• 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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• 제43권3호
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• pp.365-384
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• 2024

본 연구는 초등 과학영재와 일반학생이 일상생활 속에서 경험하는 그릿이 그들의 회복탄력성에 미치는 영향에 대한 효과를 확인하고, 대학부설영재교육원·학교영재학급·일반학급의 교육기관별 집단 간 차이를 확인하는 것을 목적으로 하고 있다. 이를 위하여 대학 영재교육원에 속한 초등학교 6학년 과학영재 학생과 인근 학교의 영재학급 및 일반학급 학생 총 252명을 선정하여 그릿, 회복탄력성 검사를 시행하였다. 기술통계분석, 측정모형분석, 다집단 구조모형분석을 실시한 연구 결과는 다음과 같다. 첫째, 그릿의 꾸준한 노력과 회복탄력성의 모든 하위요인에서 일반학생보다 영재학생이 유의미하게 높은 수준을 보였다. 둘째, 그릿의 꾸준한 노력에서 회복탄력성에 이르는 경로는 정(+)적 영향을 보였으며 그릿 관심의 지속성에서 회복탄력성에 이르는 경로는 부(-)적 영향을 보였다. 셋째, 그릿이 회복탄력성에 미치는 영향에 대해 교육 기관별 집단 간의 차이를 파악하고자 다중집단분석을 시행한 결과 일반학급, 학교영재, 대학부설영재 모두 그릿의 꾸준한 노력 요인이 회복탄력성에 정(+)적 영향을 보였으며 그릿의 관심 지속성 요인은 일반학급과 학교영재학급에서 회복탄력성의 대인관계능력에 부(-)적 영향을 보였다. 넷째, 학교영재와 대학부설영재는 그릿의 꾸준한 노력에서 회복탄력성의 하위요인으로 가는 경로에서 일반학생과 비교하여 유의미한 차이를 보였다.

• 과학교육연구지
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• 제38권2호
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• pp.401-414
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• 2014

다양한 형태의 자극에 대해 더 많이 더 오래 그리고 더 강렬하게 반응하는 내적 경향으로서의 민감성을 의미하는 과흥분성과 한 개인이 사회생활, 특히 학교생활에서 어떠한 방법으로 어떻게 행동할 것인가를 알아보기 위한 개념인 사회적 자아개념은 과학영재의 매우 중요한 정의적 특성이라고 할 수 있다. 따라서, 본 연구에서는 영재교육기관별 초등과학영재와 일반학생의 과흥분성과 사회적 자아개념을 비교하여 어떤 특성이 있는가를 알아보고자 하였다. 이 연구를 위해 초등학교 5, 6학년의 영재교육원 및 영재학급 학생 135명과 일반학생 91명을 대상으로 과흥분성 검사와 사회적 자아개념 검사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 과흥분성의 5개 하위 영역에서 일반학생보다 초등과학영재의 모든 점수가 통계적으로 유의하게 높았다. 둘째, 영재교육기관별로는 대학부설영재교육원 및 지역공동영재학급의 초등과학영재의 과흥분성이 단위학교 영재학생 및 일반학생에 비하여 통계적으로 유의하게 높았고, 단위학교영재학급은 일반학생과 차이가 없었다. 셋째, 사회적 자아개념에서는 대학부설영재교육원 과학영재가 단위학교영재학급의 과학영재 및 일반학생보다 통계적으로 유의하게 높은 점수를 나타내었다. 연구 결과를 토대로 초등과학영재의 지도에서 영재교사가 유념해야 할 시사점과 영재교사의 연수 등에서 고려해야 할 점 등을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.331-344
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• 2019

This study aims to analyse science-gifted elementary students' perception of speech in general school class, school science class, and science-gifted class and the relationship between their voluntary speech and scientific creativity. For this, 39 fifth-graders in the Science-Gifted Education Center at Seoul Metropolitan Office of Education in Korea were asked about their frequency of voluntary speech on each class situation, the reasons for such behavior, and their general opinions about speech. Also, researchers collected the teachers' observation on students' speech in class. To get the scores for students' scientific creativity, four different subjects of tasks were presented. The students' scientific creativity scores were used for correlation analysis with their frequency of speech. The main findings from this study are as follows: First, science-gifted elementary students tended to be passive in science-gifted class compared to general school and school science class. Second, the main reason for the low frequency of students' speech in school classes is that they do not have many opportunities to make presentations. Third, a survey of students' general thoughts on speech showed that more students wanted to make a speech voluntarily in class than the opposite. Fourth, the four different scientific creativity tasks had little correlation. Fifth, the correlations between the frequency of voluntary speech and the scores of scientific creativity were mostly low, with significant results only for plant task. Sixth, the correlations between the frequency of voluntary speech and the two components that make up scientific creativity, originality and usefulness, were also mostly low, but significant results for both were found in plant task, with originality having a higher correlation than usefulness. Based on this results, this study discussed the meanings and implications of students' voluntary speech on elementary science education and creativity education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.87-98
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• 2001

The Center for Science Gifted Education (CSGE) of Chongju National University of Education was established in 1998 with the financial support of the Korea. Science & Engineering Foundation (KOSEF). In fact, we had prepared mathematics and science gifted education program beginning in 1997. It was possible due to the commitment of faculty members with an interest in gifted education. Now we have 5 classes in Mathematics, two of which are fundamental, one of which is a strengthened second-grade class gifted elementary school students, and one a fundamental class, and one a strengthened class for gifted middle school students in Chungbuk province. Each class consists of 16 students selected by a rigorous examination and filtering process. Also we have a mentoring system for particularly gifted students in mathematics. We have a number of programs for Super-Saturday, Summer School, Winter School, and Mathematics and Science Gifted Camp. Each program is suitable for 90 or 180 minutes of class time. The types of tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving tasks. Levels of the tasks developed for talented elementary students in mathematics can be further divided into grade 5 and under, grade 6, and grade 7 and over. Types of the tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving task. Also levels of the tasks developed for talented elementary students in mathematics can be divided into the level of lower than grade 5, level of grade 6, and level of more than grade 7. Three tasks developed and practiced are reported in this article.

