Elementary Science Gifted Students Research Articles

초등 일반 학생과 과학영재 학생의 인공지능에 대한 태도와 윤리의식 수준 및 관계 비교

This study compared the level and relationship in attitudes and ethical awareness toward Artificial Intelligence (AI) between elementary general and science-gifted students. For this purpose, 90 elementary general students in grades5-6 and 87 elementary science-gifted students in grades 5-6 were selected, and their attitudes toward AI and ethical awareness toward AI were tested. The results of the independent samples t-test showed that the means of the science-gifted students were statistically significantly higher than those of the general students in the overall and all sub-scales of attitudes toward AI. In addition, the means of the science-gifted students were statistically significantly higher than those of the general students in the overall and three sub-domains (‘stability and reliability’, ‘transparency and explanability’, and ‘robot rights’) of ethical awareness toward AI. However, the mean differences between the two groups were not statistically significant in two sub-domains (‘no discrimination’ and ‘employment’) of ethical awareness toward AI. The correlation analysis showed statistically significant correlations between attitudes and ethical awareness toward AI in both elementary general and science-gifted students. In particular, five sub-domains of attitudes toward AI were significantly correlated with the overall of ethical awareness toward AI and three or four in the five sub-domains of ethical awareness toward AI with high reliability. The correlation coefficients between ethical awareness and attitudes toward AI, especially the two sub-domains of ‘emotional interaction with AI’ and ‘social influence of AI’, were statistically significantly larger for the science-gifted students than for the general students. Educational implications of these findings are discussed.

초등 과학영재의 그릿이 회복탄력성과 창의적 문제해결력에 미치는 효과

This study explored the effects of grit on resilience and creative problem-solving in elementary science-gifted students. For this purpose, data were collected from 56 elementary science gifted students at a university-affiliated science gifted education center. The data were first subjected to descriptive statistics and correlation analysis, and then to multiple regression analysis with grit as the independent variable and resilience and creative problem solving as the dependent variables. The results of this study were as follows: First, the grit of elementary science gifted students was higher in perseverance of effort than consistency of interest and resilience was higher in all sub-factors. Second, perseverance of effort was more highly correlated with resilience than consistency of interest and was significantly predictive. In particular, the correlation with the self-regulation sub-factor of resilience was the highest, and the predictive power of the perseverance of effort on self-regulation was 81.6%. Third, grit did not correlate with creative problem-solving and did not show significant predictive power.

Analysis of the Social Participation Competency of Elementary Science Gifted Students Affiliated with University

이 연구에서는 대학부설 과학영재의 사회참여역량을 비교 분석하였다. 이를 위하여 127명의 과학영재에게 개인 시민성(4개 구성 요인), 공동체 시민성(3개 구성 요인), 세계 시민성(4개 구성 요인)의 하위 역량으로 구성된 4단계 척도의 사회참여역량 설문을 실시하였다. 연구 결과는 다음과 같다. 첫째, 대학부설 초등 과학영재의 사회참여역량은 일반학생보다 높아 사회 현상과 문제에 대한 관심과 이해가 많다는 영재의 특성을 잘 보여 주었다. 둘째, 과학영재의 개인 변인인 성별, 학년별 사회참여역량과 성별과 학년별 상호작용효과를 살펴본 결과, 성별과 학년별 상호작용효과는 보이지 않았고, 학년별 주효과에서도 통계적으로 유의한 차이가 나타나지 않았다. 그러나 성별에서는 여학생이 남학생보다 통계적으로 유의하게 사회참여역량이 높았다. 사회참여역량의 하위 영역인 개인 시민성, 공동체 시민성, 세계 시민성에서 모두 학년과 성별 간의 상호작용효과는 없었고, 학년에 따른 주효과도 나타나지 않았다. 그러나 개인 시민성과 세계 시민성에서는 여학생이 남학생보다 역량이 높은 성차를 보였다. 연구 결과를 토대로 영재의 사회참여역량에 대한 교육적 시사점에 대한 논의와 추후 연구에 관한 제언을 제시하였다.

