과학영재 학생과 일반 고등학생의 과학 논문 특징 비교

Abstract

Research is an effective way for high school students to develop critical thinking, creative problem-solving, and communication skills. However, students often need help writing papers and need systematic training in writing papers. For this purpose, it is necessary first to understand the characteristics of students’ papers. Therefore, this study analyzed the science papers written by science-gifted students in science high schools, gifted schools, and general high school students in science core schools by analyzing each step of the science paper structure to compare their features and errors. The analysis utilized a self-developed step-by-step checklist of science paper structure for 17 science papers of gifted students and 40 science papers for general high school students. The results of the study were as follows. First, both groups lacked structure and volume in the abstract and limitations of the study in the conclusion and suggestion section. The general high school students’ deficiencies included irrelevant theories in the theoretical background, inaccurate data visualization in the results and discussion, missing citations, and formal reference errors. Second, students’ errors in their science papers varied across the stages of the science paper structure. From the above results, both groups commonly offer paper writing education regarding the abstract, conclusion, and recommendation stages. In contrast, other stages of paper structure and research ethics education are more necessary for general high school students. We hope paper writing education related to scientific research activities will be systematized.