과학 영재의 창의적 문제 해결력 신장을 위한 발생학 수업 프로그램 적용 효과 분석

Abstract

The aim of this study is to design the assesment model measuring the creative problem solving ability of science-gifted students and to analyse the application effects of the developmental biology teaching program based on science history and CPS model after class. The assessment model is made of three components measuring the general creativity, the scientific concept as propositional knowledge of domain-specific creativity, and the scientific inquiry skill as procedural knowledge of domain-specific creativity. The developmental biology teaching program based on science history and CPS model was applied to 76 science-gifted students of science high school at Busan. The total and subcategory points of TTCT measuring the general creativity were much increased after class. The students' understanding of scientific concepts as propositional knowledge of domain-specific creativity was also improved after class. The students' inquiry skills including the steps of identifying problems, formulating hypothesis, and designing experiments have been improved as the classes had passed. The language, which students used in class, also have become more diverse and flexible as the class went on. The results of this study suggest that the developmental biology teaching program based on science history and CPS model is effective to improve the science-gifted students' creative problem solving ability in science.