과학 영재 특성 구인과 과제 수행 단계의 연관성

Abstract

In this study, it was assumed that it was necessary to separately investigate the characteristics of gifted students in science at each stage in the process of performing a task, rather than a single characteristic. For this purpose, the affective characteristics of gifted children, which are traditionally emphasized, such as motivation, passion, and task concentration, were assumed to be characteristics that are uniquely emphasized at each stage of task performance, such as beginning, progress, and completion. Afterwards, each category was matched to the task performance stage, and then the relationships within and between categories were investigated. These results showed that the affective characteristics of the gifted students in science had correlations within categories. However, the correlation of questions between categories was relatively high between the motivation category and the passion category, but the correlation between the motivation and task concentration categories was low. This means that each characteristic in the task concentration category is more unique than those in other categories. This pattern appeared similarly in all grades of middle school, with relatively more distinct results in the third grade. The correlation between the characteristics of each stage investigated in this study indicates that it continues meaningfully while students perform learning tasks regardless of grade in middle school.