Conceptual Changes of Elementary Science-gifted Students Through Analogy Between the Current in an Electric Circuit and Mechanical Motion

Conceptual Changes of Elementary Science-gifted Students Through Analogy Between the Current in an Electric Circuit and Mechanical Motion

Analysis of the Interest, Task-Commitment and Self-Regulation Abilities of Elementary Science Gifted Students in Science Learning

Analysis of the Interest, Task-Commitment and Self-Regulation Abilities of Elementary Science Gifted Students in Science Learning

The Change of Elementary Science Gifted Students’ Perception about Engineers and Engineering Practices through Science and Engineering Integrated (SEI) Lessons

The Change of Elementary Science Gifted Students’ Perception about Engineers and Engineering Practices through Science and Engineering Integrated (SEI) Lessons

공감 중심 디자인적 사고 프로그램 적용을 통한 초등 과학영재학생의 집단 창의성 함양 연구

이 연구는 초등 과학영재학생들의 집단 창의성 함양을 위한 방안으로써 공감을 강조한 디자인적 사고 프로그램을 개발・적용한 것이다. ‘관련 지식 이해’, ‘공감Ⅰ’, ‘관점 공유’, ‘공감Ⅱ’, ‘아이디어 생성’, ‘프로토타입’ 6단계의 공감 중심 디자인적 사고 프로세스를 마련하였으며, 각 단계별 공감의 활성화 방안을 바탕으로 프로그램을 구성하였다. 경기도 중소도시 소재 영재학급에 재학중인 5,6학년 초등 과학영재학생 9명을 대상으로 적용한 결과 협업과 인간 중심 영역에서 학생들의 활발한 대화 빈도를 확인할 수 있었다. 협업 영역에서는 다양한 정보를 주도적으로 확보하여 예측하고 새로운 기회를 탐색하는 ‘주도성’ 속성의 대화가 가장 빈번하였다. 인간 중심 영역에서는 사용자의 요구 사항을 파악하고 이를 반영하기 위해 노력하는 ‘사용자 지향’ 속성과 타인의 상황에 공감하고 관심을 갖고 호의를 베푸는 ‘관계 지향적 속성’의 대화가 두드러졌다. 공감중심 디자인적 사고 프로그램을 통해, 집단 창의성을 구성하는 모든 영역의 하위 속성이 다 발현되지는 않았으나, 공감 단계의 분리와 구체적인 공감 활동을 구성한 것이 타인에 대한 공감과 공감적 관계 형성을 통한 집단 창의성 발현에 긍정적 효과를 가져올 수 있음을 확인하였다.

초등 과학 영재 학생들의 자연선택 개념 이해를 위한 논변 활동에서 나타난 인식적 이해와 논변활동 수준 분석

이 연구에서는 초등 과학 영재 학생들을 대상으로 자연선택 핵심 개념 논변 활동 담화에서 드러난 인식적 이해와 논변활동 수준을 분석하였다. 논변활동에 참여한 학생들은 광역시 소재 영재교육원 6학년 학생 20명이었는데, 그 중 적극적으로 논변활동에 참여한 소집단 중 담화에서 인식적 이해가 드러나며, 개념에 따라 소집단 구성원의 인식적 이해 수준이 서로 달랐던 세 명으로 구성된 소집단을 목적 표집하여 그들의 담화를 분석하였다. 담화에서 드러난 인식적 이해의 요소는 본성, 일반성, 정당화, 청중의 범주로 나누어 분석하였으며 논변활동 수준은 논변의 구성과 비평을 중심으로 내재적 인지 부하에 따라 만들어진 논변활동 학습발달과정을 사용하였다. 연구 결과, 학생들의 논변활동에서 드러난 인식적 이해는 자연선택 하위 개념별로 다르게 나타났다. 자연 선택 하위 개념 모두 실천적 인식적 이해의 본성 측면에서는 모두 높게 나타났으나 일반성, 정당화, 청중 범주에서는 높거나 낮았으며, 그 수준이 담화에서 드러나지 않는 경우도 있었다. 지식의 일반성 측면에서 높게 드러난 변이의 유전개념에서 획득형질의 유전에 반대하는 다양한 현상과의 연결은 다양한 아이디어를 생성하여 논변활동 참여를 촉진하는 요소로 활용되어 세 학생 모두 논변활동 수준은 비판 제시 수준으로 나타났다. 하지만, 정당화와 청중 범주에서 실천적 인식적 이해 수준이 낮게 드러난 개념들의 학생의 논변 활동 수준은 그 보다 낮았다. 학생들이 최종 자연선택 핵심 개념인 종분화 개념 논변 시 모두 인식적 이해 수준이 높았던 개념들을 이용하여 종분화 과정을 설명하려 하였으며, 반대로 인식적 이해 수준이 낮았던 개념은 설명 요소로 포함시키지 않았다. 이 연구결과 학생들은 다양한 인식론적 자원을 통해 맥락에 따라 활용되는 인식론적 자원은 다르며 학생들이 왜, 어떻게 인식론적 결정을 하는지에 대한 구체적인 요인들을 분석할 필요성을 제안한다. 인식론적 결정에 영향을 미치는 다양한 요인 분석은 논변 활동의 질과 수준을 높일 수 있는 교수자의 중재 요소가 될 수 있다.

