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강충렬(Kang Choong youl),신문승(Shin Mun seong),윤수미(Yoon Su mi) 한국영재교육학회 2015 영재와 영재교육 Vol.14 No.3
본 연구는 영재교육 프로그램에 관한 국내 문헌 자료를 수집하여 메타분석을 실시함으로써 영재교육 프로그램 적용에 대한 효과성을 알아보고 이를 통하여 영재교육 연구에 대한 흐름을 정리하고, 새로운 연구를 위한 기초 자료를 제공하고자 한다. 연구대상인 77편의 논문을 코딩하여 총 425개의 효과 크기를 구하였다. 연구결과, 영재교육 프로그램이 창의성에 미치는 전체 평균 효과크기는 1.052로 나타났으며, 영재교육 프로그램 실시가 창의성에 36.4% 정도 사전-사후 대비 혹은 통제집단과 비교하여 효과적이었다. 창의성의 하위 요인별 효과 크기는 융통성, 독창성, 유창성 순서로 나타났으며, 학습자의 비인지적 요인에 미치는 효과크기 순서는 진로인식이나 리더십, 대인관계, 자아개념 순으로 나타났다. The purpose of this study to identify the effects of implementation of gifted education program on creativity by carrying out a systematic meta analysis based on collections of domestic literature, which is related to effects of gifted children education program at schools. Through this study it can be gotten a review of gifted education and given a bundle of basic data for another researchers. After coding 77 theses that were selected, a total of 425 effect sizes were obtained. The results of study are as follows. The total average effect size of the gifted children education programs on the creativity of gifted students was '1.052'. This means it has effect on creativity of elementary students by 36.4%, when considering the pre to post comparison. When looking into the effect size on each sub-factor of creativity, the largest effect size was occupied by flexibility followed in order by originality and fluency. Related with non-cognitive factors, the total average effect size of gifted education program appeared in which the recognition of career or leadership was the highest, followed by the improvement of interpersonal relations, and self-concept in order.
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통합교육과정에 제시된 학습주제에 대하여 이동들이 흥미를 보이는 학습내용에 관한 조사 연구
박일수 ( Il Soo Park ),김종건 ( Jong Gun Kim ),강충렬 ( Choong Youl Kang ) 한국통합교육과정학회 2007 통합교육과정연구 Vol.1 No.-
2007년 2월 새 교육과정이 수정·고시 되었다. 새로운 교육과정에 따라 2007학년도부터 초등학교 1학년 교과용 도서를 개발하게 되었다. 이러한 시대적 상황에 따라 초등학교 1학년 아동들이 흥미를 보이는 학습내용을 조사할 필요가 있었다. 새로운 통합교육과정에 제시된 대주제를 초등학교 1학년 아동들에게 제시하고, 브레인스토밍 및 마이드맵 기법을 활용하여 그들이 학습하기를 원하는 내용을 조사하였다. 아동들의 흥미를 조사하여 분석한 결과, 통합교육과정의 대주제 영역에 제시되어 있는 표준내용과 아동들이 학습하기 원하는 표준내용 간에 일치 및 불일치한 내용들이 발견되었다. 본 연구의 결과가 교과서 개발 과정에 반영된다면 초등학교 1학년 아동들이 보다 생동감 넘치고 즐겁게 학습에 참여할 수 있을 것이다. The Ministry of Education and Human Resources Development announced on February 27 its plan to revise the primary and secondary curriculum, which would be applied in phases starting 2009. We have to develop integrated curriculum textbook. For integrated curriculum textbook development, we need to survey children`s interests on learning activity. The purpose of study was to survey children`s interests on learning activity. For the accomplishment of above purpose, this study was to survey children`s interest which presented in revised national integrated curriculum topics using brainstorming or mind-mapping. The results of the study was to equal and not to equal between standard content and children`s interests about learning topics which was presented revised integrated curriculum. If the result of this study was used new integrated curriculum textbook development process, maybe elementary school children using new textbook involved learning vitally and enthusiastic more than 7th curriculum.
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학과 영재 선발을 위한 간편 인지 검사의 개발과 그 성격 분석
강충렬 한국초등교육학회 1991 초등교육연구 Vol.5 No.1
A cognitive screening battery for academically gifted second-and third-grade student was developed. The battery was program-oriented and compactly designed for convenient use in school settings. Factor analysis showed that the battery measures three constructs---fluid, crystallized, and creative ability. Fluid ability (36 items) was measured by Classification, Series, Analogy subtest, all of which required perceptual-relation seeking ability. The internal consistency reliability (Cronbach alpha) for fluid ability was .905. Crystallized ability (44 items) was measured by Vocabulary and Math Problem Solving subtest, those of which required high-level factual knowledge and algorithmic solutions. The internal consistency reliability (Cronbach alpha) for crystallized ability also was .905. Creative ability (8 items) was measured by Insight Problem Solving subtest, which required unusual and nonentrenched relation-perceiving ability. The internal consistency reliability (Cronbach alpha) for creative ability was .539. Thus, the Insight Problem Solving subtest should be considered as experimental and used as secondary information for screening student. To avoid ceiling effect, the baffery was designed to be difficult. A positive skewedness was found for crystallized and creative ability but not for fluid ability. The battery was designed for establishing an academic talent pool, not for determining specific placement. More specific academic aptitude tests, personality measures, nominations, and school grades should be incorporated for placement.
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