Science Gifted Students Research Articles

지구과학 천문 영역에서 과학영재들의 질문 유형 분석

본 연구의 목적은 지구과학 천문 영역에서 과학영재들의 질문 유형을 탐색하기 위함이다. 이를 위하여 과학영재학교에 재학 중인 2학년 81명의 과학영재들이 한 학기 동안 지구과학 천문영역 수업시간 중에 작성한 질문 373개를 분석하였다. 연구 결과 첫째, 과학영재들의 질문은 주로 천문학 지식을 발견하게 된 방법이나 과정을 묻는 절차질문이 많았으며, 천문 현상에 대한 기본 원리를 묻는 인과질문과 변칙 사례나 예외 상황 등을 고려하며 천문학 지식을 검증하고 가치를 평가하는 평가질문이 주를 이루었다. 궁극적으로는 교과서에 나열되어 있는 개개의 단편적인 과학 지식을 하나의 거대한 자연과학의 이론체계에 통합시켜 보편지식으로 이해하려는 특성이 나타났다. 특히 이러한 과정에서 수학의 언어를 사용하여 설명하고 증명해 보려는 특징을 확인할 수 있었다. 무엇보다 과학영재들은 교사의 질문에 답하는 것 보다는 스스로 질문을 던지는 것에 더 적극적인 경향을 보였다. 본 연구결과는 과학영재의 과학에 대한 인지구조와 관심, 흥미, 열의 등의 현주소를 파악하고 과학에 대한 열정을 충족시킬 수 있는 과학영재 교육과정 및 교수학습 방안을 모색하는데 기여할 것이다.

Analysis of Stability in Verbal Interaction Types of Science-gifted Students

Background:Science inquiry activities carried out in a small group are learner-centered activities operating under the premise of collaborative interaction between members through various types of communication and consultation in the process of resolving issues.Material and methods:The changes in the types of interactions in the three exploratory activities targeting science-gifted students were analyzed using the Social Network Analysis (SNA). As a result of analyzing eight small groups, it was possible to divide the interaction types into two groups, namely, the alienation retaining type—where the type of interactions was retained from start to end—and the alienation changing type where the types of interactions changed.Results:First, regarding active interactions between three members, the remaining students turned out to be alienated and could not participate in further inquiry activities. Second, changes of types occurred in accordance with the leaders’ central positions.Conclusions:On the basis of this study, it is expected that future analyses will show how the type of interaction changes according to the level of inquiry or familiarity status with the inquiry topics. In addition, it is expected that studies about guidance and feedback of teachers and new students’ participation in the interactions will follow.

A Comparative Study on Scientific Misconduct between Korean and Japanese Science Gifted Students

Background:The scientific integrity, perceptions of scientific misconduct, and students’ needs in the research ethics education of Korean and Japanese gifted students were analyzed to address three questions. First, how well do students practice research ethics in their research? Second, how do students perceive scientists’ misconduct? Third, do students want to learn research ethics and what aspects do they want to learn?Material and methods:Participants comprised 397 Korean and 370 Japanese science gifted high school students.Results:Survey results showed that 48.92% of Korean students and 14.86% of Japanese students experienced scientific misconduct regarding their research. However, 90.61% of Korean students and 87.54% of Japanese students could identify types of scientific misconduct. Only 32.94% of Korean students and 19.63% of Japanese students expressed a desire to learn about research ethics concepts and practical issues during research.Conclusions:Although professing knowledge about scientific integrity, their scientific misconduct demonstrates a lack of authentic understanding. Thus, there is a need to accurately present students with the training they need.

