스캠퍼(SCAMPER)방법을 활용한 발상지도가 디자인수업에서 중학생들의 학습동기와 표현력에 미치는 효과

The Effects of Guidance on Creating Ideas Utilizing SCAMPER Method on Learning Motivation and Artistic Expressive Power of Middle - school Students in Design Instruction

본 연구는 중학교 디자인수업에서 스캠퍼 방법을 활용한 발상지도가 학습동기와 디자인 표현력에 미치는 효과가 어떠한가를 알아보고자 하는데 목적을 두고 스캠퍼 방법을 활용한 발상지도 프로그램을 설계하고 수원시 소재 중학교 3학년 학생에게 프로그램을 적용한 집단과 적용하지 않은 집단으로 나누어 발상 지도를 하였다. 학습동기, 디자인 표현력의 차이분석은 독립표본 t검정을, 집단별 사전ㆍ사후 차이검증은 쌍 표본 t검정을 실시한 결과, 두 집단 간의 학습동기에서는 큰 차이를 보이지 않으나 디자인 표현력에서는 스캠퍼 방법을 활용한 집단이 활용하지 않은 집단보다 더 높은 경향을 보였다. 하위요소인 ‘주제표현능력’에서 집단 간에는 유의한 차이를 보이지는 않은 반면, ‘발상력’, ‘조형력’, ‘구성력’은 스캠퍼 방법을 적용한 집단이 더 높게 나타났다. 이를 통하여 중학교 디자인수업에서 스캠퍼 방법을 활용한 발상지도가 학습자의 학습동기와 디자인 표현력에 긍정적인 영향을 미친다는 것을 알 수 있다.

The purpose of this study is to examine what about the effects of utilizing SCAMPER method, which is one of artificial method of creating ideas, on learning motivation and artistic expression in design, aiming at the guidance on creating ideas in design instruction for middle school. To do this, it developed the program for the guidance on creating ideas utilizing SCAMPER method, based on the theoretical consideration on SCAMPER method, and carried out the instruction by dividing into the group with the application of program and the group without the application of program for creating ideas, targeting 3rd graders at middle school. Aiming to analyze the difference in the learning motivation and the artistic expressive power of design between two groups, it carried out Independent-Sample T-Test, and aiming to verify the difference in pretest and posttest between the learning motivation and the artistic expressive power of design by group, the results that carried out Paired-Samples t-test are as follows. First, in the learning motivation for design, it wasn't indicated the great difference between two groups, and while it was not represented the significant difference in ‘attention,’ ‘satisfaction,’ and ‘relevance,’ which are sub-factors, in ‘confidence’ and ‘continuance of motivation,’ the group that utilized SCAMPER method showed higher improvement than the group that did not utilize SCAMPER method. Second, in the artistic expressive power for design, the group that utilized SCAMPER method showed higher improvement than the group that did not utilize SCAMPER method, and while the significance was not represented in the improvement level between two groups in the 'ability of expressing theme,' which is sub-factor, the group that utilized SCAMPER method showed higher improvement than the group that did not utilize SCAMPER method, in ‘power of creating ideas,’ ‘modeling power,’ and ‘forming power’ In conclusion, it can be seen that the guidance on creating ideas utilizing SCAMPER method in the design instruction for middle school, has mostly positive influence upon the learning motivation and expressive power.