본 연구의 목적은 창의성 기법을 활용한 독서 프로그램이 초등학교 저학년 아동들의 창의성에 미치는 영향을 알아보는 것이다.
서울 소재 K초등학교 3학년 57명을 대상으로 실험집단, 통제집단을 구분하여 실험집단에게는 8주 동안 창의성 기법을 활용한 독서 프로그램을 실시하였고, 통제집단에는 실시하지 않았다. 독서 프로그램 실시 전과 후의 창의성의 차이를 알아보기 위하여 TTCT(Torrance Tests of Creative Thinking)를 사용하였다. 실험집단과 통제집단 모두에게 사전검사용으로 언어B형을, 사후검사용으로 언어A형을 실시하였다. 실험집단에게 적용한 8주간의 독서 프로그램은 현직 담임교사의 조언과 초등학교 3학년의 읽기 교과 과정과 권장 도서들을 함께 참고하였으며 창의성 계발을 위한 기법들을 활용하였다. 자료 처리를 위해서는 창의성 검사 점수들(총 창의성 점수, 독창성 점수, 융통성 점수, 유창성 점수)에 대한 평균과 표준 편차를 산출한 후에 t검증을 통해 그 차이를 분석하였다. 그 결과 창의성 기법을 활용한 독서 프로그램이 초등학생의 창의성(총창의성, 유창성, 융통성, 독창성) 향상에 긍정적인 영향을 미치는 결과를 나타냈다. 창의성 기법을 활용한 독서 프로그램이 초등학생들의 창의성을 향상시키기 위한 한 방법으로 효과가 있는 것으로 나타났으며, 앞으로 더욱 다양한 독서 프로그램 개발의 필요성을 시사하고 있다.
The purpose of this study is to examine the effects of a reading program on the creativity of elementary students. The subjects of this study were 57, 3rd grade elementary students from K Elementary School, located in Gangseo-gu, Seoul. They were divided into an experimental group of 28 students and a control group of 29 students. The experimental group was given 8 sessions of creative reading program for 8 weeks, and the control group was not. Before and after the application of creative reading program, we measured the creativity of students in the experimental group and the control group with a creativity measuring instrument (TTCT: Torrance Tests of Creative Thinking). All subjects had taken the TTCT twice, once before and once after the experiment. Type B verbal TTCT was used as the pretest, and Type A verbal TTCT was taken as the posttest. The 8 week reading program for the experimental group was based on the findings from precedent studies and advice from a current elementary school teacher, with considering the 3rd grade elementary school's reading text books and reference books. The collected data was analyzed to produce means and standard deviations of scores of creativity, and differences the groups were tested through t-test. The results of this study are as follows:First, the control group's total creativity average score was 42.14 at the pretest and 37.59 at the posttest, it a was statistically significant decrease (p<.05). Meanwhile the experimental group's total creativity average score showed 52.54 at the pretest and 66.89 at the posttest. Therefore, it showed a statistically significant influence (p<.001). The experimental group made a statistically meaningful difference in their total creativity compared to the control group at the posttest (p<.001). That is, the creative techniques applied in the reading program showed a positive statistically significant influence on the total creativity.
Second, the control group's originality average score was 1.21 at the pretest and 1.38 at the posttest. Therefore it didn't show a statistically significant influence. Meanwhile the experimental group's originality average score showed 1.21 at the pretest and 5.79 at the posttest. Therefore, it showed a statistically significant influence (p<.001). The experimental group made a statistically meaningful difference in their originality compared to the control group at the posttest (p<.001). That is, the creative techniques applied in the reading program showed a positive statistically significant influence on originality.
Third, the control group's flexibility average score was 12.72 at the pretest and 9.52 at the posttest. It was a statistically significant decrease (p<.001). Meanwhile the experimental group's flexibility average score showed 15.57 at the pretest and 16.50 at the posttest. The experimental group's flexibility score from the posttest was higher than the posttest, but it was not statistically significant. But the experimental group made a statistically meaningful difference in their flexibility compared to the control group at the posttest (p<.001). That is, the creative techniques applied in the reading program showed a positive statistically significant influence on flexibility.
Fourth, the control group's fluency average score was 28.21 at the pretest and 26.69 at the posttest. It didn't show a statistically significant influence. Meanwhile the experimental group's fluency average score showed 35.75 at the pretest and 44.61 at the posttest. Therefore it showed a statistically significant influence (p<.001). The experimental group made a statistically meaningful difference in their fluency compared to the control group at the posttest (p<.001). That is, the creative techniques applied in the reading program showed a positive statistically significant influence on fluency.
As a result, the creative reading program had a positive effect on enhancing the creativity of the children, including originality and fluency (p<.001). In the future, a wide array of reading programs should be developed and applied to further the total creativity, originality, flexibility and fluency of young learners to help them experience more meaningful and successful academic life.
