디자인 씽킹(Design Thinking)을 적용한 미술수업이 청소년의 창의적 문제해결력에 미치는 효과: 고등학교 1, 2학년을 중심으로 (The Effects of Design-Thinking Art Classes on teenagers' Creative Problem-Solving Ability: Focusing on the first and second graders of the high school)

서지정보

· 발행기관 : 한국초등미술교육학회
· 수록지 정보 : 미술교육연구논총 / 60권 / 107 ~ 144페이지
· 저자명 : 서혜인, 김효정

초록

본 연구의 목적은 창의적 문제해결 방법론인 디자인 씽킹을 적용한 미술수업이 학습자의 창의적 문제해결력에 미치는 효과성에 대해 알아보고자 함이다. 이를 위해 디자인 씽킹 및 창의적 문제해결력에 관련한 이론적 배경을 고찰한 뒤 총 6차시로 구성된 교수·학습 프로그램을 개발하였으며 본 연구수업에는 Stanford d.school의 디자인 씽킹 모형을 적용하였다. 총 5단계로 이루어진 Stanford d.school 모형은 공감 단계의 중요성이 강조된 모형으로, 사람 중심의 문제접근 과정을 구체적으로 살펴볼 수 있어 창의적 문제해결력을 측정하기에 유리한 모형으로 판단되었다. 연구의 대상으로는 경기도 소재의 G고등학교 1, 2학년을 선정하였으며 총 28명으로 구성된 단일집단이다. 창의적 문제해결 프로파일 검사(CPSPI: Creative Problem Solving Profile Inventory)를 통해 창의적 문제해결력 사전·사후 검사를 실시하였으며, 디자인 씽킹 미술수업의 흥미도 및 만족도 설문조사와 학습자 태도 및 과정 평가를 토대로 질적 연구를 진행하였다. 창의적 문제해결력 사전·사후 검사 자료와 수업 흥미도 및 만족도 설문 자료의 결과는 SPSS(Statistical Package for Social Science) Ver. 22.0 프로그램을 통해 전산통계 처리하였다. 결론적으로 본 연구를 통해 디자인 씽킹을 적용한 고등학교 미술수업은 청소년들의 창의적 문제해결력에 긍정적인 효과를 미쳤으며 자신감, 협동심, 다양한 관점의 포용 등 정의적 영역을 함양하는 것에 있어서도 교육적 가치를 지닌다는 것을 알 수 있었다.

영어초록

The numerous problems of modern society are not easily revealed on the surface due to the network of rapidly developing technologies and complex multilayered structures. Also, since these are mostly unstructured problems, specific methods and procedures for solving them are uncertain. Therefore, modern society needs a "creative problem-solving” ability to combine and apply existing information and knowledge in new ways to approach problems and come up with innovative solutions.
Creative problem solving refers to the whole process of a plan in which individuals or groups create or analyze various new knowledge to effectively implement new solutions with common goals such as problems, opportunities, etc(Donald J. Treffinger, 1995). Design thinking is a well-known methodology for this process of creative problem-solving. Design thinking was originally used as a business tool for companies to solve design problems and This proved to be an innovative success, drawing keen attention.
As such, creativity and innovation, which have made a big difference in the general lifestyle and monotonous daily patterns of humans, emerge not only in science but also in the arts. In particular, modern art transcends aesthetic functions and has a wide influence on the whole part of life. For this reason, considering these trends, the field of art education needs to educate on how to approach a problem from various perspectives and how to solve it creatively.
Therefore, the purpose of this study is to find out the effectiveness of art classes applied with design thinking on the students' creative problem-solving abilities. To that end, a total of six classes of teaching guidance were designed and conducted for the first and second graders of high school. To this research class, The design thinking model of Stanford d.school was applied. The Stanford d.school model, which consists of five steps, was judged to be an advantageous model for measuring students' creative problem-solving abilities, as the model emphasized the importance of the empathy phase and focused on the process of problem-solving rather than the outcome. The procedures and methods of specific research are as follows.
Based on the theoretical background related to design thinking and creative problem solving, and on the comparative analysis of textbooks according to the 2015 revised curriculum, we selected units suitable for problem-solving. In this study, we developed a teaching and learning program consisting of a total of 6 classes. we selected "poke with your elbows! Nudge Design moving the world: Making our school more Convenient and Cleaner” as the subject of learning and set up the suitable tools for these teaching and evaluation.
We selected objects of the study are the first and second graders of G High School in Gyeonggi-do and the group is composed of 28 students. As a tool for measuring creative problem-solving abilities, we used test papers from the Creative Problem Solving Profile Inventory (CPSPI), developed by Hwasun Lee, Jungmin Pyo, Insoo Choe, and proceeded quantitative research by conducting pre- and post-mortem examinations. Besides, a survey was conducted to find out the degree of interest and satisfaction in design thinking art class, and qualitative data related to this was collected based on the learner's attitude and course evaluation.
The results of the creative problem-solving pre- and post-testing data and the class interest and satisfaction survey were computerized through the Statistical Package for Social Science (SPSS) Ver. 22.0 program.
The results produced and the corresponding discussions are as follows.
First, this study conducted pre- and post-mortem examinations using the creative problem-solving profile test (CPSPI), a tool for testing creative problem-solving skills. The analysis showed that there are significant differences in each sub-item.
Second, after analyzing qualitative data based on surveys, activities, and results of the class, we could see that art classes applied with design thinking had a positive impact on students' ability to learn and attitude, including creative problem-solving skills and ability to cooperate, confidence, career choice, and awareness of design. also, we could see that the students were very interested in the process of finding and solving problems.
Therefore, The study proved that: Art classes applied with design thinking had a positive effect on teenager's creative problem-solving skills and had an educational value in cultivating an affective domain such as confidence, cooperation through the acceptance of various perspectives.
Suggestions through the study are as follows. First, considering the limitation of this study, which consists of a single group, more accurate verification is needed to generalize the results of the study by comparing and analyzing the differences between creative problem-solving effectiveness through experimental group and the control group. Second, this study was conducted mostly on learners with professional art training, so follow-up studies on whether it has a positive effect on ordinary learners are necessary. Third, research on long-term projects with enough time is needed to verify the specific effectiveness of each step of the design thinking process.

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