Elementary Science Gifted Students' Problem Solving Process on the Different Types of Problems

Elementary Science Gifted Students' Problem Solving Process on the Different Types of Problems

초등과학영재들의 자연선택 개념 형성을 위한 논변활동 효과 분석

초등과학영재들의 자연선택 개념 형성을 위한 논변활동 효과 분석

Instructional Influences of the Decision Making Activities About Socio-Scientific Issues on Elementary Science Gifted Students

Instructional Influences of the Decision Making Activities About Socio-Scientific Issues on Elementary Science Gifted Students

Instructional Influences of the Decision Making Activities About Socio-Scientific Issues on Elementary Science Gifted Students

Instructional Influences of the Decision Making Activities About Socio-Scientific Issues on Elementary Science Gifted Students

초등 과학영재학생들의 '살아있는 것'에 대한 존재론적 이해 분석

ABSTRACT This study aims to analyze science-gifted elementary students’ understanding of ‘Living Things’ with ontological domains. As research subjects, this study selected 80 science-gifted students who belonged to Education Institute for Science-gifted Elementary Students at University of Education, and this study came to the following con-clusions. Firstly, the gifted students thought of animals as living things most, out of which humans accounted for the highest rate. They were also found to evaluate the importance of living things depending on benefits and harms to humans. Secondly, when judging 4 domains of living things, animals, plants, static inanimate objects and dynamic inanimate objects, the gifted students did not have difficulty judging animals, plants and static inanimate objects, but 4 of them judged the moon, a dynamic inanimate object, as a living thing. In the aspect of reaction time, they spent more time judging plants than animals. This study classified their standards of judgement on living things into ontological categories. As a result, it was found that 31 and 33 out of them had standards of judgement corresponding to the category of matter and the category of process respectively, and only 16 of them had standards of judgement corresponding to the category of mental states. Thirdly, how to make a waterwheel and images of euglena and paramecium were shown to 10 of the gifted students who suggested simple movements as characteristics of living things. As a result, 7 of them changed their standards of judgement from the category of matter to the category of process, while 3 of them changed from the category of matter to the category of mental states. Key words : science-gifted elementary students’, living things, ontological       

