• 영재교육연구
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• 제22권4호
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• pp.929-942
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• 2012

본 연구는 대학부설 과학영재교육원에서 관찰 추천제에 의한 선발 및 융합과학전공의 도입 후에 학생 선발과 교육 내용 구성이 어느 정도 타당하게 진행되었는지를 분석해 보고 문제점을 파악하여, 향후 과학영재교육원의 학생 선발과 융합과학 전공 운영을 위한 제안을 하고자 하는 목적에서 실시되었다. 이를 위해 한 대학부설 과학영재교육원 융합과학전공의 입학사정 결과를 분석해 보고, 입학 성적과 입학 후 융합과학전공에서의 수행 능력과의 상관관계를 분석해 보았다. 그 결과 관찰 추천제가 추천자 및 심사자 대한 의존도가 높은 선발 방식임에도 불구하고 심사자들 사이의 관점이 매우 다른 것으로 나타났으며, 선발과 입학 후 교육이 일관성 있게 이루어지지 못했다는 문제점이 나타났다.

• 한국과학교육학회지
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• 제13권2호
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• pp.172-186
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• 1993

This stady was carried out to define Gifted student for science, model for selection, the tools and methods and related theory for the selection of the Gifted students for the science in primary school level. Also the developed tools and materials are applied to student and analysed the results to generalize the methods for the selection of Gifted students for science. The definition of Gifted students for science was carried out by the three-ring conception model by Renzulli(1982) and Lee long-Sung which defined the characteristics as three parts such as above average ability, creativity and tesk comitment. The Gifted students for science upper 2 percent which have three characteristics at the same times, namely overlapping three characteristics. The model for the selection of Gifted students consist of four step; such as screeing, selection,differentiation, judgement. The materials for the selection are input at each stage, analysed the results and standard for the selection are made. In the first stage screening, 202 students are selected from the 5060 of 4th and 5th graders according to their achievment, intellecture ability and observation of students activity. In second selection and third differentiation stage, 65 students are seletted according to their achievement In this study it is approved that the Gifted students in science have to be selection by various test such as achievement, intellectual ability, aptitude in science, inquiry activity, manual skill etc, rather rather then simple test such as achievement and intellecture ability. Also it is important to select upper 2 percent who have general abilites overlapping three characteristics mentioned in definition of Gifted students in science and selections model

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.624-633
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• 2011

The purpose of this study was to compare problem finding ability, creative thinking ability, creative tendency, and science process skill between the scientifically gifted students and the general students. For this study, problem finding ability test, integrating creativity test, and science process skill test were conducted to the elementary gifted students (n=95) in science and the general students (n=149) at the same school district. The results of this study were as follows: The mean scores of problem finding, creative thinking, creative tendency, and science process skill of the gifted students were statistically higher than the general students. The problem finding ability had partially weak correlation with sub-domains of the creative thinking ability, creative tendency, and science process skill. Findings suggest that there are needs of further study about factors affecting problem finding and considering the degree of structure of problem situation.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.292-303
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• 2009

In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

• 한국과학교육학회지
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• 제31권2호
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• pp.295-313
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• 2011

이 연구의 목적은 중학교 과학영재학생들을 담당하는 교사들의 교수실행에서 사용되는 수업전략들을 분석하는 것이다. 이 연구를 위하여 영재교육 전문 기관에 소속되어 있는 4명의 교사를 선정하였다. 연구의 자료는 수업 관찰, 반 구조화된 면담, 학생보고서 및 사진자료 등이며, 일정비교분석법에 의해 분석되었다. 연구결과, 각 교사들은 다양한 수업전략을 사용하고 있었으며, 이러한 전략들은 서로 긴밀히 연결되어있는 것으로 나타났다. 4명의 교사들은 자신들이 선택한 학습 유형 - 속진 혹은 심화 -에 따라 각기 다른 수업전략을 사용하고 있었다. 또한 수업분위기, 교사-학생 및 학생-학생의 상호작용방식, 보고서 작성 측면에서 4명 교사의 수업은 뚜렷한 차이를 보였다. 이 연구에서 확인한 수업전략들은 교육경험이 적은 교사들이 과학영재를 위한 수업을 구성하는데 있어서 실제적인 도움이 될 수 있으며, 과학영재들을 지도하는 전문성을 향상시켜 줄 수 있을 것으로 생각된다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.501-512
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• 2012

The purpose of this study was to identify the differences in eye movement pattern shown in classification activities between the gifted and regular students in elementary schools. The subjects for the research consisted of five gifted students in the special education center for the gifted at Seoul National University of Education and five students at D regular elementary schools. SMI (Senso Motoric Instruments)' iView $X^{TM}$ RED 120 Hz was used in order to collect eye movement data. Results were as follows. There were difference patterns between the gifted and the regular student in question identification, attribute observation, and criteria generation process. Gifted students minimized unnecessary cognitive overload and took advantage of cognitive economic efficiency. Regular students have a lot of cognitive burden because they did not grasp the essential information.

• 한국지구과학회지
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• 제26권4호
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• pp.347-357
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• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

• 영재교육연구
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• 제15권1호
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• pp.49-66
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• 2005

본 연구는 일반학급에서 영재아동과 일반아동이 지각하는 교우관계와 초등과학 영재아동이 과학영재학급과 일반학급에서 지각하는 교우관계를 각각 비교하는 것을 목적으로 한다. 이 연구를 위하여 과학영재학급에 등록된 영재아동 147명과 일반학급의 일반아동 253명을 대상으로 교우관계 만족도, 아동이 느끼는 외로움, 교우관계의 질, 사회성을 측정하는 설문을 실시하였다. 연구 결과, 일반학급에서 영재아동과 일반아동이 지각하는 교우관계에서는 '아동이 느끼는 외로움', '교우관계의 질'에서 영재아동이 일반아동에 비하여 통계적으로 유의하게 높았고, 일반학급과 영재학급에서 느끼는 영재아동의 교우관계에서는 '교우관계의 만족도'와 '교우관계의 질'에서 일반학급보다 과학영재학급에서 통계적으로 유의하게 높았다. 그리고 일반아동에 비하여 영재아동의 상호적인 교우관계 빈도가 더 높았다.

• 영재교육연구
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• 제23권1호
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• pp.25-47
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• 2013

본 연구에서는 과학영재학교에 조기입학한 학생들을 대상으로 조기입학의 경험에 대하여 알아보고자 하였다. 이를 위해 서울에 위치한 과학영재고등학교 조기입학생 13명을 대상으로 인터뷰를 실시하고 현상학적 연구방법 중 Giorgi 방법을 활용하여 결과를 분석하였다. 연구 결과, 13개의 주제와 5개의 중심의미를 추출하였다. 조기입학 학생들은 연습삼아 지원했다가 합격하게 되면서 준비 없이 1년을 단축하고 고등학교에 입학하게 되는 것에 대해 두려움을 경험하지만 따라잡음에 대한 문제는 크게 없는 것으로 나타났다. 학교에서 제공하는 차별화된 교육과정, 기숙사 생활, 학생들의 학습을 중시하는 분위기 등이 학교적응에 긍정적인 역할을 하였으며, 리더로 나서기가 어렵거나 뭔가 부족한 면을 가지고 있다 하더라도 시간이 지나면서 서로 적응하고 결국에는 형이라고 부르는 친구가 되는데, 이러한 과정에서 개인의 성격이 중요한 것을 볼 수 있었다. 본 연구의 결과는 조기입학 같은 학생 배치 문제는 나이의 문제가 아니라 학교의 분위기나 개인의 성격을 고려하여 결정해야 할 문제임을 시사한다고 볼 수 있다.