중학교 과학영재 학생과 일반학생의 리더십 특성, 정서지능 비교 및 정서지능이 리더십에 미치는 영향

이영한,유미현 韓國英才學會 2012 영재교육연구 Vol.22 No.4

본 연구의 목적은 중학교 과학영재 학생과 일반학생간의 리더십 특성과 정서지능을 비교하고 정서지능이 리더십 특성에 미치는 영향을 조사하는 것이다. 연구의 대상은 경기도 S시 중학교 과학영재 학생 150명, 일반학생 130명이다. 본 연구의 결과는 다음과 같다. 첫째, 과학영재학생과 일반학생간의 리더십 특성 총점 및 리더십 하위요인별 특성은 차이가 있었다. 일반학생보다는 과학영재 학생의 리더십 특성의 평균이 더 높게 나타났으며 통계적으로 유의미한 차이가 있었다. 성별에 따른 리더십 특성의 차이를 비교한 결과 영재학생은 2개 하위영역에서, 일반학생은 1개 하위영역에서 여학생의 점수가 유의미하게 높은 것으로 나타났다. 둘째, 과학영재 학생과 일반학생간의 정서지능 총점과 정서지능 하위요인 중 ‘정서의 사고촉진 능력’과 ‘정서지식의 활용 능력’에서는 두 집단 간에 통계적으로 유의미한 차이가 나타났다. 성별에 따른 정서지능의 차이를 비교한 결과 영재학생, 일반학생 모두 1개 하위영역에서 여학생의 점수가 유의미하게 높은 것으로 나타났다. 셋째, 중학교 과학영재 학생의 리더십 특성과 정서지능 간에는 유의미한 정적 상관관계가 있는 것으로 나타났다. 넷째, 과학영재 학생의 정서지능이 리더십 특성에 미치는 영향이 어떠한지 알아보기 위하여 다중회귀분석을 실시한 결과 정서지능이 리더십 특성에 유의미하게 영향을 미치는 것으로 나타났다. The purpose of this research was to compare the leadership characteristics and emotional intelligence between scientifically gifted middle school students and general students and to investigate the emotional intelligence's effects on leadership characteristics. For this study, 150 scientifically gifted middle school students and 130 general students were participated. The results obtained from this study were as follows. First, the total score of leadership characteristic and sub-domains of leadership characteristic showed significant difference. The leadership characteristic of the gifted students turned out to be significantly higher than that of general students. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Second, the total score of emotional intelligence and sub-domains of emotional intelligence showed significant difference. There were significant differences between the two groups in ‘thinking-acceleration ability by emotion’ and ‘ability of utilizing emotional knowledge’. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Third, it proved to be significantly positive correlation between leadership characteristic and emotional intelligence of gifted middle school students. Forth, the gifted students’ emotional intelligence affected leadership characteristic significantly by multiple regression analysis.

중학교 과학영재 학생을 위한 융합인재 교육 프로그램의 개발과 적용 - 3D 카메라 만들기 -

김성원 ( Seong-won Kim ),박형용 ( Hyoung-yong Park ),김영수 ( Young-soo Kim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.4

In this study, we have developed a STEAM educational program for teaching scientifically gifted individuals who are equipped with `STEAM Literacy` required for a new era. `Making a 3D camera` was selected as the subject for the instruction. And researchers analyzed the current curriculum`s content which related to the selected subject by analyzing the textbooks and extracting related learning materials. Based on the results of the curriculum analysis, instructional materials for ten classroom sessions were developed. the program was related to the five sub topics-eye, camera, light, perspective, 3D technology. And the developed instructional materials include the lesson plans for each classes, classroom activities, 3D camera related handout, manuals for 3D image making tools, and video clips. The program was conducted at 19 middle school students who are scientifically gifted. Through a single group experiment, students` learning outcomes and opinions about the program was surveyed. Wilcoxon signed-rank test indicated that students developed a statistically significant improvement in the sub topic relevant knowledges (Z=3.84, p<.001). Survey of students` opinions on the STEAM classes showed that many students responded positively to the activities of interdisciplinary classes, such as the convergence of interdisciplinary learning courses. Through the `Making a 3D camera` STEAM educational program, students were able to connect various areas of knowledge to each other.

