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발명교육 프로그램이 초등학생의 창의성에 미치는 효과 원문보기
(The) Effects of Inventional Education Program on Creativity of Elementary School Students

  • 저자

    편도경

  • 학위수여기관

    한서대학교 대학원

  • 학위구분

    국내석사

  • 학과

    교육학과 상담심리교육전공

  • 지도교수

  • 발행년도

    2005

  • 총페이지

    iii, 73p.

  • 키워드

    초등학생 창의성 발명교육;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10065135&outLink=K  

  • 초록

    In the face of rapid changes, modern society requires creative solutions to the problems, which are different from solutions according to the following of the past or plain thought. Unlike in the past, in which it was required to simply learn and acquire what was taught, modern society requires 'new ideas' or 'creative thinking.' In the era of globalization in the 21th century, creativity is considered to be an important factor for national competitiveness. On the other hand, inventional education is to come up with or create for the first time what did not exist before and educate people so that new ideas and the development of new technology can be applied to human life in a useful way. If we regard the tendency to think from a new perspective and to create something new as creativity, we can conclude that inventional education, which comes up with new ideas, that is, inventional ideas, and produces what is new and useful, is directly related to creative education. The purpose of this study was to verify the effects of inventional education program on creativity of elementary school students. The participants of the study consisted of 14 students of the 4th grade (6 male, 8 female) in S elementary school located in T-gun, Choongcheong province, who were included in the experimental group and 13 students of the 4th grade (7 male, 6 female) in N elementary school located nearby, who were included in the control group. Conclusions of the study were the followings. First, by verifying the effect of inventional education program on fluency among subfields of creativity of elementary students, the study showed that fluency of elementary students improved and thus proved the effect of inventional education program. Second, with inventional program applied, flexibility of elementary school students improved to a considerable degree. Thus, the study proved the effect of inventional education program on creativity. Third, inventional education program had a significant impact on originality, a subfield of creativity, of elementary students, thus proving its effect. In conclusion, inventional education program had effects on fluency, flexibility, and originality of elementary students, a subfield of creativity. To increase the effect of inventional education program on creativity of elementary school students, I would like to make the following suggestions. First, this study was based on the 4th grade students of the elementary school located in South Chungcheong province and has limits in generalization. Thus, for future studies, I suggest experiments based on elementary schools throughout the whole country. Second, the study did not show the effect of inventional education program on openness among the subfield of creativity. We will need the development of inventional education program that can improve openness, an important factor of creativity. Third, we will be able to expect greater effects on creativity of elementary students by using study hours in the morning or time of discretionary activities for inventional education. Therefore, changes in educational policy will be needed. Fourth, in relation to fluency, flexibility, originality, and openness, a subfield of creativity, we will need a standardized inventional education program that can improve creativity of each subfield. A thesis submitted to Committee of the Graduate School of Hanseo University in partial fulfillment of the requirements for the degree of Master Education in August, 2005.


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