초록 열기/닫기 버튼
The purpose of this study is to analyze the creative ideas generation process of elementary school teachers in professional development for design-based learning. For the study, two groups of teachers who participated in PD were selected. They conducted 'Designing a Vertical Farm' program, a design-based learning program which was restructured the 'Life and Environment' unit. We observed and analyzed the process of their generating creative idea. As a result, the teacher's creative idea generation process has emerged at all stages of the creative problem-solving process (finding, researching, designing, building, and evaluating problems). The process of generating ideas at each stage is non-linear, which was returning to the previous stage or two or more processes were compounded. The design-centered idea generation group (A) and the build-centered idea generation group (B) showed differences in the idea generation process. Group A had enough time to design through designing with feedback and sufficient consensus to elaborate the idea appeared. However, group B had more enough time to build for making, testing, and revising. Since the group A had a long time to elaborate and the idea consensus, the production time was insufficient, the group B had a lot of trial and error and correction processes in the production stage because design ideas were not completely agreed and confirmed. The teachers’ conversations design- based learning were meaningful, which showed active feedback to elaborate ideas.
