초등고학년의 언어피드백 유형에 따른 창의성 효과 연구

Abstract

The purpose of this study was to investigate the effects of two types of verbal feedback, used in creativity promoting programs to improve the creative thinking abilities. In this study, the students were divided into three experimental groups. On the basis of pre-programmed types of verbal feedback, the experimenter observed how well the verbal feedback worked on two groups, using performance-contingent feedback or task-contingent feedback, with the third group as the control where no feedback was given. The research question was, “Is there any difference among three groups for which different verbal feedbacks are used?” The study groups consisted of 174 4th grade students from elementary schools randomly selected in Seoul area, Korea. The Torrance Test of Creativity Thinking (TTCT), in which the creative thinking abilities were scored, was carried out as a pre-test and a post-test. The data were analyzed by using SPSS 20.0. The major results of this study were as follows; the students in the group, which went through the creativity promotion-oriented programs and were given task-contingent feedback, appeared to have improved their creative thinking abilities more than the students in the other groups. In addition to the results, the limitations of this study and directions for future research have been discussed.