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- 주제어 : Creativity enhancing activities (검색결과 4 건)
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창의성 함양 활동이 특성화 고등학교 학생들의 언어적 정서적 영역에 미치는 영향
안은옥 ( Eun-ok Ahn ),강남준 ( Nam-joon Kang ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.2
The purpose of this study was to investigate the effects of creativity enhancing activities (CEAs) on the learning attitudes, linguistic development, and other aspects of the affective domain of underprivileged technical high school students. The study was designed based on the hypothesis that creative thinking skills may positively affect students with low English proficiency who have psychological disorders and/or come from socioeconomically disadvantaged backgrounds. This study was conducted with 21 students from a technical high school located in Seoul. CEA-based experimental lessons were given over a period of seven weeks. In the CEA-based classes, six types of creative activities which reflected the characteristics of creative people were used. In this study, one pre- and post survey, one pre- and post-test per unit, and one semi-structured post interview were conducted. The results of the study showed that the participants had a positive perception toward CEAs, experienced linguistic achievement, and saw positive effects on both their learning attitudes and affective domain. These results support the possibility of using CEAs to support the learning not only of underprivileged students` linguistic and emotional improvement but also that of students in other schools as well. Thus, further studies that could explore the effect of using CEAs on the linguistic and affective achievement of high school students should be conducted in the future.
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초등학교 6학년 영어 수업에서 활용할 창의 활동과 이에 대한 학생들의 인식
강남준 ( Kang Nam Joon ) 서울교육대학교 초등교육연구원 2016 한국초등교육 Vol.27 No.4
This study introduces four types of creativity enhancing activities(CEAs) that can be implemented as part of English lessons for 6<sup>th</sup> grade primary school students and investigates the students` perceptions toward them. A total of 122 6<sup>th</sup> grade primary school students participated in this study, with 61 of them being enrolled in the control and experimental groups respectively. For this study, one unit of an English textbook was used. While the control group mainly used textbook activities for each lesson, the experimental group used six different CEAs in place of six textbook activities across six English lessons over a two-week period. The study employs both qualitative and quantitative data analysis for more robust data analysis and triangulation of the data. After the experiment, each participant in both the control and experimental groups completed a post survey and several students were chosen to take part in an interview. The survey results for both groups showed a positive response to the English lessons with the experimental group showing greater positivity. There were discrepancies between the two groups with regard to the activities they liked and disliked. Whereas the control group students preferred the game-like activities, many of the experimental group students preferred some CEAs to other textbook activities due to the opportunities they provided to use their thinking skills. This research showed a positive effect of CEAs on Korean primary school learners` English learning and it also revealed possibilities of implanting CEAs in regular English lessons for Korean primary schools.
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강남준 서울교육대학교 초등교육연구원 2016 한국초등교육 Vol.27 No.4
This study introduces four types of creativity enhancing activities(CEAs) that can be implemented as part of English lessons for 6th grade primary school students and investigates the students’ perceptions toward them. A total of 122 6th grade primary school students participated in this study, with 61 of them being enrolled in the control and experimental groups respectively. For this study, one unit of an English textbook was used. While the control group mainly used textbook activities for each lesson, the experimental group used six different CEAs in place of six textbook activities across six English lessons over a two–week period. The study employs both qualitative and quantitative data analysis for more robust data analysis and triangulation of the data. After the experiment, each participant in both the control and experimental groups completed a post survey and several students were chosen to take part in an interview. The survey results for both groups showed a positive response to the English lessons with the experimental group showing greater positivity. There were discrepancies between the two groups with regard to the activities they liked and disliked. Whereas the control group students preferred the game-like activities, many of the experimental group students preferred some CEAs to other textbook activities due to the opportunities they provided to use their thinking skills. This research showed a positive effect of CEAs on Korean primary school learners’ English learning and it also revealed possibilities of implanting CEAs in regular English lessons for Korean primary schools.
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연상기법을 활용한 창의 활동과 이에 대한 영어교사들의 인식 고찰
강남준 ( Kang Nam Joon ) 인문사회 21 2017 인문사회 21 Vol.8 No.2
This study introduces several association technique-based creativity enhancing activities(CEAs) that were used in a 12-hour intensive in-service teacher training creativity workshop and investigates whether 37 English teachers` perceptions toward integrating CEAs into their English lessons were changed due to their participation in the workshop. In addition, this study also explores the factors that affected teachers` perceptions and reasons for changing their perceptions if they did. In this study, one post-survey was conducted, the results of which showed that although there were discrepancies between the two groups with regard to their perceptions toward the particular value of using CEAs in their lessons, many of them experienced a positive change in their perceptions toward CEAs. Furthermore, it was found that a majority of the teachers would like to integrate CEAs into their lessons in the future if they had an English textbook that included CEAs and workshops to help them to better know how to use CEAs when they teach. The results of this study lend support to the possibility of using CEA-related workshops to help teachers develop positive perceptions toward CEAs and toward using them in English instruction, and call for future research on this topic to be conducted on a larger scale.
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