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(1)Journal of the Korean Chemical Society 2004, Vol. 48, No. 5 Printed in the Republic of Korea. ?~9 êBj * %L* ê *RÎ~ BB 5 ºÏ \. R÷**ÁBº8 Á;9"ÁÒ5 ÁÁVãÁB Áê; †. #. ]Lö&L zLG ]Lö&L bÒLG ]Lö&L bLG Ï§&L z (2004. 4. 17 7>). ‡. †. † ‡. #. Development and Implementation of Middle School Science Program for Fostering of Students’ Creativity Through Partnerships Between University and Local Schools Byung-Soon Choi*, Beom-Ki Kim†, Seong-Joo Kang, Jae-Sup Shin#, Mi-Young In, Ae-Kyung Shin, Young-Shin Kim‡, and Jeong-Mee Jin† Department of Chemistry Education, Korea National University of Education, Chungbuk 363-791, Korea † Department of Physics Education, Korea National University of Education, Chungbuk 363-791, Korea ‡ Department of Biology Education, Korea National University of Education, Chungbuk 363-791, Korea # Department of Chemistry, Chungbuk National University, Chungbuk 361-763, Korea (Received April 17, 2004). º £. \º · c~' L> *Ûj Ï~ ~ c~K êBj * *Îj BB, 'Ï~ Î¢ ¦Ã~, *Îö & LÒf ~ j Ò ªC~ Ëê {& ¢ * BF6j Îï~ º Ï'j vî . 7L 7j ÚÏ 7 ¢¦¢ · L> *Ûj Ï~ c~K *Îb BB~ , ¢ 3/ 93«~ j &çb £ 3Bú ÿn ¾~~& . \ Ö, þ÷ ~ c~K *Û' >ëj Af ö j~ ² Ëç >î . ß® c~K ~* º² 7 BOW º²öB Ëç ®î . W'ö V c~K æz¢ ªC Ö, W' ¸j> c~Kö Ëç ®î . c~K *Î 'Ïö & LÒf ~ j Ò Ö, Î LÒf & >~ 3;' j ¾æÚÚ, L * Ëö 'Ï &ËW ¸rj { > ®î . *Î 'Ïç~ ^B6j ªC Ö, >ë*~ ¦, / ö~ , ~ '' ^ Ö ~ ^B6 Ò . V¢B c~K êBj * *Îö & æ³' \f þ ^B6 ö & Ö On Ò*ö Îï>Ú¢ © . *Ú: c~W, L>*Û ABSTRACT. The purposes of this study were to find out the effectiveness of instructional program developed utilizing various strategies to foster the students’ creativity in science and to analyze the recognition of the students as well as the science teachers on this program for the improvement of the program. Instructional program was consisted of student's worksheet and teacher’s guidebook. This program was applied to 93 7th grade students for three months. Result of this study showed that the students in experimental group got higher scores than those in the control group, which implied that creativity of the students could be promoted through specially designed program. Analysis of the change. V510V.

