본문 바로가기
KERD
논문KCI 등재

융합인재교육(STEAM)을 위한 창의적 공학문제해결 성향 검사 도구 개발

The development of an Instrument for Measuring the Creative Engineering Problems Solving Propensity for STEAM

0

조회

0

다운로드

14

인용

0

참고문헌

키워드

초록

This study is to develop a valid and reliable instrument for measuring students’ creative engineering problem solving propensity. The creative engineering problem solving is operationally defined in this study as a creative problem solving skill in an engineering context. To develop the instrument, first we define seven common constructs between engineering problem solving skill and creative problem solving skill through an intensive literature review; motivation, context, personal character, engineering design, engienering habits of mind, understandings of engineering and engineers, communication skill, and collaboration skill. Based on the seven constructs and the face validity test conducted by two in-service science teachers and 4 experts in science education research, 40 preliminary items were developed. Then the preliminary instrument was implemented in a science gifted highschool to measure the reliability of the instrument. From the 40 items, 34 items were selected through the initial reliability test by Cronbach’s α (>.75). Finally through the three times of factor analysis process, 28 items in five construct categories were selected; motivation (3 items), engineering design (6 items), engineering habits of mind (9 items), understandings of engineering and engineers (4 items), communication and collaboration skill (6 items). The factor analysis result showed that the reliability of each construct category was between .733 to .892., meaning that the instrument is reliable in terms of the higher structural validity (each item is categorized in an appropriate construct category). We expect that the creative engineering problem solving propensity instrument developed in this study can be used in various contexts for STEAM education research as a reliable and valid instrument

Abstract

This study is to develop a valid and reliable instrument for measuring students’ creative engineering problem solving propensity. The creative engineering problem solving is operationally defined in this study as a creative problem solving skill in an engineering context. To develop the instrument, first we define seven common constructs between engineering problem solving skill and creative problem solving skill through an intensive literature review; motivation, context, personal character, engineering design, engienering habits of mind, understandings of engineering and engineers, communication skill, and collaboration skill. Based on the seven constructs and the face validity test conducted by two in-service science teachers and 4 experts in science education research, 40 preliminary items were developed. Then the preliminary instrument was implemented in a science gifted highschool to measure the reliability of the instrument. From the 40 items, 34 items were selected through the initial reliability test by Cronbach’s α (>.75). Finally through the three times of factor analysis process, 28 items in five construct categories were selected; motivation (3 items), engineering design (6 items), engineering habits of mind (9 items), understandings of engineering and engineers (4 items), communication and collaboration skill (6 items). The factor analysis result showed that the reliability of each construct category was between .733 to .892., meaning that the instrument is reliable in terms of the higher structural validity (each item is categorized in an appropriate construct category). We expect that the creative engineering problem solving propensity instrument developed in this study can be used in various contexts for STEAM education research as a reliable and valid instrument

참고문헌 (51)