Difference Analysis Between Groups and the Generalizability of the Instrument for Measuring Science-Gifted and General Students Perfectionism

Difference Analysis Between Groups and the Generalizability of the Instrument for Measuring Science-Gifted and General Students Perfectionism

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

Effects of Parenting Attitude Perceived by Science-Gifted and Non-Gifted Elementary Students on Academic Resilience

Effects of Parenting Attitude Perceived by Science-Gifted and Non-Gifted Elementary Students on Academic Resilience

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

3단계 마인드맵 활동이 과학영재 학생들의 시스템 사고 향상에 미치는 효과 : 천문 내용을 중심으로

3단계 마인드맵 활동이 과학영재 학생들의 시스템 사고 향상에 미치는 효과 : 천문 내용을 중심으로

미래의 나에게 쓴 편지 분석을 통한 과학영재들의 진로 정체성 탐색

사람은 누구나 행복한 미래를 꿈꾼다. 개인이 결정하는 진로의 방향은 곧 그의 삶의 방향과 질을 결정하므로, 긍정적 진로발달을 이루기 위한 진로 정체성은 청소년기의 가장 중요한 발달 과업 중 하나이다. 개인적 측면뿐만 아니라 국가적 측면에서도, 과학영재들의 진로 정체성은 중요한 논의의 대상이다. 본 연구는 과학영재학교에 최종 합격한 과학영재 103명을 대상으로 하였으며, 그들의 진로 정체성을 살펴보기 위하여 미래의 자신에게 쓴 편지를 수정 보완된 VISA 모델을 사용하여 분석하였다. 연구결과 과학영재들의 진로 정체성 상태는 조기결정과 탐색유예를 보여주었다. 과학영재들은 진로 몰입 정도가 진로 탐색이나 진로 재고려 차원 보다 높게 나타났으며, 진로 동일시, 좁은 탐색과 진로 유연성이 높게 나타났다. 과학영재들의 진로 정체성에서 발견된 공통적인 지향점은 강한 열정, 한계에 대한 도전, 인류에 대한 책임감이었다. 본 연구를 통해 과학영재들의 진로교육에 대한 사회적 관심을 환기하고자 하였으며 과학영재들이 개인의 목표와 영재교육 본연의 목표를 실현할 수 있도록 영재를 위한 진로교육방법과 그 내용을 개발하는 후속 연구가 이루어져야 할 것으로 판단된다. Everybody dreams of a bright future. A future career determines the direction and quality of an individual's life. Achieving positive career development is one of the most crucial tasks during adolescence. In both national and personal perspectives, the vocational identity of science-gifted students provides some important points to discuss. The purpose of this study is to examine the vocational identity of science-gifted students. Participants included 103 science-gifted students who have received an acceptance letter from a science-gifted school. The modified VISA (Vocational Identity Status Assessment) model was used to analyze the vocational identities of gifted students with 'a letter to myself in the future'. The study found that vocational identity status of the science-gifted students was determined as Foreclosed and Searching Moratorium. The science-gifted students demonstrated more Commitment than Exploration and Reconsideration. They also showed higher levels in Career Identification, In-Narrow Exploration, and Career Flexibility. In addition, they shared common orientations in vocational identity such as strong enthusiasm, challenging limits, and responsibility towards humanity. We expect that this study will contribute to the social interest of science-gifted students in the area of career education. In order for science-gifted students to nurture their full potential with a deeper awareness of education, follow-up studies have to be conducted to provide greater and ideal career education.

