• 과학교육연구지
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• 제39권2호
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• pp.278-289
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• 2015

연구의 목적은 영재교육대상자의 선발 방법이다. 즉, 시험 선발과 자동 진급에 따라 선발된 영재학생간의 학업정서, 메타인지, 자기효능감을 차이를 비교, 분석함으로써 선발 방법에 따른 영재 학생의 특성을 이해하고 효과적인 영재교육을 위한 영재교육대상자 판별 및 선발에 있어서의 타당한 근거를 마련해 보고자 한다. 본 연구의 결과는 다음과 같다. 첫째, 영재선발방법에 따라 선발된 영재 학생간의 학업정서, 메타인지능력 및 자기효능감의 연구에서는 시험 선발 영재학생과 자동 진급 영재 학생 간에는 유의한 차이가 없었다. 영재라는 동질 집단 조건에서는 선발방법의 차이에 따른 영향은 없는 것으로 판단된다. 둘째, 동일한 선발된 방법에 따른 비교에서, 영재학생의 학업정서를 살펴보면, 시험선발의 경우 초등과 중등 모두에서 유의한 차이가 없었으나, 자동진급에서는 중등의 영재교육기관별 분석에서 영재교육원 학생이 영재학급 학생보다 높았음을 알 수 있었다(p<.05). 메타인지능력에서 있어서는 초등에서는 차이가 없었으나, 중등의 경우 시험선발에서 남학생이, 영재교육원 학생이 높았고(p<.05), 자동진급에서는 영재교육원 학생이 높았음을 알았다(p<.05). 또한 자기효능감에서는 선발 방식에 따라 차이가 없었고 단지 자동진급에서 영재교육원 학생이 영재학급학생보다 높았음을 알았다(p<.05).

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.36-46
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• 2013

The creative thinking and emotional trainings are very important educational issues in the knowledge-information-based future society. Recently STEAM education is suggested as one of the educational solutions to prepare the future society. The aims of this study are to develop STEAM teaching-learning program and analyze its effects on the creativity and emotional intelligence of science-gifted and general students in elementary school. Four different subject matters based on the 2007-revised curriculum were selected to construct the brain-based STEAM teaching-learning program consisting of 12 class hours. The program was applied to 50 elementary general students and 19 science-gifted elementary students. The findings of this research are as follows. The brain-based STEAM programs is effective to improve the creativity and emotional intelligence of science-gifted and general elementary students after class. The creativity of two groups was not statistically different before the class. However after class, the creativity of gifted-science students is significantly higher than that of general students. The emotional intelligence of gifted-science students was higher than that of general students before the class. Therefore in oder to analyze the different effects of the program on two groups in emotional intelligence, the test results of both group of students were analyzed by ANCOVA after class. This analysis also showed that the program is more effective in gifted-science students to improve the emotional intelligence compared to general students.

• 한국초등과학교육학회지:초등과학교육
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• 제35권4호
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• pp.406-415
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• 2016

The purpose of this study was to compare self-regulation and sociality between elementary scientific gifted students and general students. The subjective students are composed of fifth and sixth grade elementary school students. A survey on self-regulation and sociality had been conducted to 106 general students, 38 gifted class students and 43 students in science educational institute for the gifted. The results of this study were as follows: First, the results of ANOVA test showed that the scientific gifted students were significantly better than general students on all subscales of self-regulation and sociality. Second, the results of correlation analysis indicated that self-regulation and sociality and their subscales were all highly positive relationship on students in science educational institute for the gifted, gifted class students and general students. Third, the results of multiple regression analysis showed that the motivational factor of self-regulation gave the greatest effect to the sociality of students in science educational institute for the gifted, whereas, the cognitive factor of self-regulation gave the greatest effect to the sociality of the general students and gifted class students.

