본 연구는 역량중심 교육과정 구성에 필요한 창의적 문제해결 역량의 정의를 내리고 하위 요인을 설정하여, 타당성, 신뢰도, 적합도를 확보한 검사 도구를 제작하는 것을 목적으로 한 다. 문항의 구성은 주관적 평가를 위한 자기보고 문항과 객관적 평가를 위한 선다형, 수능형 문항을 제작했다. 본 연구를 통해 얻은 창의적 문제해결 역량의 구성요소는 문제인식, 분석적 사고, 융통적 사고, 대안 발견, 도전적 태도였다. 최종 문항을 확보하기 위해 탐색적 요인분석 과 확인적 요인분석을 실시했다. 타당도, 신뢰도, 적합도를 확보한 최종 문항은 자가 측정 21 문항, 선다형 29문항, 수능형 15문항이였다. 본 연구의 의의는 전문가 패널에 의한 델파이 조 사를 통해 창의적 문제해결 역량 하위 요인에 도전적 태도를 포함 시킨 것이다. 그리고 객관 적 평가를 위해 선다형문항과 수능형 문항을 구성한 것이다. 본 연구 결과를 기반으로 확보된 역량 측정 도구는 역량중심 교육과정 설계에 활용할 것을 제언했다.
This study was to set up the definition on competency, make up sub-factors of creative problem solving in order to make competency based curriculum in higher education, and create the inventory for competency of creative problem solving with proper validity, reliability and fitness. For this purpose, Experts meeting composed of 6 professors in K- University of Choongnam Province and an advisory board with 10 specialists including outside experts were composed of. Through Delphei survey, definition and sub-factors were set up. The experts panel with 5 people for making inventory made likert questions for self-evaluation, and consisted of multiple choice and SAT-type question for objective test. The gained sub-factors on competency of creative problem solving through this study were problem recognition, analytical thinking, flexible thinking, finding an alternative. In order to ensure final inventory, exploratory factor analysis and confirmatory factor analysis were conducted. The final questions obtained validity, reliability and suitability were 21 Likert questions, 29 multiple choice questions and 15 SAT-type question. The importance of this study was that ability of challenging attitude were consisted of competency of creative problem solving. and multiple and SAT-type questions were composed of for objective inventory. Through the result of this research, it was suggested that the obtained inventory of competency should be utilized to design competency based curriculum.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구 결과 Ⅳ. 결론 및 제언 참고문헌