인문사회 영재를 위한 공교육의 진로교육 프로그램에 대한 학습자의 인식

인문사회 영재를 위한 공교육의 진로교육 프로그램에 대한 학습자의 인식

초등 과학영재와 일반학생이 지각하는 교우기대감

초등 과학영재와 일반학생이 지각하는 교우기대감

비유 생성 전략을 활용한 수업에서 과학영재의 언어적 상호작용과 비유 생성 패턴 분석

이 연구에서는 비유 생성 전략을 개발하여 이를 중학교 1학년 과학영재 수업에 적용하였다. 그리고 이 수업에서 5개 소집단의 과학영재들이 생성한 비유의 유형 및 과학영재들의 언어적 상호작용 양상과 비유 생성 패턴 및 비유 생성 전략에 대한 과학영재들의 인식을 조사하였다. 분석 결과, 비유 생성 전략을 활용한 수업에서 과학영재들이 개별적으로 생성한 비유는 일반적인 비유 생성 활동에서 보다 질이 좋은 유형의 비율이 높았으며, 소집단 활동을 거친 후에는 대부분 가장 좋은 유형의 비유를 생성하였다. 과학영재들의 언어적 상호작용은 각 단계의 영역별 하위 범주의 상호작용의 빈도 및 비율에서 약간 다른 경향이 나타났다. 그리고 소집단별 비유 생성 패턴은 심층적 소재 선택형, 포괄적 소재 선택형, 표면적 소재 선택형의 세 가지 유형이 나타났으며, 각 유형별로 대응 정교화 패턴이 다르게 나타났다. 과학영재들은 비유 생성 전략의 가치 및 태도 측면에서 긍정적으로 인식하고 있었으며, 비유 생성 전략이 더 정교한 비유를 생성하고, 창의적 사고를 하는데 도움이 되었다고 응답하였다. 따라서 비유 생성 전략은 과학영재들의 창의성 신장에 긍정적인 영향을 줄 것으로 기대된다. In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

The development of a self-evaluation checklist for measuring Filipino students’ science giftedness

Identification of science-gifted students remains a problem due to the lack of availability of a valid and reliable identification tool. There are several instruments published to identify science-gifted students in other countries, but it is difficult to assume the reliability and validity of these tools specifically for Filipinos’ socially constructed notion of science giftedness. During initial stages of identification, some science-gifted students are excluded in nomination and selection because teachers are not particularly adept at evaluating the characteristics of these students. This paper reports the validity and reliability of an adapted 60-item checklist on science giftedness of Filipino students. The subjects for this study are 365 first-year high school students from various science-oriented secondary schools with different programs in the Philippines. The checklist was completed through self-rating. Exploratory factor analysis using the principal component analysis as the extraction method identified 12 factor components: scientific awareness, rational observation, experimentation, application, visualization, initiative, quantification, oblivion in learning, engrossment in learning, integrated learning, and acquiring of skills. Overall, results show that the Cronbach alpha reliability coefficient is 0.954, which shows that the checklist is reliable in determining giftedness in the context of the Philippines. When students enrolled in four different science-gifted programs used this checklist to evaluate themselves there were significant differences in the range of scores. Further testing with an improved checklist using a wider demographic profile should be conducted. This study suggests that tools used to identify science giftedness must not only be domain specific, but should also be holistic and assess other facets of giftedness.

A Comparison of Resilience and Task Commit between Elementary Gifted Students in Science and Non-gifted Students

A Comparison of Resilience and Task Commit between Elementary Gifted Students in Science and Non-gifted Students

The Effects of a Mentorship-introduction Program for Science-gifted Students

The Effects of a Mentorship-introduction Program for Science-gifted Students

전하이동을 시각화한 PhET 기반 수업을 통한 초등과학영재의 전류개념변화

전하이동을 시각화한 PhET 기반 수업을 통한 초등과학영재의 전류개념변화

Theme-based Project Learning: Design and Application of Convergent Science Experiments

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted educa- tion. A convergent project-based science experiment program of physics, chemistry and biology with the theme of environment such as seawater and wetland was designed and applied to science-gifted secondary school students in an international science contest. The program was initiated with integration of physics, chemistry and biology, interrelating both field work and laboratory work. Besides, logical discussion and humanistic writing activities with environmental issues were followed. The participants were tasked to conduct hands-on multi-disciplinary projects for both in the fields and laboratories. The projects involve raising creative and critical thinking through interpreting col- lected data, predicting outcomes, drawing conclusions, and presenting results. The study shows a model of project-based convergent programs for integrated experimental composition to facilitate collaborative and creative learning as well as to improve students interests in related subjects. The study discusses ways to raise awareness of benefits from multi-disciplinary approaches through theme-based project learning in science-gifted education.

The Impact of Self-Reported Knowledge and Self-perceived Importance about Earth Systems on Science Gifted Students’ Science Motivation: An Exploratory Study

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.