The Effect of Problem-Solving Instruction on Children's Creativity and Self-Efficacy in the Teaching of the Practical Arts Subject
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| Title: | The Effect of Problem-Solving Instruction on Children's Creativity and Self-Efficacy in the Teaching of the Practical Arts Subject |
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| Language: | English |
| Authors: | Chung, Namyong, Ro, Gyoung-sug |
| Source: | Journal of Technology Studies. Spr 2004 30(2):116-122. |
| Availability: | Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 3 |
| Descriptors: | Experimental Groups, Control Groups, Creativity, Self Efficacy, Problem Solving, Practical Arts, Instructional Effectiveness, Foreign Countries, Predictor Variables, Pretests Posttests, Teaching Methods, Comparative Analysis, Comparative Testing |
| Geographic Terms: | South Korea |
| ISSN: | 1071-6084 |
| Abstract: | Practical arts is a subject that not only promotes learners' better understanding of work in their daily lives, but also enables them to find ways to solve work-related problems by fostering basic skills and attitudes necessary for performing the work. The teaching of practical arts as a subject should be focused on developing creativity and self-efficacy by the active employment of scientific thinking through the activity-centered decision-making process. Plus, the teaching of the practical arts subject must be conducted according to the problem-solving model. The purpose of this study was to examine the effects on children's creativity and self-efficacy by applying problem-solving instruction in practical arts education and to show how this is reflected in the literature of problem-solving learning. The following delineations are the specific objectives used to achieve this purpose: (1) identify the effects of problem-solving instruction on the development of children's creativity; and (2) identify the effects of problem-solving instruction on the children's self-efficacy. This study shows the progress of creativity and self-efficacy in the experimental and control groups after the experimental group received problem-solving instruction and the control group received typical instruction (i.e., without the problem-solving emphasis). The findings reflect several significant differences between the typical instruction group and the group with the problem-solving component. Conclusions and recommendations based on the findings of this study are presented. (Contains 1 figure and 12 tables.) |
| Abstractor: | ERIC |
| Number of References: | 10 |
| Entry Date: | 2010 |
| Accession Number: | EJ905134 |
| Database: | ERIC |
| Abstract: | Practical arts is a subject that not only promotes learners' better understanding of work in their daily lives, but also enables them to find ways to solve work-related problems by fostering basic skills and attitudes necessary for performing the work. The teaching of practical arts as a subject should be focused on developing creativity and self-efficacy by the active employment of scientific thinking through the activity-centered decision-making process. Plus, the teaching of the practical arts subject must be conducted according to the problem-solving model. The purpose of this study was to examine the effects on children's creativity and self-efficacy by applying problem-solving instruction in practical arts education and to show how this is reflected in the literature of problem-solving learning. The following delineations are the specific objectives used to achieve this purpose: (1) identify the effects of problem-solving instruction on the development of children's creativity; and (2) identify the effects of problem-solving instruction on the children's self-efficacy. This study shows the progress of creativity and self-efficacy in the experimental and control groups after the experimental group received problem-solving instruction and the control group received typical instruction (i.e., without the problem-solving emphasis). The findings reflect several significant differences between the typical instruction group and the group with the problem-solving component. Conclusions and recommendations based on the findings of this study are presented. (Contains 1 figure and 12 tables.) |
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| ISSN: | 1071-6084 |