• 한국초등과학교육학회지:초등과학교육
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• 제25권spc5호
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• pp.548-555
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• 2007

In this paper, we suggested that those elementary school students who are gifted in science should be taught basic and fundamental concepts to solve applied problems. We developed a teaching model based on a lesson regarding the path that light takes when passing through a lens on the base of refraction of light. We applied the teaching model to scientifically-gifted elementary school students and analyzed the results. The teaching model is based on the circulation loaming model appropriate for learning such concepts. The problems were designed and applied in order to determine the students' level of concept skills held and also to develop new teaching tools to help their understanding of concepts. As a result, we confirmed that the students, who were unable to describe the path of the light before the course of instruction was given, were able to draw and explain the path of light passing trough lens by using the law of refraction following the instruction.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.439-452
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• 2014

The purpose of this study is to find out the effect of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. The main findings of this study are as follows: First, STEAM program that mathematical, technical, engineering and art factors were combined based on basic concepts of science were developed. Seconds, the change in the scientific communication skills of experimental group applying STEAM program had statistically meaningful difference (p<.05). Third, the flow of experimental class improved, but it had no meaningful difference statistically (p>.05). But it is expected that continuing level adjusted STEAM program might have positive effect on improving the flow with the following three reasons: 1) The gifted students' flow level on learning before experiment was rather too high to expect short term effect. 2) It was hard for them to achieve flow experience because topic difficulties and students' capacities were not balanced. 3) topic commitments and autotelic behaviors of gifted students were observed during classes. Fourth, by the result of the student satisfaction questionnaire survey on this program, students actively participated in the STEAM program with interest and curiosity. As achieved self-directed problem solving, versatile communication activities and success experiences, their class satisfaction was high. Based on such results, it was expected that the gifted class applied of STEAM program could enhance scientific communication capacity of the elementary gifted students and would further positively influence flow of learning as well. In addition, it was considered to have integrated approach value to elementary gifted and talented education in the aspect that it could satisfy various educational demands of gifted students.

• 영재교육연구
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• 제23권6호
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• pp.1055-1076
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• 2013

이 연구에서는 유능한 초등과학 영재교사의 수업 관찰을 통해 교사 학생 간의 언어적 상호작용 및 교사의 발언 유형을 분석하고, 그 특징을 살펴보고자 한다. 연구 대상으로 선정된 유능한 영재교사는 영재교육전문가, 과학교육전문가의 추천을 받은 교사이다. 이렇게 선정된 유능한 초등과학 영재교사 3인의 수업에 참관하여 관찰과 녹화를 하였고, 수집된 자료는 전사한 후 Flanders의 언어상호작용 분류틀을 기초로 교사와 학생의 발언을 분석하였다. 연구 결과는 다음과 같다. 첫째, 유능한 초등과학 영재교사들의 영재수업에서 일정한 언어 상호작용 흐름은 나타나지 않았지만 교사의 질문이나 강의/설명 발언 후 학생들이 넓은 반응을 보이는 긍정적인 언어적 상호작용의 흐름이 나타났다. 둘째, 유능한 초등과학 영재교사들의 수업에서 가장 많이 나타난 발언 유형 항목은 강의/설명이고 지시나 비판의 발언은 거의 나타나지 않았다. 또한 감정의 수용, 칭찬 및 격려, 아이디어 수용의 비지시적 발언을 많이 사용하였다. 결론적으로 유능한 과학영재교사는 지시나 비판의 지시적 발언보다 감정의 수용, 칭찬 및 격려, 아이디어 수용 같은 비지시적 발언의 사용으로 학생의 넓은 반응을 이끌어내는 긍정적인 언어상호작용을 하고 있었으며, 영재학생들의 지적 호기심을 충족시켜주는 확산적 질문을 많이 사용하는 특징을 보였다.

• 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.

• 한국과학교육학회지
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• 제31권5호
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• pp.709-719
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• 2011

본 연구의 목적은 초등과학영재 학생과 일반아동사이의 분류 활동 능력의 차이를 확인하는데 있다. 연구를 수행하기 위해 강원도 지역의 P교육청 부설 영재교육원의 초등과학영재 학생 6명과 B와 M초등학교의 일반아동 6명이 연구 대상으로 선정되었다. 학생들에게 부여되는 분류 활동 과제는 선행 연구를 바탕으로 실물자료 과제 3가지와 사진자료 과제 3가지로 총 6가지였으며, 초등과학영재 학생과 일반아동 사이의 분류 활동 능력 차이를 확인하기 위해 분류 활동 과제 수행에 걸리는 시간 측정, 분류 활동 결과 분석 및 분류 기준 수 비교, 분류 능력 지수 산출을 실시하였다. 연구 결과 분류 과제 종류에 관계없이 초등과학영재가 일반아동에 비해 분류 활동 과제 수행에 걸리는 시간이 더 짧게 걸렸다. 분류 활동 결과 분석에 있어서는 초등과학영재와 일반아동 모두 비교 관찰을 실시하였으나 생성된 분류 기준 수에 있어서는 초등과학영재가 더 많은 기준 수를 산출하였고, 분류 능력 지수 또한 초등과학영재의 경우가 더 높았으나 학년의 발달과 유의미한 관계는 없었다.