2017, Vol.7, No.1

Global Creative Leader: Education & Learning 2023 KCI Impact Factor : 1.5

pISSN : 2234-7534
https://journal.kci.go.kr/gcl

The purpose of this study was to investigate the effect of flipping learning, which has recently attracted attention, in order to develop self-directed and convergent talents that can adapt to future society through university classes. Since university classes can not be uniformly organized according to the characteristics of the major and the subject, the researchers designed three types of flipping learning and applied it to the three education-related subjects of S university in the second semester of 2016. Pre- and post-tests were conducted based on the achievement goals to be achieved in each subject before and after the quasi-experiment, and two 75-minute classes were held each week. As a result, it was confirmed that there was more class effect in groups 1 and 2, which performed online prior learning, and group 1, in which the teacher more appropriately intervened in the classroom, was more effective than group 2 only in the role of facilitator. However, the satisfaction level of group 3 was highest when text was given prior and seminar type. Therefore, it was confirmed that differentiated flipping learning in college contributed to improvement of academic achievement or satisfaction in each group. The result of this study is expected to be provided as meaningful data for improving the class in the future.

The purpose of this study was to analyze the longitudinal change of academic achievement and subject interest according to the school type. For this study, the panel data of the 1st, 2nd, and 3rd year of Gyeonggi Education Panel Study(GEPS) were referred. The results of longitudinal study using‘multilevel growth model’are as follows: First, the academic achievement of innovative high school students in Korean language and math was statistically significantly high in growth change rate compared with that of general high school students. Next, the change rate between Korean language and math interest was not significantly different. The relationship between subject interest and academic achievement showed a difference among school characteristics as well as subjects but it was not significantly different in the growth change rate. The results of this study suggest that a class for the students' interest in each subject should be introduced to continue the growth of academic achievement.

The purpose of this study was to identify the effect of the 'Creative Problem Solving Team Project(CPSTP)' on creativity and to measure the class satisfaction of elementary school students. For this study, two classes of 6th graders of D elementary school in Seoul were selected. The CPSTP program was modified first based on the theme of imprompt projects composed of 8 sessions for the 'Creativity Championship Competition for Korea Students', which is one of representative creativity competitions in Korea. The experimental group had been applied with the CPSTP programme, while the controled group had the general creative activity programme for comparative experimental study. The experiment had been conducted from the end of March to 8th of May, 2015 during 6 weeks. The results shows as follows. First, it is statistically affirmed that CPSTP is the effective program to increase/improve the creativity of elementary students. There were significant influences on the creative capacity and sub-factors of creativity such as fluency, originality, imagination, sensitivity of thought, and elaborateness. Second, it is evidently identified that students participated in creative problem solving team project program had such high level of class satisfaction. Various CPSTP activities had positive effect to raise the level of class satisfaction especially on diverse idea discussion.