창의적 문제해결 모형을 적용한 Rapid-cycling Brassica rapa 창의적 자유 탐구 모듈의 개발 및 적용
Development and Application of the Creative Open Inquiry Module using Rapid-cycling Brassica rapa Based on the Creative Problem Solving Model
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This study was intended to develop a Creative Open Inquiry module in order for teachers and students to perform an open inquiry effectively that was set to foster students’ interest in science and to develop their creativity in the 2007 Revised Korean National Curriculum of Science. Since this module was developed and applied with Creative Problem Solving model by Isaksen &Treffinger, we called it the Creative Open Inquiry and it also used Rapid-cycling Brassica rapa as a plant material. This module includes 3 elements of ‘Learning contents’ to improve students'scientific creativity, ‘Teaching materials’ to perform open inquiry, and ‘Assessment tool’ for the scientific creativity. The module includes total 17 sessions, 5 teaching materials and a scientific creativity test. It was applied to twenty 7th graders in B middle school in Daejeon, Korea. Application effects of the module were determined by general creativity test, science process skills and scientific creativity test. Students were also asked to write an learning log when they finished each session. As a result, students' general creativity and science process skills were improved statistically and practically. Scientific creativity was also statistically and practically improved. Four students were chosen and analyzed using their instruction diary and interview. They had a strong interest and self-efficacy in learning contents of this module, and it was shown that their general creativity,science process skill and scientific creativity were improved significantly. It will be more effective to improve students' scientific creativity, if the science process skills are more enriched in the module.
Abstract
This study was intended to develop a Creative Open Inquiry module in order for teachers and students to perform an open inquiry effectively that was set to foster students’ interest in science and to develop their creativity in the 2007 Revised Korean National Curriculum of Science. Since this module was developed and applied with Creative Problem Solving model by Isaksen &Treffinger, we called it the Creative Open Inquiry and it also used Rapid-cycling Brassica rapa as a plant material. This module includes 3 elements of ‘Learning contents’ to improve students'scientific creativity, ‘Teaching materials’ to perform open inquiry, and ‘Assessment tool’ for the scientific creativity. The module includes total 17 sessions, 5 teaching materials and a scientific creativity test. It was applied to twenty 7th graders in B middle school in Daejeon, Korea. Application effects of the module were determined by general creativity test, science process skills and scientific creativity test. Students were also asked to write an learning log when they finished each session. As a result, students' general creativity and science process skills were improved statistically and practically. Scientific creativity was also statistically and practically improved. Four students were chosen and analyzed using their instruction diary and interview. They had a strong interest and self-efficacy in learning contents of this module, and it was shown that their general creativity,science process skill and scientific creativity were improved significantly. It will be more effective to improve students' scientific creativity, if the science process skills are more enriched in the module.
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