(2) ?~9 ê*j * %L* ê *RÎ~ B* 5 º'Ï \. 511. of creativity of the students by science achievement showed that the degree of promotion of creativity was higher as the achievement of the students becomes higher. Recognition on this program of the students and teachers who participated in this project revealed positive in that this program was different from the instructional program they have used and that this program would make the students eager to learn and explore the phenomena they faced. Students and teachers also indicated that shortage of instructional time, too many students in class, passive attitude of the students in class discussion, and so on as the problem they have to solve in running the program. Keywords: Creativity, Teaching Strategies. * V ^V¢ j ^ê ' " VF 5 ;Û ª¢~ ', « 7~ ~ã ~ ;z, æ ãB &~ æ~ j ºê~B ^êº Z ãç & æz>Ú z . ";öB &ï Öj V>b Öë Ò²öB æ, ;f VF ¦& &~¢ c Â~ &~ ãçKj Ö;~º æ V> Ò² * ~Nö V¢ ^ê' >&~ æ, ;, VF~ cÂ" / & 5 Ò² B*ö j>'ªj ~² >î. . º îÚ æ, ; 5 VF~ cÂö "ê' j ¢ &vG~ ãçK ;zf Ò ;ã jºj ~~º © . ö V ¢ 1980j& ê ^ê 'öBº &vG~ î' > &" ãçKj {~V * ;kj ºê~º æ³ ' Kj VÞ z . ¾ ÖÒ ¾¢ v G~ ãÖ OECD Bö V, &~ VË £ öò jî¢ &~ ÿö & ;¦ 5 Vë~ R¶& &~ ÖÒ ¾¢& Fêb ê £~º. ¦ Ë& > ® . ¾ "' ^Bº "ö Ò²' ® ² ¦'>î ÖÒ ¾¢ 7v ê &b~ êj Vb~ ® º 6 . ß® Ö > V. " ª¢ º »&¾ ~&òj F^~º ·.~ *çf Z B ãç &ö ÖÒ ¾ ¢& Fêb Bñr~º Ë ºb ·Ï © { ~ . V¢B ., 7v êöB¦V " ' BÒö j ¶¢, c~' ÿ~ 7º W" &~ö & j î² > ®º vG * Î~ BB" / ºB . B 7N vG";öB ê ·~ Úê' vG *Îj Û ~ c~K V·j vG~ 7º OËb B~ ® . ÖÒ ¾¢ v vGöBº ~ c~W êBj 21. 1-2. 3-4. 5. 2004, Vol. 48, No. 5. J¾ *¦V ;~ zæò, ß® "ö ÚB 7ºWf ² ¦'> ® . ©f W ¢ c~W 21^V¢ Új&º j>'¢ V r^ . /³ê æz~º ;z, ^êz Ò² öB c~Wj V>b pªì î² cÂ>º æ f ³ê& ççj .ú . -² /æ~º Ò ²ö Ëÿ'b 'w~, z ¾j& Ò²~ æz¢ "ê > ®º K~ ·Wf c~' v vGj ÛBò &Ë~ ö > ® . ¾ ÖÒ ¾¢~ v vGöBº c~Wj Ë ÊV * >ë ~ Úææ á~ ® . " vÒ ~ c~W vGö & ;ê¢ rj J^ Òö ~~, 7v vÒ ~ c~Wö & >&f Ö Ôb c~' >ëj * ¯; 5 Ò;' GöB~ æöê ¾ n >º ©b ¾æÒ . &¦ª~ vÒ f c~W 7 v> O»j b ò >A~b, ¶ò BB" ?f î' >& ~ v> O»" &NB *^Wf <ºæ á~ ®º ©b Ò>î . V¢B 21^V æ V> Ò ²¢ Fê K~ c~Wj ÎN'b êB~ V *Bº v> *Ûj BB~, ¢ Î"'b 'Ï > ®º vÒ >f ÿö ~ æöj * *¢& »>Ú¢ © . ^B¢ Ö~V * &æ Onb & " vG *Ë~ ê¢ Û 7Kj ' > ® . & ~ C, ;Ò ";j ÛB Úê'b îNB Ö> &öj ¢F ., 7vö R«~ &ö" "vÒ& 7K~ê b ÿn &j 7 b >¯>Ú N *^' W"¢ vÒ& ~ , ¢ v> *Îb æ~, R«~º Kj Û ~ vÒ ö²º îÚ ª¢~ *^ æj Û~ º V²¢ B~, ö²º Ò® p ®º Û~ V²¢ B > ®j © . F;~ 6. 6-7.