초등 과학 영재 학생들의 과학 영재 수업에 대한 반성의 특징

이 연구에서는 초등 과학 영재 학생들의 과학 영재 수업에 대한 반성의 특징을 분석하였다. 이를 위해, 초등학교 4~6학년 과학 영재 학생 20명이 작성한 총 91개의 반성 일지를 '생산적 반성' 관점에서 분석하였다. 연구 결과, 반성 일지에 포함된 수업 측면의 수를 의미하는 '포함 점수'의 평균은 5점 만점 중에 2.99이었으며, 학생들의 학년과는 통계적으로 유의미한 상관이 없었다. 대부분의 반성 일지에는 '과학 영재 학생(93.4%)' 측면이 포함되어 있었으며, '과학 영재 교수 전략 및 지도(70.3%)', '과학 내용 지식(68.1%)', '과학 영재 교육 과정(57.1%)' 측면이 포함된 경우도 많았다. 그러나 '과학 영재 교육 평가(9.9%)' 측면이 포함된 경우는 매우 적었다. 생산적 반성 수준의 지표가 되는 것으로 반성 일지에 통합된 수업 측면의 수를 의미하는 '통합 점수'의 평균은 5점 만점 중에 2.84이었으며, 학년과 통계적으로 유의미한 상관이 없었다. 반성 일지 중에서 전혀 통합이 없는 경우는 6.6%, 2가지 측면이 통합된 경우는 34.1%, 3가지 측면이 통합된 경우는 39.6%, 4가지 측면이 통합된 경우는 25.3%였으며, 5가지 측면이 모두 통합된 경우는 없었다. 특히, 모든 반성 일지에서 '과학 영재 학생(100.0%)'과 다른 측면들이 통합되어 있었으며, '과학 영재 교수 전략 및 지도(70.3%)', '과학 내용 지식(65.9%)', '과학 영재 교육 과정(53.8%)' 측면과 다른 측면이 통합된 경우도 많았다. 그러나 '과학 영재 교육 평가(9.9%)' 측면과 다른 측면이 통합된 경우는 매우 적었다. 실험 중심 수업과 이론 중심 수업의 '포함 점수' 및 '통합 점수'의 차이는 통계적으로 유의미하지 않았다. 그러나 이론 중심 수업보다 실험 중심 수업에서 포함 유형과 통합 유형이 좀 더 다양해졌고, 더 많은 측면들이 함께 포함되거나 통합되는 경향이 있었다. This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for science-gifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experiment-centered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.

개념 만화를 활용한 소집단 과학 탐구활동에서 나타난 초등과학 영재 학생들의 논증활동 분석

Students' argumentation during science inquiry should be regarded important as it could help students to make meaningful connections between theories and experiments and to make scientific claims based on evidences. In this study, elementary science-gifted students' argumentation during small group inquiry was analyzed according to inquiry process. There were three stages of argumentation during students' inquiry. The first argumentation was to predict what would happen(Prediction stage). In this stage, the scientific problem was presented by concept cartoon as a way to start and to facilitate students' argumentation. The second argumentation was to design an experiment to solve the problem(Planning stage) and the third was to interpret the result of experiment(Interpretation stage). The discourse move, level of grounds and their relationship were analyzed to find the characteristics of argumentation during science inquiry. In terms of discourse move, 'Asking for opinion' was the most frequent whereas 'Claim' or 'Rebuttal' were rare. Students tended to listen to or ask others' opinion rather than provide their own claims or critics on others' opinion. 'Rebuttal' was shown a few times only during prediction and planning stage. There was no single 'Rebuttal' during interpretation stage. Students tended to easily accept or agree other student's interpretation of data instead of arguing their own ideas. In terms of level of grounds, students mostly provided their ideas without any attempt to justify their position. Especially during planning stage, students tended to suggest or decide ways of measuring or controlling variables without any grounds. They used evidences only a few times during prediction stage. In terms of relation between discourse move and level of grounds, students provided grounds most frequently when they dispute others' claims. The level of grounds were higher when they advocate or clarify their own or others' ideas than when they claim their ideas. The result of this study showed that the quality of elementary science-gifted students' argumentation during science inquiry was undesirable in many ways. Implications for scaffolding and facilitating argumentation during science inquiry were discussed.

