한국컴퓨터정보학회논문지 (Journal of the Korea Society of Computer and Information)

  • 제18권10호
  • /
  • Pages.245-252
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  • 2013
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  • 1598-849X(pISSN)
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  • 2383-9945(eISSN)
한국컴퓨터정보학회 (Korean Society of Computer Information)
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영재교육 수혜 경험이 학교 성적 및 학업 능력에 미치는 영향

The Effects of Gifted Education on School Achievements and Academic Skills

  • 최정원 (한국교원대학교 컴퓨터교육과) ;
  • 이은경 (한국교육과정평가원) ;
  • 이영준 (한국교원대학교 컴퓨터교육과)
  • Choi, Jeong-Won (Dept. of Computer Education, Korea National University of Education) ;
  • Lee, Eunkyoung (Korea Institute for Curriculum and Evaluation) ;
  • Lee, Youngjun (Dept. of Computer Education, Korea National University of Education)
  • 투고 : 2013.05.16
  • 심사 : 2013.09.14
  • 발행 : 2013.10.31
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초록

본 연구에서는 영재교육 수혜 경험이 영재의 학교 성적 및 학업 능력에 미치는 영향을 분석함으로써 영재교육의 효과를 확인하고자 하였다. 이를 위해, 21세기 학습자가 갖추어야 할 핵심 능력인 새로운 지식의 습득, 창의적 문제 해결력, 논리적 사고력, 설득력, 협동력, 자기주도학습능력, 의사소통능력을 영재가 갖추어야 할 학업 능력으로 정의하고 과학고등학교와 영재학교 재학생 1,156명을 대상으로 영재교육 경험이 학교 성적이나 학업 능력에 미치는 영향에 관한 설문을 실시하였다. 설문 결과 영재교육은 학생들의 새로운 지식 습득, 협동력, 의사 소통력 향상에 긍정적인 영향을 주었으나 자기주도학습능력, 설득력 향상에 미치는 긍정적 효과는 낮게 나타났다. 또한 영재교육 수혜 경험이 학교 성적에는 영향을 미치지 않았으나 연구 방법, 실험 실습 방법, 토론 방법 등을 학습하는데 도움이 되었다고 응답하였다. 본 연구 결과는 향후 영재교육과정을 개선 방향 설정을 위한 기초 자료로 활용될 수 있다.

The purpose of this study is to propose the implications after investigating how gifted education affected the school achievements and academic skills of students who have experience of gifted education. In this study, academic skills include academic knowledge, creative problem solving skills, logical thinking, persuasive skills, collaborative skills, self-directed learning skills, communication skills. The survey was conducted with 1,156 science high school and science academy students who have ongoing gifted education experience and depth interviews were also analyzed with some students to gather further in-depth information. As a result, students responded that gifted education affected very positively on knowledge, collaborative skills, communication skills and increased interest in related subjects. On the other hand, it showed lower positive responses on self-directed learning skills and persuasive skills. Also, students replied gifted education did not affect the school achievements but there was an opportunity to learn how to debate, research, and experiment and practice methods. The direction of gifted education to step forward was suggested based on these results. This study can be the basis for revising gifted education curriculum.

키워드

참고문헌

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