창의적 글쓰기를 위한 선행 요건으로서 이공계 학생들의 인식 변화 = A Prerequisite for Creative Writing: Changes in Recognition of Natural Science and Engineering Majors

국문 초록 (Abstract)

본 연구는 먼저 대학생들의 창의성에 대한 잘못된 믿음과 태도가 어떠한지를 설문조사를 통해 드러냈다. 영남대학교 이공계열 학생 121명을 대상으로 10개의 문항에 걸쳐서 조사를 실시한 결과 많은 학생들이 근거 없이 맹신하는 미신의 태도와 극단적으로 치우친 자신만의 관점만을 내세우는 편견 등을 보였다. 이러한 미신과 편견은 창의성에 대한 부정확한 도식(schema)을 대규모로 만들어 낸다. 만약 이들을 타파하고 혁신하지 않는다면, 교양필수 과목으로서 글쓰기가 내세우는 창의적 사고와 창의적 표현 능력의 함양은 불가능한 지경에 이를 것이다.이러한 이유로 미신과 편견에 사로잡힌 대학생들의 창의성에 대한 잘못된 도식을 바로 잡는 모형을 제시하였다. 모형은 학생들이 토론과 토의 혹은 발표를 통하여 협동적으로 자신들의 문제를 스스로 성찰하고 그 문제를 해결하도록 하는 문제해결 학습(problem-based learning)에 기반을 하여 설계되었다. 문제해결 학습에 기반을 하여 학생들이 7단계를 거치도록 하였다.이를 요약하면 <창의성의 신념과 태도의 중요성 인식-창의성에 대한 당대의 인식 조사-창의성에 관한 다양한 미신과 편견 조사-창의성에 대한 학생 자신의 미신과 편견 성찰-창의성에 대한 자신의 미신과 편견의 수정-창의성자극 기법 학습 및 발굴-창의성 장애 요소 제거> 등이다.본 연구는 <창의적 글쓰기 실습>을 위한 <입문 과정>을 설계하기 위해 <창의성 입문: 부정확한 도식 변화를 위한 문제중심 학습 모형>을 제시하였다. 그렇기는 하지만 모형의 효율성을 확인하지 못했다. 그러나 모형이 가져오게 될 대학생들의 인식의 변화는 가령 연구자의 관찰 노트, 개인및 집단 인터뷰, 그리고 창의성 설문지를 통하여 확인할 수 있을 것이라 본다. 창의성에 대한 대학생들의 잘못된 믿음과 태도가 <창의성 입문 과정>의 수강을 통해 어떻게 변화되어 나타나는지에 대한 조사 연구는 추후의 과제로 남겨 두기로 한다.

다국어 초록 (Multilingual Abstract)

First, through a survey research, this study finds out that many collegestudents have improper beliefs and attitudes on creativity. 121 students from natural science and engineering majors in Yeungnam University were asked 10 questions about creativity and the results show that a number of students have mythical attitudes without factual basis and prejudices that are extremely biased and insisting only his or her own point of view. Such myths and prejudices have widely caused the inaccurate schema on creativity. If they are not properly eliminated and renovated, creative thinking and capacity building of creative expression, which are the major effects of a writing course as a basic liberal art requirements, will be hardly achieved. Therefore, the study presents a model that corrects the mistaken and prejudiced students`` erroneous schema on creativity. The model was designed based on problem-based learning, in which students collectively examine their own problems and solve the problems through discussion, debate or presentation. On the basis of problem-based learning, students go through 7 stages: recognizing the importance of beliefs and attitudes on creativity, conducting research about the creativity recognition of the time, conducting research about various misunderstandings and prejudices on creativity, examining his or her own fallacies and prejudices on creativity, correcting his or her own fallacies and prejudices on creativity, learning and developing techniques to stimulate creativity, and eliminating impediments to creativity. This study suggests an Introductory Course for Creativity: a Problem-focused Learning Model for Changes of Inaccurate Schema in order to design a prerequisite course for Creative Writing Practice. However, the effectiveness of First, through a survey research, this study finds out that many college students have improper beliefs and attitudes on creativity. 121 students from natural science and engineering majors in Yeungnam University were asked 10 questions about creativity and the results show that a number of students havemythical attitudes without factual basis and prejudices that are extremely biasedand insisting only his or her own point of view. Such myths and prejudices have widely caused the inaccurate schema on creativity. If they are not properly eliminated and renovated, creative thinking and capacity building of creative expression, which are the major effects of a writing course as a basic liberal art requirements, will be hardly achieved. Therefore, the study presents a model that corrects the mistaken and prejudiced students`` erroneous schema on creativity. The model was designed based on problem-based learning, in which students collectively examine their own problems and solve the problems through discussion, debate or presentation. On the basis of problem-based learning, students go through 7 stages: recognizing the importance of beliefs and attitudes on creativity, conducting research about the creativity recognition of the time, conducting research about various misunderstandings and prejudices on creativity, examining his or her own fallacies and prejudices on creativity, correcting his or her own fallacies and prejudices on creativity, learning and developing techniques to stimulate creativity, and eliminating impediments to creativity. This study suggests an Introductory Course for Creativity: a Problem-focused Learning Model for Changes of Inaccurate Schema in order to design aprerequisite course for Creative Writing Practice. However, the effectiveness ofFirst, through a survey research, this study finds out that many college students have improper beliefs and attitudes on creativity. 121 students from natural science and engineering majors in Yeungnam University were asked 10 questions about creativity and the results show that a number of students have mythical attitudes without factual basis and prejudices that are extremely biased and insisting only his or her own point of view. Such myths and prejudices have widely caused the inaccurate schema on creativity. If they are not properly eliminated and renovated, creative thinking and capacity building of creative expression, which are the major effects of a writing course as a basic liberal art requirements, will be hardly achieved. Therefore, the study presents a model that corrects the mistaken and prejudiced students`` erroneous schema on creativity. The model was designed based on problem-based learning, in which students collectively examine their own problems and solve the problems through discussion, debate or presentation. On the basis of problem-based learning, students go through 7 stages: recognizing the importance of beliefs and attitudes on creativity, conducting research about the creativity recognition of the time, conducting research about various misunderstandings and prejudices on creativity, examining his or her own fallacies and prejudices on creativity, correcting his or her own fallacies and prejudices on creativity, learning and developing techniques to stimulate creativity, and eliminating impediments to creativity. This study suggests an Introductory Course for Creativity: a Problem-focused Learning Model for Changes of Inaccurate Schema in order to design a prerequisite course for Creative Writing Practice. However, the effectiveness of the model has not been proved. Nevertheless, it seems that students`` recognition changes that will be brought by the model can be seen through researchers`` observation notes, individual and group interviews, and creativity questionnaire. The study on how students`` incorrect beliefs and attitudes change by taking the ``Introductory Course for Creativity`` will remain as a later study topic.

참고문헌 (Reference)

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