학생, 교사 및 학부모의 과학 창의성에 대한 대립적 관점 조사
Investigating Students, Teachers, and Parents’ Recognition of Contrary Views on Scientific Creativity
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초록
본 연구는 과학 창의성에 대한 인식이 교사와 학부모, 학생들 간에다를 수 있고, 이러한 관점의 차이는 실제 과학 창의성을 지도하고격려하는데, 또 계발하는데 영향을 준다고 보았다. 이에 과학 창의성의특성에 대한 교사들의 자유응답과 문헌조사를 바탕으로, 과학 창의성에 대한 대립적 관점 16개 항목을 추출한 후, 초중등 학생, 예비교사(사범대학생), 초중등 교사, 학부모 652명을 대상으로 16개 항목에 각각동의하는 정도를 설문조사하였다. 조사결과, 모든 항목에서 대상자의1/4 이상이 기존의 문헌에서 나타나는 과학 창의성에 대한 관점과 다른 관점을 가지고 있는 것으로 나타났다. 또 기존의 관점과 다른 관점을 가진 대상자가 특별히 많은 경우가 무엇인지 알 수 있었고, 대상자들 간에도 서로 대립되는 관점을 가진 두 그룹으로 나누어지는 항목들이 무엇인지 알 수 있었다. 이로부터 대상자들의 관점이 과학 창의성의지도와 격려 및 계발에 미칠 수 있는 영향에 대해서 논의하고, 앞으로필요한 연구를 제안하였다.
Abstract
This study assumes that recognition about scientific creativity may differ according to teacher, students and parents, and that this difference can affect the actual teaching, encouragement, and development of scientific creativity. Based on teacher’s free responses and literature reviews about features of scientific creativity, we extracted 16 items describing contrary views about scientific creativity. Using these 16 items, we obtain responses from 652 students, teachers, soon-to-be-teachers (college of education students) and parents about whether they agree with each item or not. Results show that 1/4 of the participants agreed with the views contrary to the views accepted in literature. And we found out which views contrary to the accepted views in literature were agreed upon by participants, and that which items divided the groups for having contrary views. From these results, we discuss the possible effects of participants’ recognition on teaching, encouragement and development of scientific creativity, and suggest so further studies.
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