 점수가 높게 나타났고 자기 탐색 집단은 독창성 점수가 높았다. 본 연구 결과에 따라 각 창의성 수업에서 계발하고자 하는 수행 유형에 따라 예시 제시 방법이 달라져야 함을 확인하였고 이에 따른 실질적인 창의성 교수 전략에 대해 논의 하였다.
Abstract
This study examined if creative performances of elementary school students showed different according to how creative examples are presented. The participants were 237 fifth and sixth graders in elementary schools in Korea. Students either learned about creative architecture examples from their teachers or explored those examples by themselves. Students’ performance was measured at two levels of creativity: (a) overall level and (b) sub-factors of creativity (originality, usefulness, and elaboration). Results indicated that students who were taught examples by teacher instruction showed higher scores on the overall level of creativity, usefulness, and elaboration than students in the self-explanation group. When it comes to originality, participants who explored examples by themselves had higher scores compared to those in the teacher instruction group and the control group. The results suggest that the example presentation strategy should be set differently contingent on the factors of creativity.
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