Analysis of the technical problem-solving process in the Creative Product Making unit of elementary practical arts textbooks

The purpose of this study was to compare and analyze the technical problem-solving stages and contents of the <Creative Product Making> sub-unit of elementary school practical arts textbooks from the perspective of a teaching-learning model. To this end, an analysis framework was established and the contents of six elementary school 6th grade practical arts textbooks were analyzed. The contents were reviewed and field opinions were collected through interviews with elementary school teachers and analyzed qualitatively. The main research results are as follows. First, although the <Creative Product Making> sub-unit applied the technical problem-solving process in all six elementary practical arts textbooks, there were differences in the quantitative proportions such as the number of pages and lessons and the composition of detailed stages. Second, although the technical problem-solving process of the <Creative Product Making> sub-unit was composed of four stages, the names of the stages and the focus of the activities were different in each textbook. Third, as a result of an in-depth analysis of the contents of the <Creative Product Making> sub-unit by technical problem-solving stage, there were differences in the types and degree of structuring of the problems, the process of generating and converging ideas for exploring solutions, the level of specificity of the solution implementation process, and the evaluation method and comprehensiveness. Based on this analysis, suggestions were made for improving elementary school practical arts classes, refining teaching-learning models, and conducting follow-up research from the perspective of enhancing elementary school students' technical problem-solving skills.