• School Mathematics
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• v.2 no.1
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• pp.311-331
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• 2000

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.341-358
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• 2004

본 연구에서는 영재교육 프로그램의 효과에 관한 실증적인 연구를 위해서 트레핑거의 자기 주도적 학습 모형과 렌줄리의 3부 심화학습모형을 이용하여, 제7차 초등수학 교육과정에서 다루어지고 있는 기본적인 개념뿐만 아니라, 영재교육과정과 관련된 주제들을 중심으로 초등 수학 영재아들의 자기 주도적 학습 능력 신장을 위한 프로그램을 자체 개발하여, 개발된 영재교육프로그램을 이수하기 전과 이수 후의 수학적 학습 태도에 차이가 있는지를 검증하기 위해서, 제주대학교 과학영재교육원 초등수학반 아동들을 대상으로 사전 ${\cdot}$ 사후 수학적 학습 태도를 분석하였다.

• Journal of Science Education
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• v.38 no.2
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• pp.415-429
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• 2014

The purpose of this study was to develop the 'airplane' science program based on Renzulli's Enrichment Triad Model for the gifted elementary students and investigate the effects of the program on attitude toward self-directed learning attitude, attitude toward laboratory work, and creative personality. Participants were 37 gifted students of local elementary school gifted classrooms. The results of this study were as follows: First, self-directed learning attitude was improved significantly including all sub-areas. Second, the attitude toward laboratory work was improved significantly including all sub-areas. Third, creative personality was improved significantly including all sub-areas. Finally, students' satisfaction about program had an average of 4.52 out of 5 points. Boys showed higher satisfaction on 'program management' and 'teacher's activities' than girls.

• Journal of Science Education
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• v.36 no.1
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• pp.94-105
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• 2012

The purposes of this study is to identify the professional knowledge of the three elementary teachers for science-gifted students in teaching method. All teachers have received in-service program in gifted education, and have been recommended by their colleagues. Two teachers have instructed the gifted for more than five years, one teacher have instructed the gifted for one year and the general students for eleven years. For for this study, each teacher's lesson plans were collected, videotapes were recorded during lessons, and in-depth interview for each participant were conducted. All recoded data were transcribed and analyzed. Some unique characteristics of teaching method for the gifted were identified from the class instruction of participants. They had knowledge of teaching model for the gifted, especially Renzulli's three pod enrichment model. And they mainly used the materials developed by KEDI for the gifted. Also they had capability to be able to reconstruct them, but their lesson plans did not be realized well in their class. Some implications from findings of this study were suggested, such as teaching methods to improve the quality in the classes of the gifted in science.