이연구의목적은화학실험과정의가설설정활동에‘용어나열-교체/추가기법’모형을적용함 으로써다양한가설들을정교하게만드는교수전략을한학기동안적용한후에대학생들의창의 적사고력과탐구능력측면의비판적사고력의신장을알아보았다.개발한한학기용총10개의교 수전략을경험한실험반과그렇지아니한비교반학생들의발산적사고력인협의의창의적사고력 의변화와탐구기능측면으로비판적사고력의변화를분석하였다. ‘용어나열-교체/추가기법’모 형을적용한실험교수전략을한학기동안경험한학생들의협의의창의적사고력이통계적으로 유의미하게 향상되었다(p <.05). 또한 협의의 창의적 사고력의 3개 하위 요소들인 유창성, 융통 성,독창성에서통계적으로모두유의미하게향상되었다(p <.05).또한이학생들의탐구능력측 면인탐구능력에대한비판적사고력이통계적으로유의미하게향상되었다(p <.05).탐구능력의 5개하위요소들중에서문제인식능력,변인통제능력,자료해석및자료변환능력에대한비판 적사고력은통계적으로유의미하게향상된것으로나타났다(p <.05).그러나결론도출및일반화 능력에대한비판적사고력은통계적으로유의미하게향상되지않았다(p >.05).이연구에서개발 한‘용어나열-교체/추가기법’으로가설설정활동을강화한일반화학실험교수전략들은대학생 들의창의적사고력과탐구능력을신장시키는실험교수전략으로유용하게활용될수있을것으 로사료된다.
This study examined the efficacy of seeking and substituting or adding scientific terms for developing hypotheses in general chemistry laboratory classes in college, and whether the strategy enhances creative and critical thinking skills. Ten activities of making hypotheses by this method were presented to students over one semester. The experimental group showed a statistically meaningful improvement in creative thinking skills(p<.05). In addition, the three sub-elements of creative thinking skills, i.e., fluency, flexibility and originality, all showed statistically meaningful improvements(p<.05). Also, there was a significant statistical improvement in critical thinking skills with respect to inquiry thinking skills(p>.05). The sub-elements of critical thinking skills, recognition of problems, control of variables, and transformation and interpretation of data, showed a statistically meaningful improvement (p<.05), but there was no significant statistical improvement in making conclusion and generalization(p>.05). This result forms the basis for the future enhancement of creative and critical thinking skills in general chemistry laboratory classes in college.
I. 연구의 필요성 및 목적 II. 이론적 배경 III. 연구 내용 및 방법 IV. 연구 결과 IV. 결론 및 제언 참고문헌