중학교 과학영재 학생의 과학적 가설에 대한 인식과 가설설정 능력

이혜경,박형용,김영수 한국생물교육학회 2019 생물교육 Vol.47 No.1

The purpose of this study was to get basic data for devising teaching methods to improve scientifically gifted middle school students’ skills in formulating a hypothesis. The results of the study were the following. First, many of the gifted students could not distinguish the differences between hypothesis and prediction. And they also had difficulties distinguishing between hypothesis and prediction in a specific inquiry situation. Second, scientifically gifted middle school students thought that the hypothesis should be based on logical reasons and stated by showing the relations between variations. They also thought that scientific hypotheses are incomplete and changeable, and should be testable. Third, scientifically gifted middle- school students could formulate a scientific hypothesis as an answer to an inquiry to a problem. The causal relationship between one independent variable and one dependent variable was described and presented in a form that can be verified. A reasonable basis for the hypothesis was also presented. However, many students had difficulty in presenting a generalized inquiry problem from a given inquiry situation. Fourth, there were differences in formulating hypotheses about the ‘types of hypotheses as answers to an inquiry question’, ‘types of variables in the hypotheses’, ‘frequency of the experimentally testable hypothesis’ and the ‘types of evidence for the hypothesis’ according to their departments.

중학교 과학영재 학생의 탐구과정에 대한 인지구조

박형용 ( Hyoung Yong Park ),최승희 ( Seung Hee Choi ),김영수 ( Young Soo Kim ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.1

The purpose of this study was to examine the scientifically gifted middle school students’ cognitive developmental levels, awareness and cognitive structures about scientific inquiry process. Twentyone cientifically gifted middle school students were given the Group Assessment of Logical Thinking test and the questionnaire which asked their awareness about 33 basic concepts of scientific inquiry process. To examine their cognitive structures, they were given those concepts and required to organize their own concept maps about scientific inquiry process. Results showed that three students were at the transitional period and 18 students were in the formal operational stage. For the concepts of tentative answer, independent variable, dependent variable, experimental group, control group, and hypothesis testing, most students answered that they had not heard about those concepts before or that they scarcely knew about them that they had heard about. Analysis of students’ concept maps showed that the students could not make propositions with unfamiliar concepts such as independent variables, dependent variables, control variables, hypothesis rejection and hypothesis support. Even worse, they made wrong propositions with familiar concepts such as hypothesis, prediction, and data organization. They did not know the difference between hypothesis and prediction or the relationship between inquiry process and data organization and interpretation.

중학교 과학 영재 학생들의 과학적 가설에 대한 이해

심규철,이혜정 韓國英才學會 2011 영재교육연구 Vol.21 No.1

본 연구의 목적은 중학교 과학 영재 학생들이 생각하는 과학적 가설에 대한 이해와 좋은 과학적 가설의 조건은 무엇인지를 알아보는 것이다. 연구 분석 자료로는 충남 지역에 소재한 국립대학교의 영재 교육 프로그램에 참여하는 104명의 중학교 과학 영재 학생들이 기록한 설문지를 사용하였다. 분석 결과, 학생들은 주어진 과학적 가설에 대해 가설 성립 여부를 묻는 문항에서 정답을 맞힌 학생 수는 비교적 많았으나, 그 이유까지 정확하게 기술한 학생 수는 훨씬 적게 나타났다. 또한 중학교 과학 영재 학생들이 생각하는 과학적 가설의 조건으로는 과학적 검증 가능성, 충분한 과학적 근거의 제공, 가설 설정을 하는 데 있어 적절한 논리적 추론의 사용 등으로 나타났다. 본 연구의 결과는 과학 영재 교육 프로그램에서 다양한 가설 관련 수업이나 가설-연역적 연구를 진행하기 전에, 과학적 가설이란 무엇이며 어떤 것이 과학적 가설이 될 수 있는지에 대해 정확하고 구체적인 교육 프로그램이 제공되어야 함을 시사한다. The purpose of this paper was to look for understanding of the scientific hypothesis of the scientifically gifted middle school students. As the raw data we use the questionnaire written by 104 students participating in the special education program for the gifted students provided by the national university located in the middle region. Based on the analysis, many students answer correctly to the True/False question on the scientific hypothesis. But, there are few students to know the detail reason. In addition, students regard the followings as the condition of the scientific hypothesis: the possibility of the scientific verification, the offer of the sufficient scientific evidence and the usage of the adequate logical inference setting a hypothesis. This paper suggested in the education program for the scientifically gifted that the diverse lessons related to the hypothesis or the hypothesis-deduction research must follow after the precise and specific education program on what the scientific hypothesis is and can fit.