  1. 강정하, "창의적 문제해결력 프로그램이 대학생의 창의적 문제해결 성향과 수행능력에 미치는 효과", 교육심리연구, 20(3), pp.679~701 (2006), 한국교육심리학회
  2. 권오남, "창의적 문제해결력 중심의수학 교육과정 적용 및 효과 분석", 한국수학교육학회지 시리즈 A <수학교육>, 39(2), pp.81~99 (2000)
  3. 교육과학기술부, "손에 잡히는 STEAM 교육", ~ (2012)
  4. 김보을, "초등 과학영재와 일반학생의 과학적 태도와 과학수업 만족도 비교 연구", 대한지구과학교육학회지, 7(1), pp.91~98 (2014), 대한지구과학교육학회
  5. 김석우, "사회과학 연구를 위한 SPSS win 12. 0활용의 실제" (2008), 교육과학사
  6. 김영채, "창의적 문제 해결 : 창의력의 이론, 개발과 수업" (1999), 교육과학사
  7. AMOS에 의한 사회조사분석, "SPSS", pp.2003, 노형진
  8. 문대영, "STEM 통합 접근의 사전 공학교육 프로그램 모형 개발", 공학교육연구, 11(2), pp.90~101 (2008), 한국공학교육학회[DOI]
  9. 문대영, "초등학생의 공학에 대한 태도 및 공학 문제 해결에 대한 사례 연구:STEM 통합 접근 교육 프로그램 적용을 통해", 한국실과교육학회지, 22(4), pp.51~66 (2009), 한국실과교육학회
  10. 성의석, "통합적 STEM 교육이 일반고등학교 학생의 과학 및 기술교과 자기효능감과 공학 태도에 미치는 효과", 한국기술교육학회지, 12(1), pp.255~274 (2012), 한국기술교육학회[DOI]
  11. 성진숙, "과학에서의 창의적 문제해결력에 영향을 미치는 제 변수 분석: 확산적 사고, 과학 지식, 내.외적 동기, 성격 특성 및 가정 환경", 열린교육연구, 11(1), pp.219~237 (2003), 한국열린교육학회
  12. 송해덕, "창의적 문제해결력의 구성요인과 교수설계원리의 탐색", 열린교육연구, 15(3), pp.55~73 (2007), 한국열린교육학회
  13. 심재호, "STEM, STEAM 교육과 우리나라 융합인재교육의 이해와 해결 과제", 한국과학교육학회지, 35(4), pp.709~723 (2015), 한국과학교육학회[DOI]
  14. 이경화, "CPS를 활용한 미래도시건설 프로젝트 수업이아동의 창의성과 문제해결력 향상에 미치는 효과", 교육심리연구, 20(2), pp.487~506 (2006), 한국교육심리학회
  15. 이상균, "스마트 기기 활용 설계 기반 STEAM 프로그램이 과학 흥미도와 융합인재소양에 미치는 효과", 대한지구과학교육학회지, 8(3), pp.240~250 (2015), 대한지구과학교육학회[DOI]
  16. 이선주, "공학적 설계 과정을 강조한 과학 수업이 공업계 고등학교 학생들의 과학 태도에미치는 영향", 석사, pp.2015
  17. 이창훈, "오토마타(automata) 만들기를 통한 STEAM 통합 기반의 창의 설계 교육 프로그램 개발 및 적용", 한국기술교육학회지, 12(1), pp.67~91 (2012), 한국기술교육학회[DOI]
  18. 이춘식, "미국 STEM 교육의 최신 동향과 딜레마", 한국실과교육학회지, 25(4), pp.101~122 (2012), 한국실과교육학회
  19. 이효녕, "공학적 설계와 과학 탐구 과정 기반의 STEM 교육 프로그램 개발 및 적용", 교원교육, 29(3), pp.301~326 (2013), 교육연구원
  20. 이효녕, "과학 탐구 기반의 통합적 STEM 교육 모형 개발 및 적용", 한국과학교육학회지, 34(2), pp.63~78 (2014), 한국과학교육학회[DOI]
  21. 임강숙, "융합인재교육(STEAM)이 고등학생의 과학탐구능력에 미치는 효과", 대한지구과학교육학회지, 7(2), pp.180~191 (2014), 대한지구과학교육학회
  22. 전은선, "수업형태와 수업환경에 대한 과학영재와 일반 학생들의 선호도 비교", 대한지구과학교육학회지, 8(3), pp.346~354 (2015), 대한지구과학교육학회[DOI]
  23. 정은영, "Squeak Etoys 기반 정보 교육이 초등학생의 창의적 문제해결력에 미치는 영향", 석사, 컴퓨터교육, pp.2008
  24. 조석희, "초등학교 고학년의 창의적 문제해결력에 영향을 미치는 정의적 특성에 대한 경로 분석", 교육심리연구, 19(3), pp.745~760 (2005), 한국교육심리학회
  25. 한국공학교육인증원, "공학교육인증기준2015 (KEC2015)", ~ (2015)
  26. 허준, "허준의 쉽게 따라하는 Amos 구조방정식모형" (2013), 한나래출판사
  27. 홍기칠, "AbPS 창의력 프로그램을 적용한 수업이 초등학생의 창의적 문제해결력과 창의적 성향에 미치는 효과", 사고개발, 8(1), pp.51~76 (2012), 대한사고개발학회[DOI]
  28. Apedoe, X., "Bringing engineering design into high school science classrooms: The heating", coolingunit, 2008, pp.17, 454~465
  29. Brophy, S., "Advancing engineering educationin K-12classroom", Journal of Engineering Education, 97, pp.369~387 (2008)
  30. 조재주, "화학영역의 통합적 STEM 발명교육 프로그램 모형 개발", 실과교육연구, 17(1), pp.165~188 (2011), 한국실과교육연구학회[DOI]
  31. Choi, In-soo, "International handbook of creativity", pp.395~420 (2006), Cambridge University Press
  32. Crocker, L., "Introduction to classical and modern test theory" (1986), Holt Rinehart and Winston Inc.
  33. Davis, G. A., "Education of the gifted and talented" (1998), Allyn and Bacon
  34. Hjalmarson, M., "Engineering and design research: Intersections for education research and design" (2008)
  35. Isaksen, S. G., "Creative problem solving : The basic course" (1985), Bearly
  36. Isaksen, S. G., "Creative approaches to problem solving:A framework for change", pp.2000, Kendall
  37. 이소이, "STEM 교육을 위한 기술 수업 설계 모형", 한국기술교육학회지, 11(3), pp.1~20 (2011), 한국기술교육학회
  38. Moore, T. J., "The status of engineering in the current K-12 state science standards (Research to practice)", 2013 American Society for Engineering Education Annual Conference (2013)
  39. Moore, T. J., "A Framework for Quality K-12 Engineering Education: Research and Development", Journal of Pre-College Engineering Education Research, pp.1~13 (2014)
  40. Moore, T. J., "NGSS and the landscape of engineering in K-12 state science standards", Journal of Research in Science Teaching, 52, pp.296~318 (2015)
  41. Nam, Y. K., "The impact of Engineering integrated Science (EIS)Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perception of Engineering", Eurasia Journal of Mathematics, Science & Technology Education, 12, pp.1881~1907 (2016)
  42. National Academy of Engineering., "Engineering in K-12 Education: Understanding the Status and Improving the Prospects" (2009), National Academies Press
  43. National Research Council, "Engineering in K-12education: Under standing the status and improving the prospects" (2009), The National Academies
  44. National Research Council, "Successful K-12STEM Education : Identifying Effective Approach in Science, Technology, Engineering, and Mathematics" (2011), The National Academies Press
  45. National Research Council., "A framework for K-12 science education : Practices, crosscutting concepts, and core ideas" (2012), The National Academies Press
  46. NGSS Lead States., "Next Generation Science Standards : For States" (2013), The National Academies Press
  47. National Research Council., "Engineering in K-12education : Under standing the status and improving the prospects" (2009), The National Academies
  48. Olds, S., "Get a grip!A middle school engineering challenge", Science Scope, 20, pp.21~25 (2006)
  49. Samuel, M., "Racial and Ethnic Minority Students'Success in STEM Education" (2011), Jossey-Bass
  50. Schunk, D. H., "Motivation in education" (2008), Pearson Merrill Prentice Hall
  51. Woolfolk, A. E., "Educational Psychology" (1995), Allyn and Bacon

관련 논문AI추천

이 간행물의 다른 논문 (8건)