Effects of STEAM Program concerning Circumjacent Organisms on the Elementary Science Gifted Students

Effects of STEAM Program concerning Circumjacent Organisms on the Elementary Science Gifted Students

불일치 상황의 활용을 통한 초등 과학영재학생들의 과학에 대한 인식론적 신념 분석

이 연구에서는 초등 과학영재학생들의 불일치 상황에서의 대처 전략 및 원하는 교사 지도 전략 유형을 조사한 후, 이에 기초하여 그들의 과학에 대한 인식론적 신념을 분석했다. 이를 위해, 초등학교 5~6학년 과학영재학생 72명을 대상으로 개방형 설문을 실시했다. 일부 학생들을 대상으로 심층 면담도 실시했다. 연구 결과, ' 포기', ' 교사에게 도움 요청', ' 같은 방법으로 다시실험', ' 다른방법으로 다시실험', ' 능동적인 원인 분석 후 다시 실험', ' 실험 결과 인정', ' 실험결과 설명'이라는 7가지 불일치 상황에서의 대처 전략 유형이 나타났다. 원하는 교사 지도 전략의 경우에는 '격려', ' 성공적인 실험 결과 제시', ' 설명', ' 같은방법으로 다시 실험하는 기회 제공', ' 다른 방법으로 다시 실험하는 기회 제공', ' 능동적인 원인 탐색 기회나 도움 제공', '실험 결과 설명 기회나 도움 제공'의 7가지 유형이 나타났다. 이 14가지 유형들을 지식에 대한 인식론과 관계에 대한 인식론 차원에 기초하여 '사실 전달', '사실 구성', '의미 전달', '의미 구성'의 네 가지 관점으로 다시 분류했다. 이런 결과에 대한 교육적 함의를 논의했다. This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

An Analysis of the Selection Process of Elementary Science Gifted Students by Teacher’s Recommendation Focused on Analysis of Teacher’s Recommendation Letters

An Analysis of the Selection Process of Elementary Science Gifted Students by Teacher’s Recommendation Focused on Analysis of Teacher’s Recommendation Letters

Case Analysis of Verbal Interaction of Science-Gifted Elementary Students in Their Science Classes

Abstract:The purpose of this study was to analyze and extract the features of verbal interactions betweenteacher and science-gifted students in their classes. For the purpose of this study, authors observed 27 elementaryscience classes for the science gifted of three elementary teachers. To analyze the verbal interactions in the classes,the authors have adopted the theoretical background, which was based on Sinclair & Coulthard's Initiative-Response-Feedback pattern. Verbal interactions in the classes were analyzed by Kim's framework, which modified Jeong'sframework. IRF patterns were derived from the verbal interactions of science classes for the science gifted. As aresult, authors obtained some important features in IRF pattern. The most commonly used IRF pattern was theteacher's managerial question-student's short answer pattern, which was due to the regional policy for the sciencegifted. The teacher's delayed feedback as well as the teacher's question was meaningful for student's thinking ability.If elementary teachers consider the pattern, the strategy should be applied, which is depending on student levels andlevels of contents. But three teachers did not show the characteristic verbal interaction regarded as a pattern strategy.In the future, inservice programs about verbal interaction are needed for the science gifted classes.Key words: the science-gifted, verbal interaction, IRF pattern Korea National University of Education

A Case Study on the Use of Coteaching in Science Instruction for Science-Gifted Elementary Students

As a case study on the use of coteaching in science instruction for science-gifted elementary students, this paper analyzed the characteristics of coteaching science instruction for science-gifted elementary students by plan, performance, and reflection-evaluation stages of the classes. To do this, we observed two teachers' coteaching science instruction for science-gifted elementary students during twelve classes and analyzed the taped videos, their journals, and the transcripts for in-depth interviews with them. The results indicated that the characteristics of the coteaching science instruction, in the planning stage of the classes, showed improvement in the quality of the sciencegifted education programs, the reduction of the psychological burdens of developing the programs, and some efficiency loss due to the joint preparation of the classes. The characteristics in the performance stage of the classes include the seamless progression of the classes through the division of roles, the increase of the students' opportunity to explore, the supplement of the teachers' inadequate descriptions and the overlooked contents, the increase of the interaction between teachers and students and/or the interaction among students, the reduction of the risk of accidents in experiments, and the reduction of the responsibility for teaching. Finally, the characteristics in the reflectionevaluation stage of the classes could be attributed to the diversity of the evaluation viewpoints, the increase of the learning opportunities to develop the teaching professionalism, and the increase of the fear for assessing my own classes.