• 한국초등과학교육학회지:초등과학교육
• /
• 제27권3호
• /
• pp.296-306
• /
• 2008

The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.

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

• 한국초등과학교육학회지:초등과학교육
• /
• 제25권2호
• /
• pp.118-125
• /
• 2006

본 연구의 목적은 초등학교 과학 영재들의 학교교육 과정의 난이도와 흥미, 학습에 도움이 되는 수업 활동, 각 교과에서 선호하는 학습 양식과 그룹 활동을 알아보는데 있다. 연구를 위한 자료 수집은 전남대학교 과학영재교육원 초등 과학반과 초등수학반 54명, 광주광역시 초등영재교육원 95명, 보통 학생 98명을 대상으로 이루어졌다. 연구 결과 집단 간에 학교 교과 내용의 난이도에 대한 반응에서 차이가 있었다($X^2(4)=33.180$, p<.001). 교과 내용에 대한 관심과 흥미는 세 집단에서 유의한 차이가 나타나지 않았으나 전체 학생의 34.6%가 '흥미 없다'고 답하였다. 교과 내용에 대한 중요도 인식은 영재들에서 비교적 낮게($X^2(4)=12.443$, p<.05) 나타났다. 수업 내용과 수업 방법에 대한 가치 비교에서는 각 집단별 유의한 차이($X^2(4)=9.112$, p<.06)가 있었는데 영재들은 수업의 내용보다 방법을 더 중요하게 생각하였다. 또한 각 교과목에 대한 학습 양식에서도 영재들은 실험, 과제 및 작품 발표, 사물 가지고 활동하기 등을 통해 보다 많은 도움을 받는다. 교과목에 따른 학습 양식 선호도 조사 결과 사회, 과학, 수학에서 영재들은 '자신의 진도에 따라 배우는 것'을 선호하였다. 연구 결과에 기초하여 학교 교육 과정을 기초로 한 차별화된 교육 과정의 도입이 제언되었다.

• 대한지구과학교육학회지
• /
• 제6권3호
• /
• pp.242-251
• /
• 2013

The purpose of this study was to investigate the differences of reading comprehension and science process skills between science gifted students and general students and to see the correlations between reading comprehension and science process skills of science gifted students by gender. The subjects were 57 science gifted students and 57 general students in 5th grade in U city. The results can be summarized as follows: First, the science gifted students had excellent reading comprehension skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant. Second, the science gifted students has excellent science process skills compared to the general students and the difference was statistically significant. By gender, boys and girls of the science gifted students showed higher marks than those of the general students respectively. And for boys and girls, the difference was statistically significant. Third, there was low positive correlation between the reading comprehension and science process skills of the science gifted students. By gender, boys and girls showed low positive correlation respectively. But for boys, the difference was statistically significant, while for girls, the difference was not significant.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권1호
• /
• pp.1-12
• /
• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• International Journal of Computer Science & Network Security
• /
• 제22권5호
• /
• pp.245-249
• /
• 2022

This paper explored gifted students' perspectives on using educational technologies in their schools in the Saudi context. Adopting a descriptive research approach, a questionnaire was used to collect information from a sample of 196 gifted secondary school students in Jeddah. Findings showed that educational technology was used to a high degree, with an overall mean of 3.74 and 4.06 for the degree of importance of technological usage. Based on the findings, the researcher forwards some recommendations for effectively using such technologies to promote gifted students' abilities and talents.

• 한국초등과학교육학회지:초등과학교육
• /
• 제43권3호
• /
• pp.365-384
• /
• 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.

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

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

• 영재교육연구
• /
• 제22권1호
• /
• pp.117-139
• /
• 2012

이 연구의 목적은 Peer Instruction 수업을 통해 문항의 난이도에 따른 과학영재의 인지갈등의 특성을 알아보고, 일반 학생들의 인지갈등 정도와 비교 분석하였다. 서울시와 경기도 소재 교육청 부설 영재교육원 과학영재학생 49명, 일반 중학교 학생 71명을 대상으로 빛의 직진 및 합성에 관한 개념 검사에 대해 동료 토론 전 후의 인지갈등 검사를 실시하였다. 과학영재는 인지적 재평가 요인 측면에서는 문항의 난이도와 관계없이 동료와의 토론 후 유의미하게 인지갈등이 감소했다. 과학 영재는 동료에 대한 신뢰가 높은 편이었으며 동료와 토론하는 동안 자신의 개념을 동료에게 설명하면서 머릿속의 개념을 명료화할 수 있고 반성적 사고를 하게 되므로 갈등이 해소되어 인지갈등이 감소한 것으로 나타났다. 문항의 난이도가 높아질수록 과학영재는 일반학생과 같이 동료 토론 전에 불안 정도가 높았지만, 일반학생에 비해 그 불안 정도는 낮았고, 동료 토론 후에 불안 정도는 통계적으로 유의미하게 감소함을 알 수 있었다. 과학영재의 인지갈등변화를 분석한 결과를 바탕으로 과학영재의 학습자 특성을 고려한 다양한 인지갈등 전략의 개발과 적용이 필요하다는 것을 알 수 있다. 또한 과학영재를 위한 개념검사 문항을 개발할 때, 문항의 난이도에 대한 고려 사항에서 본 연구의 결과는 시사하는 바가 크다고 할 수 있다.