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(6) 514. R÷*ÁBº8Á;9"ÁÒ5ÁÁVãÁBÁê;. Table 2. Subjects and contents of creative activities Subjects. Planning cave exploration. Blood circulation of the dinosaur. What's the force?. Personal work. What kind of forces are there? Let’s make a music instrument. Contents - Thinking about research subject in caving - Thinking about materials needed in caving - Planning the menu - Evaluating the menu according to nutrients - Measuring the pulse rate - Drawing blood vessel in dinosaur’s skeleton considered heart’s shape, size and location - Writing contentment conditions of the heart and blood vessel - To express “force” using the words and sentence when you think of the word “force” - To sort the criteria according to the meaning of the force - To explain the observed facts on the picture - To identify the result of the applied force - To express the force in a form of sentence with scientific word - To define the force - Imaging : The world of no friction - Designing : Is it possible to get both speed and safety? - Imagining : What happen to our body in a state of weightlessness - Designing : Which is the magnet? - Designing : Apply the benefit of the large elasticity - To classify forces on the picture and writing the situation - To draw the Mind Map about the force - To design the instruments which able to change a tone of sound with given materials. rbj F; ©&ö &~ ê Æ~² B . ÿj Û~ f c~'b · j:Ú¢ Ú² >º, ÖÒ Þ~ ;j Fæ~ V *~ ; ®² '·²¢ S~V * Onj Bn~ Ë6j jv~º ";öB ªC' Ò VËj Ï~, ~Ò²Û ËKj ÊÖ² B . 2ê ÿöBº ö² ‘Z’ ÎöB F; rb ~ «~f ·, Ò &j rbj Ï ò R& BB . ' ÎöBº ‘Z’ Î F; rb 2Bú* ÖÒ~ ;j Fæ~Vö '.æ ö &~ Æ~~, 1êöB ¶V ÎöB J; V&ö ¦æ¢ 6 . 6 Ö"ö V¢ ‘Z’ Î &j rb~ «~f ·j >;~ F¢ C² . $ R~ ^B6ê dj V . f ‘Z’ ÎöB &j ~ ^B6 j { ® ~ ~V *B Rf ' ·R(rb~ «~ö V¢

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(8) ?~9 ê*j * %L* ê *RÎ~ B* 5 ºÏ \. 515. Table 4. Result of t-test on creativity scores in post-test Group Experimental Control. n 93 89. M 141.0 135.4. SD 18.67 18.93. t. p. 1.990. 0.048. Fig. 2. Comparison of gain scores in creativity of two groups by science achievement.. Fig. 1. Change of creativity between pretest and posttest of two groups.. ê Òê c~K¦Ò Ö"º Table 4f ? . Table 4 öB " > ®º ©" ? Òê ¦ÒöBº þ÷ ~ ï ÛB÷ ¸~, t-¦ÃÖ" Nº F~ ©(P<0.05)b ¾æÒ . Fig. 1f v ÷öB Ò* · Òê c~K~ æz¢ âb ¾æÞ © . Ò* ¦ÒöBº c~K ï ~ ?~æò, Òê ¦ÒöBº ÛB÷ . þ÷ öB c~K z ô Ëç>îrj r > ® . Ö"¦V c~K Ëj * *Î~ 'Ï Î"& ®îrj r > ® . º c~K * Î~ 4«ö ~ ~ c~K ËF > ®rj ö"º © . ?