• 과학교육연구지
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• 제39권2호
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• pp.255-266
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• 2015

이 연구의 목적은 과학 체육 융합영재교육 프로그램이 초등영재 학생들의 자아효능감에 미치는 영향을 알아보는 데 있다. 그래서 초등영재 5학년 학생들을 대상으로 2주제 8시간의 과학 체육 융합영재교육 프로그램을 실시하였고, 사전-사후 자아효능감 검사와 면담을 통해 영향과 원인을 알아보았다. 그 결과는 다음과 같다. 첫째, 과학 체육 융합 영재교육 프로그램은 영재학생들의 자아효능감을 향상시키는 효과가 있었다. 특히 '자신감'과 '과제 난이도 선호'에서 통계적인 유의미한 차이가 있었다. 둘째, 과학 체육 융합영재교육 프로그램은 영재 학생들에게 자신감과 도전의식을 심어줄 수 있으며 특히 산출물이 실제 현장에 적용될 때 자신감을 더 높일 수 있음을 알 수 있었다. 이로부터 영재 학생들의 자아효능감을 높이기 위해서는 산출물을 실제 현장에 적용하는 단계까지 프로그램이 구성되어야 함을 알 수 있었다.

• 영재교육연구
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• 제12권1호
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• pp.77-96
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• 2002

본 연구의 목적은 영재유형별 낙관성의 수준과 차이를 연구하는 것이며, 이를 위해서 과학영재 science gifted, 체육영재athleties, 미술영재art, 음악영재music, 학문영재academic, 그리고 평재mainstream students를 각각 60명씩 표집하였으며, 이들의 낙관성을 측정하기 위하여 Seligman의 낙관성 검사를 사용하였다. 영재들의 낙관성 수준을 알아보기 위해서는 Seligman이 제시한 낙관성 해석방법을 이용하였고, 영재유형간 낙관성의 차이를 알아보기 위해서는 변량분석을 하였으며 유의미한 차이가 있을 때는 Duncan 검증을 실시하였다. 연구 결과, 영재들의 낙관성 수준은 대체로 다소 비관적 수준을 나타내었고, 학문영재와 과학영재의 낙관성 수준이 미술영재와 체육영재의 낙관성 수준보다 유의미하게 높았으며, 영재와 평재 간의 낙관성 수준은 유의미한 차이가 없었다. 연구결과로 미루어 볼 때 영재의 성공과 행복 그리고 국가사회의 발전을 위해서는 영재교육의 내용과 방법에 반성적 사고가 요구된다고 하겠다.

• 한국환경과학회지
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• 제19권10호
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• pp.1283-1291
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• 2010

In this study, we developed the environmental education program focused on the communication with the exhibits at the ecological museum applicable to the environmental education for gifted students. For this study, we chose 60 gifted students attending U Institute of Education for the gifted, and classified these students into two groups, then applied newly developed program to the 30 experimental group students, and applied general environmental education program to the 30 comparative group students. Below are the study results: First, the environmental education program focused on the communication with the exhibits at the ecological museum was much effective in increasing environmental sensitivity of gifted students as compared to the general environmental education program. Second, the environmental education program focused on the communication with the exhibits at the ecological museum was much more effective in increasing the willingness to environmental act for gifted students as compared to the general environmental education program Third, the satisfaction of the gifted students about the environmental education program focused on the communication with the exhibits at the ecological museum was higher than the general environmental education program.

• 한국과학교육학회지
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• 제25권6호
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• pp.635-641
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• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• 대한지구과학교육학회지
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• 제8권1호
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• pp.45-55
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• 2015

The purpose of this study was to compare the science philosophical views and instruction strategies for open-inquiry between teachers of science-gifted and teachers of general students. The subjects were 45 teachers of science-gifted and 45 teachers of general students. The major results of this study were as follows: First, there was no differences on the science philosophical views between teachers of science-gifted and teachers of general students by chi-square tests (p<.05). Second, there were no differences on how task assignments, how to guide exploration data, and how to write reports between teachers of science-gifted and teachers of general students (p<.05). But there was meaningful differences on how to proceed with exploration activities between teachers of science-gifted and teachers of general students (p<.05). It is implied that this the results of this investigation will help the focus of future efforts to promote more adequate the science philosophical views and instruction strategies for open-inquiry in teachers of science-gifted.

