• Title/Summary/Keyword: 지구과학 영재

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Analysis of Earth Science Area among Competency-Based Elementary Science Gifted Education Programs (역량중심 초등과학 영재교육 프로그램 지구과학 영역 분석)

  • Kim, Ye-Bin;Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.2
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    • pp.136-145
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    • 2021
  • The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

20년 후 자화상 분석을 통한 과학 영재의 미래 직업에 대한 연구

  • 심규철;박상태;박종석;변두원;김여상
    • Proceedings of the Korean Society for the Gifted Conference
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    • 2003.05a
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    • pp.159-160
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    • 2003
  • 본 연구는 과학 영재들이 생각하는 "0년 후의 자화상"분석을 통해 그들이 바라는 미래 직업 또는 희망, 그 이유, 그리고 그에 대한 확신 등을 조사하고자 하였으며, K대학교 과학영재교육원 중등기초과정 수학, 물리, 화학, 생물, 지구, 정보 등 6개 분야 입학생 86명(남 56명, 여 30명)을 연구 대상으로 하였다. 분석 내용은 과학 영재들에게 20년 후의 자신의 모습을 자유 서술 방식으로 기술하도록 하였다. 과학 영재들이 자신의 미래의 꿈의 실현이나 직업에 대한 확신 또는 자신감을 갖고 있는 비율은 전체의 74% 수준이었으며, 남자 영재가 62%로 여자 영재의 88%보다 낮은 것으로 조사되었다(Pearson $X^2$=4.405, p<0.05). 또한, 과학 영재들의 미래의 희망 직업에 대한 조사에서는 자신이 속한 과학 영재분야와 관련된 직업은 29.2% 정도에 지나지 않았으며, 의사나 한의사 등 의학 계통에 종사하고자 하는 비율이 32.6%로 가장 많은 것으로 조사되었다. 이외에도 사업 경영, 교사, 법조인 및 정치인, 외교관 등 다양한 직업에 대한 희망을 갖고 있는 것으로 나타났다. 이러한 경향은 성별과 상관없이 동일한 것으로 조사되었다(Pearson $X^2$=9.570, p>0.05). 과학 영재들이 미래 직업으로 관련 과학분야에 대해 응답한 것을 수학, 물리, 화학, 생물, 지구, 정보 등 과학영재 분야별로 비교하여 보면, 수학 영재들이 54,5%로 가장 높았으며, 다음으로는 화학 분야 40% 정도를 차지하는 것으로 나타났다. 반면에, 과학 영재들이 가장 선호하였던 의학 분야에 대해서는 지구과학 영재들이 61.5%로 가장 높았으며 다음으로는 물리 영재들이 38. 9%를 차지한 것으로 조사되었다. 미래의 자신의 직업을 선택한 이유는 첫 번째가 사회 봉사와 국가 발전에 기여하기 위한 것이었으며, 다음으로는 생활의 안정을 꼽고 있었다. 이외에도 과학적 업적 달성을 위해, 자신의 꿈(이상) 실현을 위해 등의 이유를 들고 있었다. 이러한 경향은 남자 영재와 여자 영재들간에 다소 차이는 있었으나 거의 유사한 것으로 조사되었다(Pearson $X^2$=2.186, p>0.05). 우수한 능력을 소유한 영재들이 과학관련 분야를 선호하지 않는다면 우리나라의 과학 발전은 그리 낙관할 수 없을 것이다. 그러므로, 영재들을 과학 관련 분야로 이끌어 그들이 소유한 영재성을 발휘하도록 하는 것은 매우 중요한 일일 것이다. 이룰 위해서는 과학 영재들이 자신의 능력에 대한 자신감을 더욱 높여야 하며 그 능력을 과학관련 분야에 발휘하도록 하기 위한 국가적, 사회적, 교육적 노력이 필요하다. 노력이 필요하다.

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Analysis on the Earth Science Concepts of the Gifted Science Students and Non-gifted students By the Type of Thinking Styles (과학영재학생과 일반학생의 사고양식에 따른 지구과학 개념 비교)

  • Park, Soo-Gyong
    • Journal of the Korean earth science society
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    • v.25 no.8
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    • pp.708-718
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    • 2004
  • On the basis of Sternberg's theory of mental self-government, this examined the difference in thinking style between gifted science students and non-gifted students, and their earth science concepts by the different types of thinking styles. The subjects were consisted of 120 students from the Busan Science Academy and 122 students from two general high schools in Busan, Korea. All participants responded to the Thinking Styles Inventory which is a self-report test consisting of 65 items, and essay questions for examining the students' earth science concepts. The results are as follows. First, the gifted science students prefer legislative, judical, anarchic, global, and liberal styles, where non-gifted students prefer executive, oligarchic, and conservative styles. Second, Type I thinking style group prove to have more complex concepts in relation to the geological and astronomical areas than those of the Type II thinking style group in both of the gifted and non-gifted students. This indicates that Type I thinking style students use a deep learning approach where Type II thinking style students use a surface learning approach.

