• 한국초등과학교육학회지:초등과학교육
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• 제39권4호
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• pp.506-521
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• 2020

This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.

• 수산해양교육연구
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• 제26권5호
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• pp.1119-1128
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• 2014

This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

• 과학교육연구지
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• 제38권3호
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• pp.612-624
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• 2014

이 연구는 초등과학 영재학생들과 일반학생을 대상으로 성공지능과 학습전략에 대한 관계를 알아보고자 하였다. 이를 위해 인천광역시 B 교육지원청 관내에 있는 3교의 단위학교 영재학급과 일반학생을 대상으로 설문조사 하였고, 이에 대한 결과를 간단히 요약하면 다음과 같다. 첫째, 성공지능과 학습전략에서 초등과학 영재학생이 일반학생보다 높았고 이는 통계적으로 유의한 차이가 있음을 알 수 있었다(p < .001). 둘째, 학년별로 성공지능과 학습전략을 비교했을 때, 5, 6학년 모두에서 영재학생이 일반학생보다 평균이 높았고 통계적으로 유의한 차이가 있음을 알 수 있었다(p < .001). 셋째, 성별에 따라 성공지능과 학습전략을 비교했을 경우, 남녀 모두에서 영재학생이 일반학생보다 높았고 이는 통계적으로 유의한 차이가 있었다(p < .001).

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.513-531
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• 2012

This study was to analyze the characteristic of scientific argumentation in the classes for the gifted of elementary school. The participants of this study were 5 fifth graders and 9 sixth graders, 14 in total, from the basic unit schools for gifted students of J elementary school in Incheon city. And it constituted small scale groups made up of 2~3 students with similar or identical ability in scientific reasoning. It had set up hypothesis for each group before the experiment, and students had a group discussion as a whole after the experiment. Classes were conducted 4 times, all courses were recorded as a sound/video. The ability in scientific reasoning of the students was inspected, making use of SRT II by means of pre-survey, and their argumentation levels were analyzed, utilizing 'Rubric for scientific argumentation course assessment.' As a result, argumentations did not incurred in every class. Analysis in argumentations of the students resulted in low level argumentation. This means argumentation cannot incur based on that with the limit in understanding the principle of experiments over the threshold of textbook no matter that he is an gifted student or not. The student both in formal operational period and transition period (2B/3A), the ability of scientific thinking in upper level, was improved of his argumentative ability in an overall aspect. However, a student of concrete operational period, the ability of scientific thinking in lower level, had argumentation with still lower level even after the experiment at the moment of discussing with the students on the upper level of scientific thinking ability.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.243-254
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• 2020

This study analyzed the characteristics of "free inquiry" products for scientifically-gifted elementary school students. To do this, 5~6 graders (n=99) at a gifted science education institutes in Seoul were selected. The products (n=82) of "free inquiry" submitted by the students in 2018 and 2019 were analyzed according to their contents and method types. The analysis of the results showed that the free inquiry outputs of scientifically-gifted students tended to not include the scientific knowledge of the upper grades than the corresponding students. In the outputs, the scientific knowledge in different grades were often not linked. There were relatively many cases of convergence of knowledge in various science and/or non-science subjects and knowledge of 'physics', whereas knowledge of 'earth science' were the least. The outputs were more often aimed at "finding scientific facts" than "development and invention" and tended to target non-living things rather than living things. The scientifically-gifted students tended to conduct free inquiry using 'experimental-centered inquiry' by themselves rather than by group. They were also most likely to conduct experiments only once, and did not clearly write down the period of their inquiry. Educational implications of these findings are discussed.

• 한국과학교육학회지
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• 제44권2호
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• pp.155-166
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• 2024