• 대한화학회지
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• 제53권2호
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• pp.189-201
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• 2009

이 연구의 목적은 고등학교 1학년 과학영재 학급 학생과 일반 학급 학생의 창의적 성격과 창의 적 인지력을 비교함으로써 과학 창의성이 있는 학생이 과학영재로 선발되었는지와 과학영재 학급 수 업을 통해 창의성이 향상되었는지를 알아보는 것이다. 연구를 위하여 과학영재 학급 학생과 일반 학급 학생에 대해 Khatena-Torrance 창의적 성격검사와 Torrance 창의성 검사 중 언어검사 A형을 영재 수업 전․후에 실시하였다. 연구결과, 과학영재 학급 학생이 일반 학급 학생에 비하여 창의적인 성격을 가지 고 있는 것으로 나타났으나, 창의적 인지력 면에서는 유의미한 차이를 보이지 않았다. 과학영재 학급 학생과 일반 학급 학생의 창의적 성격의 하위 요인과 창의적 인지력의 하위 요인 사이의 상관관계가 매 우 낮아, 창의적 성격과 창의적 인지력이 서로 독립적인 것으로 나타났다. 그리고 과학영재 수업 실시 후에 과학영재 학급 학생들의 창의적 성격과 창의적 인지력은 향상되지 않았다. 따라서 과학 창의성이 있는 학생을 과학영재 학생으로 선발하는 방법과 과학영재 학생의 창의성을 향상시킬 수 있는 교수-학 습 방법에 대한 연구와 개발이 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.395-404
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• 2011

The purpose of this study was to analyze science gifted students' creativity subscales. The Torrance Tests of Creativity Thinking(TTCT) were administered to 385 science gifted students from 2006 to 2010 for this study. The results were as follows: First, fluency correlated highly with originality, and elaboration also highly correlated with abstractness of titles. All of the correlation coefficients of the variables with resistance to premature closure were high. Second, the elaboration scores were higher than other variables, and abstractness of titles scores and resistance to premature closure scores were lower than other variables regardless of regions and gender. There was no significant difference according to regions, but the elaboration scores of female science gifted students were significantly higher than male science gifted students'. The fluency scores were the most influential factor to the creativity index among the creativity subscale scores. Third, after completing the science gifted program, students showed significant difference in fluency scores, abstractness of titles scores, and resistance to premature closure scores; however, they showed no difference in originality scores and elaboration scores.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.164-182
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• 2015

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.

• 한국과학교육학회지
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• 제32권7호
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• pp.1222-1240
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• 2012

본 연구의 목적은 중학교의 영재학급 과학영재 학생, 일반학급 학생의 직업가치관과 과학 진로지향도를 비교하고, 과학영재 학생과 일반학생의 성별에 따라서 어떤 차이가 있는지 비교하는 것이다. 연구대상은 중학교 영재학생 85명, 일반학생 139명이며, 이들을 대상으로 직업가치관과 과학 진로지향도를 측정하는 설문을 실시하였다. 본 연구에서 얻은 결과는 다음과 같다. 첫째, 과학영재 학생과 일반학생의 직업가치관은 11개의 영역 중에서 다양성, 보수, 사회적 인정, 자율성에서 유의미한 차이를 보였다. 다양성과 자율성에서는 과학영재 학생이 유의미하게 높았고, 보수와 사회적 인정에서는 일반학생이 유의미하게 높았다. 둘째, 과학영재 학생과 일반학생의 과학 진로지향도의 전체 평균은 유의미한 차이를 보였고, 4개의 하위영역 모두에서도 유의미하게 과학영재 학생의 평균이 높았다. 셋째, 영재학생과 일반학생이 성별에 따른 직업가치관은 성별에 따른 주효과는 나타나지 않았고, 다양성, 보수, 안정성, 사회적 인정, 자율성 영역에서는 집단에 따른 주효과가 나타났다. 또한 집단과 성별의 차이 간 상호작용 효과는 나타나지 않았다. 넷째, 과학 진로지향도의 4개 하위영역에서 집단에 따른 주효과가 나타났고, 성별에 따라서는 '과학 진로 선호도' 영역에서만 주효과가 나타났다. 과학 진로지향도 전체 및 3개 하위영역에서 집단과 성별에 따른 상호작용 효과가 나타났다.