Browse > Article
http://dx.doi.org/10.5467/JKESS.2008.29.2.151

Analyzing Perceptions of Small Group Inquiry Activity in the Gifted Education of Korea  

Jeong, Hyun-Chul (Institute for Gifted Students, KAIST)
Park, Young-Shin (BK 21, Science Education for the Next Society, Seoul National University)
Hwang, Dong-Jou (Graduate School of Education, Ajou University)
Publication Information
Journal of the Korean earth science society / v.29, no.2, 2008 , pp. 151-162 More about this Journal
Abstract
This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.
Keywords
small group; inquiry; cooperative learning; professional development program; the gifted;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 박성익, 조석희, 1996, 과학영재교수법. 한국과학재단, 234 p
2 양일호, 정진우, 김영신, 김민경, 조현준, 2006, 중등학교 과학 실험 수업에 대한 실험 목적-상호작용-탐구 과정의 분석. 한국지구과학회지, 27, 509-520   과학기술학회마을
3 Davidson, N. and Worksham, T., 1992, Enhancing thinking through cooperative learning. Teachers Colleage Press, NY, USA, 287 p
4 Kamina, P.A.O., 2003, Teachers' perceptions and practices of inquiry-based instruction: A case study of fifth grade investigations curriculum in an urban school. Doctoral Dissertation in Syracuse University. 229 p
5 Keys, C.W. and Kennedy, W., 1999, Understanding inquiry science teaching in context: A case study of an elementary teacher. Journal of Science Teacher Education, 10, 315-333   DOI   ScienceOn
6 Neber, H., Finsterwald, M., and Urban, N., 2001, Cooperative learning with gifted and high-achieving students: A review and meta-analysis of 12 studies. High Ability Studies, 12, 199-214   DOI
7 Salomon, G. and Globerson, T., 1989, When teams do not function the way they ought to. International Journal of Educational Research, 13, 89-99   DOI   ScienceOn
8 Slavin, R.E., 1983, Cooperative learning. Longman, NY, USA, 147 p
9 National Research Council, 2000, Inquiry and the national science education standards. National Academy Press, Washington, DC, USA, 202 p
10 Gallagher, J.J. and Tobin, K., 1987, Teacher management and student engagement in high school science. Science Education, 71, 535-555   DOI
11 National Research Council, 1996, National science education standards. National Academy Press, Washington, DC, USA, 262 p
12 이양락, 1997, 협동학습이 중학생의 과학 지식, 탐구 능력 및 학습 환경 인식에 미치는 효과. 서울대학교 대학원 박사학위논문, 268 p
13 박수경, 2005, 과학영재학교 교수활동에 관한 학생인식 및 과학수업에서의 상호작용 유형. 한국지구과학회지, 26, 30-40   과학기술학회마을
14 Elmore, R. and Zenus, V., 1994, Enhancing social-emotional development of middle school gifted students. Roeper Review, 16, 182-185   DOI   ScienceOn
15 Kenny, D.A., Archambault, F.X.Jr., and Hallmark, B.W., 1995, The effects of group composition on gifted and non-gifted elementary students in cooperative learning groups (Research Monograph 95116). The National Research Center on the Gifted and Taleneted, University of Connecticut, CT, USA
16 National Council of Teachers of Mathematics, 1996, Principles and Standards for School Mathematics. National Council of Teachers of Mathematics, Virginia, USA, 402 p
17 Johnson, D.W. and Johnson, F., 1994, Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn and Bacon, Boston, USA, 292 p
18 Chinn, C.A. and Malhotra, B.A., 2002, Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218   DOI   ScienceOn
19 Krajcik, K., Blumenfeld, P.C., Marx, R.W., Bass, K.M., Fredricks, J., and Soloway, E., 1998, Inquiry in projectbased science classroom: Initial attempts by middle students. The Journal of the Learning Science, 7, 313-350   DOI   ScienceOn
20 Kuhn, D., Amsel, E., and O'Loughlin, M., 1988, The development of scientific thinking skills. Academic Press, San Diego, USA, 249 p
21 Crawford, T., Kelly, G.J., and Brown, C., 2000, Ways of knowing beyond facts and laws of science: An ethnographic investigation of student engagement in scientific practices. Journal of Research in Science Teaching, 37, 237-258   DOI   ScienceOn
22 서혜애, 손연아, 김경진, 2003, 영재교육기관 교수-학습 실 태 분석. 한국교육개발원 연구보고서, 302 p
23 Crawford, B.A., 2000, Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916-937   DOI   ScienceOn
24 윤초희, 정현철, 2006, 과학영재의 과학탐구능력 관련 변인 에 대한 경로분석: 숙달목표, 자기효능감, 자기조절전략 및 탐구수업을 중심으로. 교육심리학회, 20, 321-339
25 Flick, L.B., 1997, Focusing research on teaching practice in support of inquiry. A paper presented at the annual meeting of the national association of research in science teaching, Oak Brook, IL, USA, In Press
26 Bybee, R.W., 2000, Teaching science as inquiry. In Minstrell, J. and van Zee, E.H., Inquiry into inquiry learning and teaching in science. American Association for the Advancement of science, Washington, DC., USA, 21-46
27 한재영, 2003, 소집단 과학 학습에서 유화성에 따른 집단 구성의 교수 효과 및 언어적 상호작용. 서울대학교 대 학원 박사논문, 183 p
28 Stahl, R.J., 1996, Cooperative learning in science: A Handbook for teachers. Arizona State University, Tempe, USA, 433 p
29 American Association for the Advancement of Science, 1993, Benchmarks for science literacy. Oxford University Press, NY, USA, 418 p
30 Sharan, S., 1990, Cooperative learning: Theory and research. Praeger Publishers, London, UK, 314 p
31 박수경, 2006, 집단 보상과 협동기술 훈련이 초등학생의 과 학성취도와 학습동기에 미치는 효과. 한국지구과학회지, 27, 121-129   과학기술학회마을