• 대한지구과학교육학회지
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• 제6권2호
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.175-183
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• 2010

The purpose of this study was to examine about effect for class of disadvantaged gifted student. For this, twenty-one item-questionnaires were giver to fifty three students at third graders in four elementary gifted schools located in Ulsan. The result of this study were as follows: First, the elementary school cognitive aspects of disadvantaged gifted class from the result of the effectiveness, 3rd grade students surveyed were all positive. Most of the students about help in learning, record enhancement, presentation skills, resources utilization, problem solving, study skills, creativity and confidence in learning in 77.3% of students answered that they had a positive influence Second, the elementary school affective aspects of disadvantaged gifted calss from the result of the effectiveness, 3rd students surveyed were all positive. Most of students about study habits, attitude, interest in studying, studying aspects related to the confidence and positive in 67.3% of students answered that they were affected. Third, the elementary school social and cultural aspects of disadvantaged gifted class from the result of the effective, 3rd students surveyed were all positive. Most of the students about teachers, students, parents, and efficient use of time for study 70.9% of students answered that they had a positive influence. Fourth, the elementary school private aspects of disadvantaged gifted class from the result of the effective, 3rd grade students surveyed were all positive. Most of the students about reliance on private tutoring classes, interest, record enhancement in 65.1% of students answered that they had a positive influence.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.216-226
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• 2012

The purpose of this study was to examine the effects of the creative problem solving and scientific attitude through the science-based STEAM program for the elementary gifted students. For the purpose of this study, a teaching plan and worksheet for students based on STEAM was developed and applied. The objects of this study were the fourth grade of both an experimental class (18 students) and a comparative class (20 students) at the gifted class located in Gyeonggi Province. The results of this study were as follows: First, the change in students' science creative problem solving in the experimental group applying science-based STEAM program has statistically meaningful difference (p<.05). Second, the scientific attitude score of the experimental class improved, but it has no meaningful difference statistically. Third, according to the analysis of questionnaire for evaluating the program, experimental class students had a positive recognition in respect of the STEAM program and got higher satisfaction about the lesson. Therefore, science-based STEAM program applied in this study might be useful to improve the creative problem solving, and can be expected the scientific attitude' improving and better be widely applied to gifted education.

• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.243-252
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• 2016

The purpose of this study was to analyze affective characteristics and the demands of elementary science gifted students on gifted educations in urban and rural areas. The subjects were 196 science gifted students. The survey questionnaires were consisted of self-esteem, interests in science, scientific attitudes, and demands regarding gifted classes. The results of this study were as follows. First, self-esteem and interests in science, particularly interests toward science, toward science learning, toward science related careers, in urban gifted students were higher than those in rural areas. Whereas interests toward science activities and science anxiety of science gifted students in rural areas were significantly higher than those in urban area. Furthermore, scientific attitudes of science gifted students in urban area were higher than rural those in open-mindedness, critical-mindedness, voluntariness, creativity, whereas science gifted students in rural areas were higher than urban those in cooperation. Second, for the analysis on demands regarding class contents and methods, 'teaching content that challenges and exciting stimuli' of science gifted students in rural areas were significantly higher than those in urban area. Third, for the analysis on demands regarding educational environments, 'satisfaction with class materials provided by gifted classes' of gifted students in urban area were higher than those in rural area.

• 영재교육연구
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• 제21권2호
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• pp.465-484
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• 2011

본 연구의 목적은 일반 학생, 영재학급 영재학생, 영재교육원 영재학생들의 학교생활만족도와, 영재학생이 영재학급과 일반학급에서의 느끼는 학교생활만족도를 각각 비교하는 것이다. 이 연구를 위하여 초등 영재학생 76명, 초등 일반학생 125명을 대상으로 학교생활만족도를 조사하였다. 본 연구의 결과는 다음과 같다. 첫째, 일반학급, 영재학급, 영재교육원 학생의 일반학급에서의 학교생활만족도는 유의미한 차이가 있는 것으로 나타났다. 영재학급 영재학생의 일반학급 학교생활만족도가 가장 높았으며, 다음으로 영재교육원 영재학생, 일반학급 학생 순으로 학교생활만족도가 유의미하게 높았다. 둘째, 영재교육기관이 다른 영재학생의 소속 영재교육기관 생활만족도를 조사한 결과 영재학급의 학생이 영재교육원 학생에 비해 생활만족도가 유의미하게 높게 나타났다(p<.05). 셋째, 영재학생의 일반학급에서의 생활만족도와 영재교육기관에서의 생활만족도를 조사한 결과 영재교육기관에서의 생활만족도가 유의미하게 높게 나타났다(p<.05). 넷째, 영재학생의 성별 및 학년에 따른 학교생활만족도는 영재학급, 영재교육원 학생에서 유의미한 차이를 나타내지 않았다(p>.05).