이 연구에서는 초등 일반 학생과 과학영재 학생의 과학 탐구 학습 지향을 조사하여 비교했다. 또한 이들의 과학 탐구 학습 지향과 불일치 상황에 대한 대처 전략의 관련성도 조사하여 비교했다. 이를 위해 서울특별시에서 초등 일반 학생 61명과 과학영재 학생 53명을 선정한 뒤, 과학 탐구 학습 지향을 조사하는 설문과 불일치 상황에 대한 대처 전략을 조사하는 설문을 실시했다. 또한 일부 일반 학생 및 과학영재 학생을 대상으로 반구조화된 심층 면담을 개별로 실시했다. 연구 결과, 학년과 관계없이 과학 탐구 학습 지향 중에서 초등 일반 학생은 '개념이해' 지향이 가장 많이 나타났으며, '과학적 실천' 지향이 두번째로 많이 나타났다. 반면 초등 과학영재 학생은 '과학적 실천' 지향의 빈도가 가장 높았으며, '개념이해'와 '복합' 지향도 비교적 자주 나타났다. '활동' 지향은 일부 일반 학생에게서만 나타났고, '공학적 실천' 지향은 일부 과학영재 학생에게서만 나타났으며, '과정기능' 지향은 나타나지 않았다. 과학 탐구 학습 지향과 불일치 상황에 대한 대처 전략 사이에 명확한 관련성을 확인하지는 못했다. 그러나 같은 과학 탐구 학습 지향을 가진 경우라도 불일치 상황에 대한 대처 전략을 선택하는 양상은 초등 일반 학생과 과학영재 학생 사이에 약간의 차이가 있음을 발견할 수 있었다. 이에 대한 교육적 시사점을 논의했다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.426-438
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• 2019

The purpose of this study is to help science gifted students construct posters after conducting scientific open inquiry. To this end, we analyzed 25 posters written by elementary science gifted students and extracted deficient aspects from the posters. Based on this, a checklist consisting of 17 items in 5 categories was developed to help students construct posters. By applying the developed checklist to the evaluation of 14 posters constructed by science gifted students in middle school, the correlations between evaluators and Cohen's kappa values showed high reliability. In addition, by comparing the evaluation results of the seven 7 posters constructed using the checklist with the evaluation results of control group, a significant difference at the level of p<.01 was obtained, therefore, the usefulness of the checklist was confirmed. Students who used checklists responded positively, including that the checklist helped them to recognize deficiencies in their inquiry and to construct posters systematically without omitting key items of the posters. Finally, additional considerations were discussed for the preparation and presentation of the students' posters.

• 대한지구과학교육학회지
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• 제5권2호
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• pp.158-165
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• 2012

With five gifted and nine average elementary school students, this study attempted to make a comparative analysis on the characteristics of their scientific writings for earth science-related topics. The analysis found that all of the gifted students showed higher scores than the average in the writing sections of scientific nature, logical nature and creativity. Compared to the average scores, their creativity scores were far higher. By comparing and analyzing the predicates in the writings two groups wrote, I found that the gifted students used more sentences per topic than the average students. Both groups wrote the most numbers of sentences for Volcano-related topics. In the meantime, the gifted children used the least numbers of sentences for the related topics to atmospheric pollution and the average students did so for the related topics to fossils. By the analysis on the patterns of predicate, it was observed that both groups used material predicates most and verbal predicates least. As far as the second most used predicates are concerned, the gifted children used relational predicates and the average students used mental predicates.

• 한국과학교육학회지
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• 제43권2호
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• pp.73-86
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• 2023

이 연구에서는 초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성을 비교하였다. 이를 위해 경기도 소재 일반 초등학교의 초등학교 5학년 학생 53명과 서울특별시 소재 과학영재교육원 소속 초등학교 5학년 학생 35명을 선정하였다. 그리고 이 학생들이 만든 과학티콘의 개수와 유형을 비교하였다. 연구 결과, 일반 학생보다 과학영재 학생이 주어진 30분 이내에 과학티콘을 더 많이 만들었다. 과학티콘의 유형을 비교한 결과에서는 초등 일반 학생과 과학영재 학생 사이에 비슷한 부분도 있었고, 의미 있는 차이가 있는 부분도 있었다. 하지만 전반적으로 일반 학생보다 과학영재 학생이 과학티콘에 포함된 글의 '기술 형태'와 '생성 형태', 그림의 '표현 형태', 과학티콘에 포함된 '감정', '구성 수준', '과학 내용(교육과정 초과 여부, 과학 학문영역, 과학 지식 활용) 측면에서 더 다양한 유형의 과학티콘을 만드는 것으로 나타났다. 초등 일반 학생과 과학영재 학생이 만든 과학티콘에는 모두 오개념이 매우 적게 포함되어 있었다. 이에 대한 교육적 시사점을 논하였다.