Browse > Article

Comparison of Mathematics and Science Teachers' Perception on the Korean Gifted education of Institutes for the Gifted education in the City Office of education and Science High School  

Hwang, Jung-Hoon (Busan Science High School)
Publication Information
Journal of Gifted/Talented Education / v.20, no.3, 2010 , pp. 809-830 More about this Journal
Abstract
The purposes of this study are to investigate Korean mathematics & science teachers' perception on the special education for the gifted, and to investigate if there are differences on their perception about it among the mathematics & science teachers when their affiliation institutes for the gifted are different. Their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, and science high school. The research problems of this study are as follows. Firstly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, science high school? Secondly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the mathematics teachers, science teachers? For the study, 26 mathematics teachers & 36 science teachers were sampled from the Institutes for the Gifted Education in Busan Metro-city & the Busan Science High School. and then 34-item-questionnaire developed by the author was administered to them. The research results are as follows. Firstly, the question as to participation in special education for the gifted in mathematics & science, the positive answer has been dominant. Teachers who were going to participate in special education for the gifted in mathematics & science have answered affirmatively. Secondly, perception of the organization of a class of the gifted in mathematics & science is very different between the group of institutes for the gifted education in the city office and the group of institutes for the gifted education in the science high school. Thirdly, perception of selection of gifted students for special education for the gifted in mathematics & science is very different between group of the mathematics teachers and group of the science teachers. Fourthly, 46.7% of the total agree with management of the gifted education in the science high school, 46.7% of the total agree with separation of management about mathematics & science.
Keywords
Gifted education in mathematics; Gifted education in science; Perception of mathematics teachers on gifted education; Perception of science teachers on gifted education; Science high school; Institute for the gifted;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 Landrum, M. S. (2001). Professional development. In M. S. Landrum, C. M. Callahan & B. D. Shaklee(Eds.), Aiming for excellence: Annotations to the NAGC pre-K-grade 12 gifted program standards. Prufrock Press Inc.
2 Park, S., & Oliver, S. (2009). The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science. Journal of Science Teacher Education, 20(4), 333-351.   DOI   ScienceOn
3 황정훈, 김영민 (2009). 정규 과학영재학교, 교육청 영재교육원, 일반 중․고등학교 과학 교사의 과학영재교육에 대한 인식 비교 연구. 영재교육연구, 19(3), 697-727.   과학기술학회마을
4 최선영 (2007). 초등과학 영재학급 담당 교사의 영재 교육에 대한 인식 조사. 초등과학교육, 26(3), 252-259.
5 Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121.   DOI   ScienceOn
6 조혜동 (2010). 중등 수학영재 교육에 대한 영재교육대상자․교사․학부모의 인식: 영재 교육기관을 중심으로. 석사학위논문. 고려대학교.
7 천세영, 황현주 (1999). 학생, 교사, 교장의 수업지도성에 따른 학업성취도 차이 연구. 교육행정학연구, 17(2), 251-272.
8 이해명 (2002). 영재교육과정 개발과 과제. 영재와 영재교육, 1(1), 91-124.
9 한기순, 양태연 (2007). 최근 국내 영재교육 연구의 흐름: 2000-2006년도 연구물 분석. 영재교육연구, 17(2), 338-364.   과학기술학회마을
10 오승현 (2003). 초․중․고 과학수업, 탐구․실험중심으로 전환. 교육마당21, 252, 58-61.
11 박수경 (2005). 과학영재학교 교수활동에 관한 학생인식 및 과학수업에서 상호작용 유형. 한국지구과학회지, 26(1), 30-40.   과학기술학회마을
12 조석희, 김홍원, 강숙희, 장영숙, 황홍규 (1999). 영재교육진흥법 구현을 위한 영재교육 제도와 운영방안. 서울: 한국교육개발원.
13 부산시교육청 (2010). 2010년도 부산교육청 영재교육기본계획. http://www.pen.go.kr(검색일: 2010. 11. 4).
14 서혜애, 박경희, 박지은 (2007). 과학영재교육 교사 교수방법 전문지식의 수준 분석. 교과교육학연구, 11(1), 1-14.
15 서혜애, 이윤호 (2003). 영재교육기관의 교수․학습실태 분석: 중학생 대상 과학영재교육. 중등교육연구, 51(2), 69-86.
16 심규철, 김현섭 (2006). 지역 영재교육원 과학영재교육 담당 교사의 영재교육에 대한 인식 조사. 한국생물교육학회지, 34(4), 479-484.
17 백성혜, 원정애 (2007). 과학영재교육에 대한 초․중등 교사의 인식 조사. 교원교육, 23(2), 195-208.
18 부산과학고등학교 (2010). 2010학년도 부산과학고등학교 학교교육계획서. http://bss.hs.kr (검색일: 2010. 11. 4).
19 박경희, 서혜애 (2005). 과학영재학교 교육프로그램에 대한 학생 및 교사의 인식 분석. 교육과정연구, 23(3), 159-185.
20 부산광역시영재교육연구회 (2005). 2005년도 부산광역시 영재교육연구회 연구논문집. 부산광역시교육청.
21 박경희, 서혜애 (2007). 영재교육 교사 전문성의 구성요소 탐색 연구. 영재교육연구, 17(1), 77-98.   과학기술학회마을