• 한국과학교육학회지
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• 제34권1호
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• pp.10-20
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• 2014

이 연구는 교육지원청 영재교육원 학생들과 수업을 담당하고 있는 교사들을 대상으로 좋은 과학 영재 수업에 대한 인식을 비교 하였다. 연구 문제 해결을 위해 과학 영재 수업이라는 공통의 경험과 그 현상에 대해 어떻게 인식하고 있는지 면담을 통해 그 의미를 탐색해 보았다. 연구문제는 '좋은 과학 영재 수업에 대한 학생과 교사의 인식은 어떠한가?'로 설정하였다. 연구문제를 탐구하기 위하여 반구조화된 설문지를 작성하여 과학 수업에 참여하는 학생과 교사 면담을 통하여 자료를 수집하고 분석하였다. 좋은 과학 영재 수업에 대해 교사들은 첫째, 교육내용 및 방법의 범주면에서 학생 중심의 주제 선정과 교육과정의 비정형성, 개인차를 인정하는 학습 속도의 조절과 탐구 능력을 촉진하는 도전적인 과제를 제시해야 한다고 말하고 있었다. 둘째, 과학 수업기술 및 태도 범주면에서는 허용적인 분위기에서 활발한 상호작용을 통해 상호 만족도를 높이며, 학생들의 의견을 수용하는 과정 중심의 평가가 이루어질 것을 권장하였다. 셋째, 영재학생 지도교사의 지속적인 전문성 신장을 위해 노력할 것을 포함하였다. 영재 학생들은 첫째, 수업 내용면에서 주제 선택의 자유와 심화된 탐구에 도전 의지를 갖고 해결하는 즐거운 수업을 좋은 과학 수업으로 인식하였다. 둘째, 수업 활동면에서 탐구 방식의 자율적 선택과 과학자처럼 활동하기, 소통과 협력이 가능한 모둠활동, 과정 중심 프로젝트나 산출물에 대한 총합적인 평가를 선호하였다. 셋째, 수업 환경면에서는 물리적 환경이 잘 갖춰진 실험실에서 허용적인 분위기와 학생에 대한 존중을 요구하였다. 이 연구를 통해 영재학생과 지도교사 사이의 좋은 과학 영재 수업에 대한 인식의 차이를 밝혀 영재학생을 위한 과학 영재 수업의 질 관리 및 효과적인 좋은 과학 영재 수업 전략을 수립하는 자료로 활용 될 수 있을 것이다.

• 영재교육연구
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• 제24권4호
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• pp.657-677
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• 2014

영재교육의 양적인 확장과 함께 과학영재학교의 증가를 고려할 때, 고등학생 영재를 대상으로 하는 적절한 수학 수업 방법을 모색하는 것은 중요한 문제이다. 특히 수학적 창의성을 중요한 교육 목표로 제시하는 현재의 수학 교육의 흐름에 비추어 볼 때, 과학영재학교의 수학 수업에서 교사 위주의 지식 전달 방식의 수업이 아닌 학생 중심의 토론식 수업이 필요한 시점이다. 본 연구에서는 과학영재학교의 정규 수학 수업에서 적용할 수 있는 예습 기반 토론 수업모형을 설계하고 적용하였다. 연구에 참여한 학생들은 토론을 위한 예습 활동에 많은 부담을 가지면서도 토론 활동이 기존의 강의식 수업보다 수학적으로 의미 있는 경험이었다고 평가하였다. 이러한 연구 결과로부터 예습 기반 토론 수업모형이 과학영재학교 정규 수학 수업에서 의미있게 적용될 수 있다는 시사점을 도출하였다.