지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Although various studies on convergence education have been pouring out in school education, there has not been shown a suitable convergence instruction model for biology education. Therefore, the purpose of this study was to develop an instruction model for biology class of convergence learning. Convergence learning should be based on problem solving process to enhance creative thinking.
Hence, this study focused to review several literatures to extract convergence instruction factor from creative problem solving process. According to the literature reviews, biomimicry can be the most optimal method to learn either biological and bioengineering inquiry and creative design for problem solving. In addition, scientific and engineering inquiries, convergent design with creativity, and creative production were applied to students’ convergent problem solving in biomimicry class.
Both divergent and convergent thinking constructing creative thinking could be consisted of students’ learning strategy in convergence class activity. As a result of this study, this study suggested the biomimicry convergence instruction model based on creative problem solving process. This instruction model was composed of three steps : scientific and engineering inquiry, convergent design with creativity, convergent creation of product. According to the process of convergence learning, researchers suggested the instruction model called as ‘S2D Model’ which is meaning a teaching model with the procedure from science to (creative) design. After application of the S2D Model into a biology class, and this study collected data to check the change of motivation level by course interest survey. In the application, the S2D model is not only to be suitable in biology class for teaching biology convergence, but also able to enhance science learning motivation of student.
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참고문헌 (33)
참고문헌 신청
Alexander, P. A. / 1992 / Domain knowledge: Evolving themes and emerging concerns / Educational Psychology 27 : 33 ~ 51
Ashton-James, C. E. / 2009 / Social cues for creativity: The impact of behavioral mimicry on convergent and divergent thinking / Journal of Experimental Social Psychology 45
Bahar, M. / 2000 / The relationship between some psychological factors and their effect on the performance of grid questions and word association tests / Educational Psychol
Bar-Cohen, Y. / 2006 / Biomimetics: Biologically Inspired Technologies / Taylor & Francis
Barak, M. / 2007 / Teaching methods for inventive problem-solving in junior high school / Thinking Skills and Creativity 2 : 19 ~ 29
Ashton-James, C. E. / 2009 / Social cues for creativity: The impact of behavioral mimicry on convergent and divergent thinking / Journal of Experimental Social Psychology 45
Bahar, M. / 2000 / The relationship between some psychological factors and their effect on the performance of grid questions and word association tests / Educational Psychol
Bar-Cohen, Y. / 2006 / Biomimetics: Biologically Inspired Technologies / Taylor & Francis
Barak, M. / 2007 / Teaching methods for inventive problem-solving in junior high school / Thinking Skills and Creativity 2 : 19 ~ 29
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