이 연구에서는 청소년 초기에 있는 초등학교 5학년 학생들에게 창의성 증진 프로그램을 투입하여 그 효과를 검증하였다. 창의성 프로그램은 국내에서 사용되고 있는 다양한 형태의 수업 보조자료를 창의력 학습 훈련기법과 원리를 토대로 보완하여 창의성의 하위요소인 유창성·융통성·독창성·개방성을 육성할 수 있도록 구성하였다. 이 프로그램은 사전·사후 통제집단 설계에 따라 40명의 실험집단에게 2개월간 실시하였다. 실험집단과 통제집단의 창의성 점수는 사전 검사에서 차이가 없었으나 사후 검사에서는 실험집단의 점수가 의의있게 증가하였으며, 창의성의 하위요인에서도 동일한 결과를 보였고, 성차는 나타나지 않았다. 그러므로, 창의성 프로그램은 남녀 학생들의 창의성을 증진하는데 효과적이었다. 이 결과를 보완하고 일반화하기 위해서 다양한 집단을 대상으로 한 유사한 실험의 반복과 장기간의 효과검증 및 여러 유형의 프로그램에 대한 상호 비교의 필요성 등이 논의되었다.

The aim of this study was to find effects of the program for improving creativity of elementary students. The program for improving creativity was developed based on the guidelines for learning and teaching creativity after reviewing various programs avaliable. For the experiment, the pretest-posttest control group design was used. The subjects of the study were 80 children from 2 classes of the 5th grade in Noam Elementary School at Kangnung. The measuring instrument was `The Easy Test for Creativity` which consisted of 170 items. And the creativity program was applied to the experimental group for two months. To prove the experimental effect t-test was adopted on the pre- and post-test scores for two groups. The application of the program was effective for elementary school children. and showed equally meaningful effect on boy and girls. As well, the result suggested that in the real school situation we can make better their creativity under the proper process of teaching and teaming activities, Some suggestions for future research were as follows; First, as this study analyzed the results of the test right after applying the program to the children for two months, the long-term effect should be proved. Second, the results were restricted to two classes in an elementary school at a small city, so its effect cannot be generalized. Third, studies on selecting the best among the programs for improving creativity in school are necessary. For example, comparing the effects of the various types of programs can be considered.