~K ~*º²ê Ë ;ê. *Îj 4«~ áf 'Ï Î"º c~W~ Î ~*º²ö ² ¾ æÂ ©æ _f ß; ~* º²ö Þ7>Ú ¾æ¾º ©æ¢ { jº& ® . V¢B c~K~ ~*º ² BOW, FcW, [ÛW, ëcWö V¢ Î"¢ ªC ~& . ÖF v ÷~ Ò* c~W ¦ÒöB c ~W~ ' ~*º²ê ïö ~ ®º N& ®ºæ ¢ ªC~V * t-¦Ã Ö", BOWöBò F~ N& ¾æÒ, ¾^æ ~*º²öBº F~ N& ¾æ¾æ p~ . V¢B c~W~ ~* º²ê 'Ï Î"¢ ªC~V *B Òê BOWf æï ª Cj ~&, ¾^æ ~*º²º t-¦Ãj ~& . Ò* BOW ¦Ò Ö"¢ æb ~ Òê BOW ¦Ò 2004, Vol. 48, No. 5. Ö"¢ æï ªC Ö", þ÷~ ï ÛB÷ ~ ï ¸~, Nº 0.05 >&öB F~ ©b ¾æÒ . ¾ Òê FcW, [ÛW, ë cWj '' t-¦Ã Ö"º v ÷* ï N& Î v F~~æ pf ©b ¾æÒ . Ö" j Òê c~K ¦ÒöB F~ N& ¾æÂ © f BOW º²~ 'Ëö ~ ©ªj r > ®î . ëW'ö 8 ?~K æz. " ëW'ö V c~K æz ;ê¢ rjV *, 1Vö " W'j Ï~ v ÷~ j '' ç · 7 · ~ ^ B~ ~* ÷b ¾*î . " ëW'ö V ö ª

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(10) R÷*ÁBº8Á;9"ÁÒ5Á'ÁVãÁB'Áê;. 516. Table 5. Comparison of gain score in creativity of two groups by science achievement Level of science achievement High Medium Low. Group Experimental Control. n 29 27. M* 17.1 4.9. SD 11.71 15.13. Experimental Control Experimental Control. 36 36 28 26. 16.1 9.9 10.5 11.9. 13.85 17.47 15.80 15.13. t. p. 3.383. 0.001. 1.667. 0.100. -0.329. 0.744. *Average of gain scores in creativity test. Î~ 'ÏÎ"& \ º ©j r > ®î . ?~K *RÎ 'Ïö LÒf ~ V >ë~ N. >~ (74%)" 3~ vÒ f Îv c~K >ë" V >ë"~ N& ®. ~& . N& ® '~º F . f “îÚ æ Z§Zê~ º ©j ¶B”(57%), “îÚ ©j ö~ Ú^B”(14%), “c~'b '~º Û&j &æ² B”(11%) ~ wj ~&. . Þ vÒ f “îÚ ©j ö~ Ú^B” (75%), “òB”(25%)¢ w~&b, Væ ~ Òb “ ·~² ' > ®ÚB” ~ wê ¾æ Ò . J^Ö" " r &¦ª~ " vÒ. f ® c~K >ë" V >ë"~ N& ® ~ ®º ©b 6B . ¾ Nö & Fº B Ò w~&º, f " c ~K >ë Ö"ö "n6j v îÚ æj ô áj > ®V r^¢ w >ö, vÒ f c ~K >ë ";ö "n6j v îÚ ©j ö~Jº îr¾ ¢ <² >î w~ '' Nö & C ªj " > ®î . c~K >ë~ ÚÏ O»ö . ">> ç~ " vÒ f c~K >ë ~& . c~' >ëÚÏ c~' Ò¢ ÊÖº êæ >îºæ¢ aº î^ö > ;ê~ f 3 ;' j ~&, c~' >ëO»ö & òê¢ rjº î^öBº 1/3;ê& ò w~& b¾ > ;ê~ & - j ~& . ß® 20% ;ê~ f ò~æ á~ w~ & . º b c~K *Î~ >ëO»ö &~ z ¢ jºWj ¾æÚ " ® . >ö 3~ vÒ f Îv c~K >ëÚÏ Ò ËK~ Ëö êæ >, >ëO»öê ò º 3;'. wj ~& . f 'Ï Î c~' >ë *Î c~ K Ëö êæ >î j ~&º, 7öB ß® ‘ÿöÒ ê³~V’& &Ë êæ ©b ~& . F f ¶V ÊÊ ÿöÒ¢ ê³~, ÿöÒ¢º çJ; ßB Òf ¢ FB~V r^¢ j ~& . $, &Ë Ò® Ú *Îf ‘²Ò~ ^Vf ¸’ *Îb, Fº ¶ ç7 B·~ ^~ º ÿV r^¢ w~& . >ö 3~ v Ò f Ú¶ *Îö ~Ö ì, * Î ² ~ c~K Ëö êæ > ² ÿö ^® w~& . c~K >ëj Û ÒK~ æz. 60% ;ê~ f >ë";öB ¶~ 'j R* V²¢ & rb &æ îÚ ©j '~² >î w ~& . c~K >ë ^BÖ";öB îÚ On j '~² ~&ºæ rjº î^öBê > ;ê~ f *Î ¶ ~. îÚ ©j '~² nÚ~& w~& . º c~K >ë Î" GöBº Îv 3;' æj ©b, c~K *Î ~. ëc' j :Ú¢ Úê ¶~&rj & . c~K >ëj Û~ ~ Ûêö æz& ®î¶öº J^ö &~, vÒ f c~K >ë Ò > ®º ÿV& FB> Ú >ë* > Ú, Û~ '' ^¢ Û Ûê~ æz& ®b¾, *" Å>¢ ¾ v" ï&ö >' B z ±f Ö"¢ áj ©¢ ~& . $ c~K >ë ê¯>B ~ ÒËK Ëç >î ¶öº J^öB vÒ f 7"~ ·W öB "~º O»j B~&, Òbj &~º F Ò& Ã&>Ú ÒËK~ Ëçö êæ >î Journal of the Korean Chemical Society.

