고등학교 환경 수업의 환경 프로젝트 학습을 통한 창의성 변화

This study has started based on assumptions that the creativity is one of core competencies relevant for a sustainable future and that environmental project-based learning activities can provide high school students opportunities to improve their creativity. The purpose of this study is to examine the changes in highschool students’ creativity through environmental project-based learning activities experienced as part of the high school environmental curriculum. Environmental project-based learning activities were conducted for 5 months in one class of 35 high school students. A mixed-methods research was used to evaluate changes in creativity. For quantitative analysis, the Torrance Tests of Creative Thinking (TTCT) was administered four times. For qualitative analysis, interviews with the students were conducted. The results of the analysis are as follows. First, the examination of changes in creativity of the students showed that components of creativity have significantly increased during their learning processes. It showed statistically significant differences in creative thinking components such as fluency, elaboration, imagination, sensitivity and creative tendency components such as inquisitiveness, aggressiveness, and curiosity. Thus it can be concluded that environmental project-based learning activities have potentials for improving students’ creativity when they explore real-world environmental issues and participate in practical environmental activities as part of their classroom environmental projects. It also supports the idea that the high school ‘Environment’ curriculum is educationally meaningful since it plays an important role in education for creativity.