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1 Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp.1-22 DOI: * An Analysis of the Extension of College Students Creativity by Scaffolding in making insights According to Gender and College Majors Purpose: The research was carried out to analyze the extension of college students creativity through the use of scaffolding according to gender and college majors differences. Method: Scaffolding was composed of mediator in making insights on problem solving. Results: The study showed the results which can be summarized as follows. First, a creativity improvement has been demonstrated by experimental groups in some subordinate elements after scaffolding. However, the extension of creativity according to gender and college majors that were given scaffolding improved on different scale. According to the results shown from the construction task in Torrence tests of creativity thinking, it showed the discrepancies in ability of extending creativity between the males and females, humanities and social sciences students or engineering students. Depending on the creativity subordinate elements, moreover the opposite result were analyzed. Conclusion: These results of this study suggest that what's the meaning of scaffolding and the role of it in the extension of student's creativity and that's possibility. Key words : creativity, scaffolding, insight, gender, college majors * Corresponding Author: Lee, Soon-Joo. Hanbat National University, Dept. of Public Administration, Dukmeongdong, Dae-jeon, Korea,

2 I Runco(1994) person, process, press, product, persuasion, potential 6p., (,,, 2013). (Csikzentmihalyi, 1989; Hennessey & Amabile, 1988; Sternberg & Lubart, 1999). Vygotsky (Талыз ина, 1984; Чудновский, 1991)., (, 2002), (,,, 2010) (, 1998;,, 2004;, 2009) (,,, 2013.) (2016a),..

3 ,?,?,? II. (scaffolding)..

4 Wood, Bruner Ross(1976) Rogoff(1990) (skills).,. (, 1999). (hand over principle) Bruner(1983). (Berk & Winsler, 1995)... (, 2006b).., (2015)..

5 .....,, (,, 1986;, 1983;, 1994;,, 1987;,, 1989). (1989) (1986),,.. (1994)...., (, 2004), (, 1984) , (, 1995).. (2012),

6 2015. (Baer, 2008; Stoltzfus, Nibbelink, Vredenburg, & Thyrum, 2011)..,. (2012),..,. III. H 582.,, 142, , ,

7 ) 창의성검사 Torrance(1974) TTCT(Torrance Tests of Creative Thinking).,,,,. (Fluency), (Originality). (Elaboration), (Abstractness of Title). (Resistance to Premature Closure).,, ,. 30.,. TTCT.

8 2) 설정된비계 1994 Обухова Чурбанова(1994) (1),,,,.. (2) tv.,,,.. (3).,,,,,. Torrance(1974) TTCT A. TTCT B,

9 . 10,. 1) 수집된자료처리,, 4 TTCT. Cronbach s α ) 통계분석방법 SPSS.,., t-., t-. IV. 1) 실험통제집단의사전사후검사에의한창의성신장비교.. < IV-1>.

10 ** p<.01, *** p<.001 t *** ** *** < IV-1>,,,, 4.. (t=-9.894, p<.001) (t=-2.657, p<.01) (t=-3.628, p<.001).,. 2) 전체학생의성별창의성신장 * p<.05, ** p<.01, *** p<.001 t *** *** * ** *

11 . < IV-2>, t-., (t=2.414, p<.05) (t=-6.467, p<.001) (t=-2.094, p<.05) (t=2.414, p<.01).., (: t=2.684, p<.01, : t=2.414, p<.05). t-, (t=-2.383, p<.05), (t=-3.530, p<.01), (t=-4.362, p<.001).. t * p<.05, ** p<.01, *** p< * ** *** 1) 인문사회계열학생의성별창의성신장효과

12 t *** *** ** * * * p<05, ** p<.01, *** p<.001 < IV-4> (t=-7.030, p<.001) (t=-3.832, p<.01). (t= p<.001) (t=-3.832, p<.01). (t= p<.001) (t=-2.349, p<.05). (t=2.584, p<.05). 2) 공학계열학생의성별창의성신장효과 * p<.05, ** p<.01, *** p<001 t * ** ***

13 < IV-5>, (t=-2.545, p<.05). (t=4.129, p<.001). ** p<.01, *** p<.001 t *** *** *** ** t-., < IV-6>., (t=-9.897), (1 :t=-4.421, p<.001) (t=-4.229, p<.001). (t=3,523, p<.01). t-,,. (t=2.909, p<.01)..

14 t ** ** p<.01 V... Torrance(1974) TTCT(Torrance Tests of Creative Thinking).,.,...,,

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19 , (2015).. (5), (2004).. (1), 5-31., (1986). : ,, (2010).. (2), (1997).,,.. (1983)... (2017). VR., AI-VR (1998).. (1994) , (2015).. (12), , (2012).. Golbal Creative Leader, 2(2), (2002).. (2), ,, (2013).,. (1), (2006a).. (1), (2006b).. (1), , (1987) , (1989)..

20 (2000).. (1995) , (2004).,. (3), (2009).. (2), (1984)... (1999).. Baer, J. (2008). Gender Differences in Creativity. Journal of Creative Behavior, 42(2), Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and earlychildhood education. NAEYC Research and Practice Series 7. Washington, DC: National Association for the Education of Young Children. Bruner, J. S. (1983). Vygotsky's zone of proximal development: The hidden agenda. New Directions for Child Development, 23, Csikszentmihalyi, M. (1989). Society, culture, and person: A system view of creativity. The nature of creativity(pp ). Cambridge University Press. Hennessey, B. A., & Amabile, T. M. (1988). Storytelling as a means of assessing creativity. Journal of Creativity Behavior, 22, Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Runco, M. A. (1994). Problem finding, problem solving, and creativity. Norwood, NJ: Ablex Publishing Corporation. Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospect and paradigms. In R. J. Sternberg(Eds.), Handbook of creativity. New York: Cambridge UniversityPress. Stoltzfus, G., Nibbelink, B. L., Vredenburg, D., & Thyrum, T. (2011). Gender, gender role, and creativity. Social Behavior and Personality, 39, Torrance. E. P. (1974). Torrance tests of creative thinking: Norms-technical marual. Princeton, NJ: Personnel Press/Ginn. Wood, D. J., Bruner, J. S., Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and psychiatry, 17, Обухова, Л. Ф. & Чурбанова. С. М. (1994). Развитие дивергентного мыцления в детском возрасте. Издательство Московского Универстети.

21 Талызинa, Н. Ф. (1984). Управление процессом усвоения знаний. М. Чудновский, В. Э. (1991). Споcoбности как проявление внутренней логики психического развития. Одаренные дети в Узбекистане. : / : / :

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