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Korean J General Edu > Volume 15(5); 2021 > Article
Korean Journal of General Education 2021;15(5):325-342.
DOI: https://doi.org/10.46392/kjge.2021.15.5.325    Published online October 31, 2021.
The Direction of Developing Courses and Assessment Tools for Enhancing Creativity Aligned with Critical Thinking
Chun-gi Min
Lecturer, Chonnam Nat Uni
창의성과 비평적 사고를 연계한 교양 교과목 및 평가도구 개발의 방향
민춘기
전남대학교 강사
Correspondence:  Chun-gi Min,
Email: chgmin@jnu.ac.kr
Received: 20 September 2021   • Revised: 20 October 2021   • Accepted: 25 October 2021
Abstract
The intellectual activities of creativity and critical thinking are essential in the complex problem-solving process of modern society. This article starts from the position that it is necessary to develop courses and assessment tools that is needed for simultaneously facilitating creativity and critical thinking skills at the same time in universities. The purpose of this paper is to provide a starting point for discussion on the development of creative competency courses and assessment tools required to link creativity and critical thinking skills. In Korea, there are many studies dealing with creativity and critical thinking separately, while in foreign countries, there is an active discussion taking place about the development of courses and assessment tools. To this end, based on the creative competency area set as a core competency in the liberal arts education of a university, the discussion was conducted by citing relevant domestic and foreign materials.
First, in the process of arranging the connection between creativity and critical thinking, the necessity of linking these two skills to solve creative problems was confirmed. Next, the direction of the development of courses that can foster creativity and critical thinking abilities together was explored, focusing on lesson goals, contents, and methods. In order to simultaneously enhance creativity and critical thinking abilities among our students, it is necessary to design an activity-centered curriculum that combines both skills based on the existing creativity education and critical thinking education. Finally, the method of developing an assessment tool that can authentically measure the students’ creativity and critical thinking ability is described mainly using existing tools and in terms of employing technologies. Research on how to integrate previously developed tools for measuring creativity and measuring critical thinking skills should be continued. In particular, it is necessary to prepare a plan to solve technical problems in order to use technology in the course management and development of assessment tools.
Classes for cultivating creativity and critical thinking abilities in our students can be more effective in liberal arts education for the simple reason that lessons within their majors emphasize the acquisition of specialized knowledge. Thus, there is a limit to creative competency education. Since modern and future societies require us to possess the ability to generate creative ideas in abundance in order to solve complex problems, as well as the ability to critically reflect and evaluate ideas and apply them to problem solving, it is urgent to develop courses and assessment tools that can align creativity with critical thinking. Designing effective classes through in-depth discussions on the development of courses and assessment tools remains as a theme for further research.
Key Words: creativity, critical thinking, developing course, assessment tool, authentic assessment
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