최근의 국내외의 다양한 SW교육활동과 정책의 급격한 변화는 창의․융합적 SW역량을 갖춘 인재가 한 국가의 미래 경쟁력을 좌우하게 될 것이라는 예측으로부터 출발한다. 본 연구에서는 미래사회에서 요구하는 창의·융합적 역량을 강화하기 위한 SW교육의 구체적인 방법을 제시하고자 Wing(2006, 2008), Philip(2011), Barr 외(2011)의 컴퓨팅 사고(Computational Thinking, 이하 CT)와 Osborn(1953), Parnes(1981), Treffinger(1982)의 창의적 문제 해결 모형(Creative Problem Solving, 이하 CPS)을 융합한 CT-CPS 프레임워크의 초안을 개발 하였으며, 설문지 개발과 전문가 리뷰를 통해 개발된 초안의 타당성을 검증하였다. 이 후 최종적으로 본 프레임워크를 기반으로 설계된 수업 콘텐츠의 현장 적용을 실시하였고, 지도교사 심층면담 및 학생 성찰일기 등을 통해 현장 적용의 가능성을 탐색하였다.

Today’s dramatic change of diverse activities and policies on computing education in domestic and international environment has its root in the prediction that talents equipped with creative computing competence will determine the competitiveness of a nation in current software society. From this viewpoint, this study attempts to suggest a specific instructional framework for software education that can enhance creative competence that is required in the computing class. Specifically, we suggest the computational thinking-based creative problem solving(CT-CPS) framework from which students can develop their computational thinking ability in the context of the creative problem solving technique. Our study first conducted basic research where the previous literature and theoretical backgrounds of the computational thinking ability and creative problem solving techniques were investigated, and then a draft of the CT-CPS framework was proposed based on this activity. Through questionnaire development and experts review, the validity of the draft proposal was confirmed, and the final CT-CPS framework was subsequently developed by reflecting the extracted revisions and suggestions. Finally, we drew implications for the potential problems and possibilities of field application by applying the prepared teaching materials to the actual computing class.

• Jeon, Yongju(Korea National University of Education) | 전용주
• Kim, Taeyoung(Korea National University of Education) | 김태영 Corresponding Author