과학 현장 학습이 초등학교 영재 학생들의 과학 관련 태도에 미치는 영향

Abstract

This study analyzed the effects of science field trip on elementary school gifted students’ science-related attitudes. Samples of the study were composed of 162 gifted students attending the Science Gifted Education Center of S National University of Education in Seoul, Korea. The science field trip was conducted for three days at six locations in Jecheon City and Taebaek City. To quantitatively analyze the scores of science-related attitudes of the gifted students participating in field trip, a retrospective pre-post test with modified format of ‘TOSRA (Test of science-related attitudes)’ was administrated after completion of the field trip. To find out more detailed characteristics, qualitative data such as daily records of field trip and interview were also gathered and analyzed. The major results of the study are as follows: First, in the paired t-test for data of science-related attitudes, a statistically significant difference between the pre and post was found (t=―9.9654, df=161, p .05)]. But, female students felt more pleasure in science lessons after science field trip than male students [F(1, 159)= 9.2733, (p .05)]. But, the gifted students who prefer earth science subject have more interest in science as a leisure after science field trip than those who prefer physical subject [F(3, 157)=4.098, (p<.01)]. However, there were statistically significant differences in the scores of science-related attitudes according to the preferred teaching method(knowledge acquisition class through books and lectures, science lab experiment class, and natural field inquiry class) [F(2, 158)=6.3707, (p<.01)]. The gifted students who prefer natural field inquiry class showed higher scores on science-related attitudes after science field trip than those who prefer to acquire knowledge through books and lectures. Especially, the scores in four sub factors (Adoption of Scientific Attitudes, Attitude of Scientific Inquiry, Enjoyment of Science Lessons, Leisure Interest in Science) were significantly increased [F(2, 158)=3.3179, (p<.05)], [F(2, 158)=4.6490, (p<.05)], [F(2, 158)=5.2376, (p<.01)], [F(2, 158) =4.4037, (p<.05), respectively]. Based on these findings, implications for research on the gifted education and gifted students'' teaching and learning are discussed.