초등학교 학생의 기술적 창의력 계발을 위한 적응자ㆍ혁신자 역할 분담 문제 해결 활동의 효과

The Effect of Adaptor-Innovator Role Division Problem Solving Activity to Develop Technological Creativity of Elementary School Students

The purpose of this study was to devise problem solving activity for developing elementary school student’s technological creativity and to verify the effect. Adaptor-innovator role division problem solving activity was proposed in this study. As a true experimental design, the randomized posttest-only control group design, using matched subjects was employed in this study. The experimental group solved the technological problem by adaptor-innovator role division activity in a team composed of 2 students and the control group solved without adaptor-innovator role division activity in a team composed of 2 students. The independent variable was problem solving activity in a team composed 2 students. The dependent variable was the frequency in use of technological creativity composed of sensitivity, fluency, flexibility, originality and elaborateness. The subjects for the experiment were 4th grade elementary school students. The instrument for the experiment was developed in 4types, which were invention, design, trouble shooting and procedures according to the Custer(1995)’s technological problem style. The validity of the instrument was verified by experts in the field of technology education. The statistical technique used for data analysis was ANOV A with an alpha level of .05. The major findings of this study were as follows: There was statistically significant difference in the frequency of using sensitivity, fluency, flexibility, originality and elaborateness between two groups. There was statistically significant difference in the frequency of using sensitivity, flexibility, originality and elaborateness between two groups. There was statistically significant difference in the frequency of using sensitivity, fluency, flexibility, originality and elaborateness between two groups. There was statistically significant difference In the frequency of using sensitivity, fluency, flexibility, originality and elaborateness between two groups. In conclusion, the adaptor-innovator role division problem solving activity was effective in developing elementary school student’s technological creativity like sensitivity, flexibility, originality and elaborateness. And the effect in developing fluency was identified partially by technological problem types. Based on the conclusion of this study, adaptor-innovator role division problem solving activity for developing technological creativity should be applied to practical arts education in elementary school.