Development and Application of the Sea Wave Experimental Module for the Gifted Students in High School Earth Science (고등학교 과학영재를 위한 지구과학 영역 해파 실험모듈 개발 및 활용)

  • Lee, Heui-Taek;Shim, Kew-Cheol;Kim, Yeo-Sang
    • Journal of Gifted/Talented Education
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    • v.18 no.1
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    • pp.139-165
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    • 2008
  • This paper is focused on the development of sea wave experimental module for the science gifted students and the potential of its application in high school earth science. Sea wave experimental module for the gifted was characteristics by five phases: Engagement, Exploration, Explanation, Elaboration, and Expansion. Subjects were 16 gifted students, who were 10th graders and have been taught in the adjacent Education Institute for the gifted of Education Districts, Daejeon Metropolitan Office of Education The changes of inquiry ability and knowledge achievement were analyzed according to analysis of experimental report and pre-test and post-test. Experimental module for the gifted was very effective on inquiry skills as follows: control of variables, experimental designing, and selecting tools of experimental process. And also it was positively effective on achievement. The result of this study suggested that experimental module for the science gifted should be very meaningfully to improve scientific ability of them, and the development and application of experimental module for the science gifted be needed for them.

An Analysis on the Behavioral Characteristics of the Scientifically Gifted Students (과학 영재의 행동 특성 분석)

  • Lee, Hang-Ro
    • Journal of the Korean earth science society
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    • v.32 no.3
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    • pp.294-305
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    • 2011
  • This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

A Study on the Problem Solving Styles according to Left/Right Brain Preference of Earth Science Gifted Students (좌우뇌 활용 선호도에 따른 지구과학 영재들의 문제해결방식에 관한 연구)

  • Chung, Duk-Ho;Park, Seon-Ok
    • Journal of the Korean earth science society
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    • v.31 no.2
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    • pp.172-184
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    • 2010
  • This study is to investigate the problem solving styles according to the left /right brain preference among earth science gifted students. We took the R/LCT and the test of BPI to investigate the brain preference of earth science gifted students (N=16), and took S-CPST to investigate the problem solving styles on them. In the R/LCT, the earth science gifted students were classified into 3 groups (8 left-brain preference students, 7 right-brain preference students, 1 middle-brain preference student). In the BPI, 8 students had the appearance of left-brain preference, whereas 8 students had the appearance of right-brain preference. According to the result of S-CPST, first the left brain preference students tended to resolve a problem into simple components, then they put together each simple component. They prefer to solve a problem using numbers and mathematical signs logically, but they were afraid of giving trouble to describe own idea with pictures. Whereas the right brain preference students solved a problem with 3 steps. First, they saw an overall form of problem. Second, they tried to analyze each simple component of it, and then, made up all in one. Also, the right brain preference students observed the intuitive pattern of problem first, and then suggested the various problem solving methods later, and they took a solving plan using a picture in detail. In sum, earth science gifted students are unequal in problem solving styles according to the left/right brain preference. Thus, a teaching-learning method needs to be developed based on left/right brain preference for more effective gifted education.

An Analysis on the Characteristics of the Information Science Gifted Students through Observational Evaluation (관찰평가를 통한 정보과학영재의 특성 분석)

  • Seo, Seong-Won;Kim, Eui-Jeong
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.13 no.9
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    • pp.1973-1979
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    • 2009
  • This dissertation was aimed at finding an implication of selecting and educating the gifted of information science discovering features of gifted learner in the field of math and science and the gifted of information science through comparative analysis of observing evaluation for the gifted of information science. Subjects of the study are foundation course learners of University Science Education Institute for the Gifted in the field of physics, earth science, math, information science. We have compared the features of learners of each field through one-way ANOVA about an observing evaluation for one year. In consequence, information science learners showed mostly different features from physics and earth science learners in details of an attitude area and a problem solving area. And an analysis of each subject of information science learners showed that the test of attitude area in the fields of math and information was relatively superior to that of science. On this, the researcher concluded that there must be features of the gifted on information science and their difference from gifted learners in math and science was caused by learner levels and features of each field. Based on the result of this study, we expect that we can imply it to selecting and educating the gifted of information science.