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학생의 과학성취수준이 학생 아이디어에 대한 예비교사의 창의성 평가에 미치는 영향: 창의성장 마인드셋의 조절효과

The Impact of Student Science Achievement Levels on Preservice Teachers’ Creativity Ratings of Student Ideas: The Moderating Effect of Creative Growth Mindset

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초록

이 연구에서는 학생의 과학성취수준이 학생 아이디어에 대한 예비교사의 창의성 평가에 미치는 영향에서 창의성장 마인드셋의 조절효과가 나타나는지를 확인하였다. 자료수집 단계에서 예비 초등교사 153명이 온라인 설문에 참여하였다. 분석에는 139명의 자료가 사용되었다. 연구 결과, 학생의 과학성취수준이 학생 아이디어에 대한 예비교사의 창의성 평가에 미치는 영향과 두 변수 간 관계에서 창의성장 마인드셋의 조절효과가 일부 아이디어 유형에서 나타났다. 구체적으로, 독창성이 높지만 관련성은 낮은 아이디어와 관련하여 학생 과학성취수준의 주효과와 창의성장 마인드셋의 조절효과가 유의하였다. 고성취 학생이 이 유형의 아이디어를 제시하였을 때 예비교사는 더 낮은 창의성 평가 점수를 부여하였다. 또한 이러한 경향은 예비교사가 고정 마인드셋에 가까운 창의성장 마인드셋을 지닐 때 심화되었다. 한편, 일부 아이디어 유형에서 창의성장 마인드셋의 주효과가 나타났다. 예비교사가 지닌 창의성장 마인드셋 수준이 높을수록 독창성과 관련성이 모두 높은 학생 아이디어의 창의성을 더 높게 평가하였다. 이 연구는 교실 상황에서 교사의 창의성 인식에 영향을 미칠 수 있는 다양한 조건과 요인을 탐색했다는 점에서 의의가 있다.

Abstract

The purpose of this study was to examine the effect of student science achievement levels on preservice teachers’ creativity ratings of student ideas and the role their creative growth mindset had on the relationship between these two variables. One hundred and fifty-three elementary preservice teachers participated in the online survey and 139 data were used for the analysis. Results showed that the main effect of the student science achievement levels and the moderating effect of creative growth mindset were significant for highly original, low relevance ideas. That is, when high-achieving students presented this type of ideas, the preservice teachers gave them lower creativity ratings. This tendency was found to intensify when the preservice teachers had a fixed creative growth mindset. Additionally, the main effect for the growth creative mindset was found; the higher the preservice teachers’ creative growth mindset, the higher the ratings for the highly original, highly relevant student ideas. This study has implications in that it explored the various conditions and factors that could affect teachers’ creativity perceptions in classroom situations.

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