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교실 토론 상황에서 초등학생의 창의적 아이디어에 대한 교사의 인식과 피드백 유형 탐색

Teachers' Perceptions and Feedback Types on Elementary School Students' Creative Ideas in Classroom Discussion

이선영|김명섭|부은주
한국창의력교육학회 (Korean Society for Creativity Education)|2020.09|창의력교육연구 (The Journal of Creativity Education)|제20권 제3호|pp. 23-46|DOI dx.doi.org/10.36358/JCE.2020.20.3.23

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참고문헌

키워드

교사 인식피드백 유형classroom discussionfeedback typesteachers' perceptions창의적 아이디어교실 토론Creative ideas

초록

본 연구의 목적은 교실 토론 상황에서 학생 아이디어의 독창성 및 관련성 수준에 따라 교 사의 인식과 피드백이 어떻게 달라지는지를 확인하는 것이다. 이를 위하여 현직 초등교사 194 명을 대상으로 사회, 과학 교실 토론 상황을 제시한 후 학생 응답의 독창성 및 관련성 수준에 따른 교사의 인식 및 피드백을 분석하였다. 연구 결과, 첫째, 교사들은 관련성이 높은 학생 응답을 관련성이 낮은 응답에 비하여 더 긍정적으로 인식하였다. 독창성이 높더라도 관련성이 낮은 응답은 독창성·관련성이 모두 낮은 응답과 유사하게 더 부정적으로 인식되었다. 둘째, 교사들은 독창성·관련성이 모두 높은 응답과 독창성은 낮고 관련성이 높은 응답에 칭찬, 인정과 같은 긍정 피드백을 더 많이 제공하였고, 독창성이 높고 관련성은 낮은 응답에는 부정 피드백을 더 많이 제공하였다. 셋째, 교사들은 독창성은 낮고 관련성이 높은 학생 응답에 대해 사고를 확장하는 피드백을 가장 많이 제공했지만, 독창성이 높고 관련성은 낮은 응답에 대해 사고를 확장하는 피드백을 가장 적게 제공하고 재고하라는 피드백을 더 많이 제공하는 경향이 있었다. 본 연구 결과를 학생의 창의적 잠재성 계발과 교사 교육 관점에서 논의하였다.

Abstract

The purpose of this study was to explore how teachers' perceptions and feedback types vary according to the level of originality and relevance of student ideas in classroom discussion. A total of 194 elementary school teachers responded to a questionnaire that illustrated classroom discussion situations of Social Studies and Science subjects. Teachers' perceptions and feedback were analyzed according to the level of originality and relevance of student responses. First, teachers perceived highly relevant student responses more positively than less relevant responses. Responses with high originality and low relevance were perceived more negatively, similar to those with low originality and low relevance. Second, teachers provided more positive feedback, such as praise and recognition, to responses with high originality and high relevance, and responses with low originality and high relevance, and more negative feedback to responses with high originality and low relevance. Third, teachers provided the most amount of thought-expanding feedback to responses with low originality and high relevance. In contrast, for the highly original but less relevant responses, teachers tended to give the least amount of thought-expanding feedback, but more feedback to reconsider. The results of this study were discussed in terms of creativity development and teacher education.

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