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(12) 518. R÷*ÁBº8Á;9"ÁÒ5ÁÁVãÁBÁê;. Úæº ©" O" êö ~º ©b ¾*Ú ' " > ® . f O" ê~ *Î R«f ö >; ~ F F^~æ pº ãË ;®, ; >ë *ö~ 'Ïf *öBê Þ/® ¦ >ë * ^B¢ Ö~º © jº~ . Ò O" êö ¯F ãÖ Î j &çb 'Ï~ V ÚJÖ ¶ö 'Ï ><ö ì . c~K *Î~ W 7 ß® v" ÚÏ ~. · ÿö & f º ®b¾, ï&f Z &~ îÚ j:Ú¢ Bn~º >ë~ &~¢ ~æ á~º F 'W Ö>º ®î . º >¯ï&¢ Ï '. ï&f ¢ W'ö > '~º On~ Îï ÿö c~W Ë~ jºWö & Þ& æê& jºj ~ .. ÖV # *Þ c~K êBj * *Î BBf 7L 7j ÚÏ 7öB v &æ '~ ÚÏj 7b · c~' L>*Ûj Ï~ BB~& . BB * Îf Ï ÿæf LÒÏ æêB \W>Ú ® º, Ï ÿæº · ÿj Û ~ c ~Kj ÊÖº .6j ºî, LÒÏ æêBº j æê~º ÚJæ ìê >ë~ vªj B ~, >ë~ Î' *B¢ * *Ûj nÚ~& . \ Ö, ÛB÷ö j~ þ÷~ ö² B c~K Ëç>îrj { > ®î . ß® c~ K~ ~*º² 7 BOW º²~ Ëö Î& ®î . ëW'ö V c~K æz¢ jL Ö, W' ±j> c~K *Î~ 'Ï Î& z ©j r > ®î . c~K *Î 'Ïö & LÒf ~ j ªC Ö, LÒ &¦ª~ f c~K *Î V~ >ë N& ®, *Î b, B c~K Ëö êæ B '~& . V¢B *Î~ 'Ïf b z {&>Ú¢ '~& . > c~K > ëöB " Úê Æ ÿö &Bº ôf >~ Æö ?~æ á B® ^~æ á~&. w~& . º ;~ >ë Wz >Ú¢ j ö"º ©¢ " > ® . c~K *Î~ ¯ç~ ^B6ö & ªCj ÛB, >ë* ¦~, Æ ÿ bW . B~² ÚæVöº / >& ô, . Æö ?~æ á~ º ~ ^B6 Ò . V¢B ¦ >ë* ^B~ Ö ' / >¢ *º ~ LG * ' ^B¢ Ö jºW ®b, V >ë O~ æ~j * ;~ c ~K >ë {&F jº& ® ~Æ . ¢^f 2003jê ]FêÒ~ æöö ~ ~ \ >îr(KRF-2003-042-B00019).. Ï^ò 1. Dearing, R. Higher education in the learning society, London: National Committee of Inquiry into Higher Education, 1997. 2. · ; ; , : , 2000. 3. OECD Reviews of national science and technology policy: Republic of Korea, Paris: Author, 1996. 4. Clark, B. R. The modern integration of research activities with teaching and learning. Journal of Higher Education, May-June, 1997, 8(3), 24. (III). 5. , 1999. 6. Choi, K. H.; Cho, Y. S.; Cho, D. J. J. Kor. Assoc. Res. Sci. Educ. 1998, 18(2), 149. 7. Seo, H. A.; Cho, S. H.; Park, S. I. Development of the Educational Strategies for Fostering Students’ Creativity in Schools; KEDI: Research report RR 2001-6. 2001. 8. NSF 2003. http://www.nsf.gov/pubs/2003/nsf03532/ nsf03532.htm. 9. Adey. P. and Shayer. M. Accelerating the development of formal thinking in middle and high school students, Journal of Research in Science Teaching, 1990, 27, 267. 10. Adey. P. and Shayer. M. Accelerating the development of formal thinking in middle and high school students IV: Three years after a two year intervention, Journal of Research in Science Teaching, 1993, 30, 351. 11. Shayer, M. The long-term effects of cognitive acceleration on pupil’s school achievement, 1997. 12. Choi, B. S.; Choi, M. H.; Nam, J. H.; Lee, S. K. J. Kor. Assoc. Res. Sci. Educ. 2002, 22(3), 422. 13. Han, H. S.; Choi, B. S.; Kang, S. M.; Park, J. Y. J. Kor. Assoc. Res. Sci. Educ. 2002, 22(3), 571. 14. Shin, K. I.; Lee, S. K.; Shin, A. K.; Choi, B. S. J. Kor. Chem. Soc. 2003, 47(2), 165. 15. , . , 1995.. ;¢~ «> ;Òâ .\ æöÒë ï ; \ *Þ ]FêÒ. LG¦ 7L L/ ; J Ò. &L* "². ;ö '{ *Þ ?~9 ¦Ò zÒn HÊ+ >æ. Journal of the Korean Chemical Society.

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