키네틱 아트를 활용한 STEAM 프로그램이 중등 과학 영재와 일반 학생의 과학적 태도에 미치는 영향

문송희,이상칠,강경희 성신여자대학교 교육문제연구소 2016 교육연구 Vol.66 No.-

The purpose of this study was to investigate the effect of STEAM program using kinetic art on scientifically gifted students and middle school students' scientific attitude. Subjects were 24 scientifically gifted students Science Gifted Educational Institutions Affiliated with University and 30 students in B middle school. The result of t-test on scientific attitude pretest and posttest showed significant difference in scientifically gifted student group. Also there was significant difference between pretest and posttest of middle school student group. The result of ANOVA for analyzing the effect of the program between two groups did not show signifficant difference. Based on the results of this study, it would be necessary analyzing the effect of STEAM program on learners' problem-solving ability, creative personality. 이 연구의 목적은 키네틱 아트를 활용한 STEAM 프로그램이 과학 영재와 중등 일반 학생의 과학적 태도에 미치는 영향을 조사하는 것이다. 연구대상은 A대학교 부설 과학 영재교육원의 과학 영재 24명과 B중학교 학생 30명이다. 과학적 태도 사전검사와 사후검사 결과를 t-test 분석한 결과 과학 영재집단에서 유의미한 차이가 나타났다. 또한 일반 학생집단에서도 유의미한 차이가 나타났다. 과학 영재와 일반 학생 집단간 프로그램의 효과를 분석하기 위한 공변량분석 결과에서는 유의미한 차이가 나타나지 않았다. 이 연구의 결과를 기초로 문제해결력, 창의적 인성 등 다양한 측면에서 과학과 예술 융합 STEAM 프로그램의 효과를 분석할 필요가 있다.

과학과 예술 기반 STEAM 프로그램 적용이 중등 과학영재와 일반 학생의 과학에 대한 태도에 미치는 영향

문송희,이상칠,강경희 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.2

This study was to investigate the effect of STEAM program using kinetic art on scientifically gifted students and middle school students' attitude toward science. Also this study was to analyze whether there is a difference in attitude change between scientifically gifted and general students. The result of t-test on attitude toward science pretest and posttest did not present significant difference in scientifically gifted student group. In particular, there was no significant difference in the analysis of sub-factors of attitude toward science. But there was significant difference between pretest and posttest of middle school student group. The result of ANOVA for analyzing the effect of the program between two groups did not show significant difference. The results of this study presented that scientifically gifted students and middle school students' attitude toward science was improved by application of STEAM program using kinetic art. Therefore, it is necessary to study the application of STEAM program based on kinetic art to various learner groups according to school level, gender, etc. In addition, it is necessary to analyze how the application of Kinetic Art based STEAM program affects various aspects such as creativity and communication ability. 이 연구는 과학과 예술 융합 키네틱 아트를 활용한 STEAM 프로그램이 과학 영재와 중등 일반 학생의 과학에 대한 태도에 미치는 영향을 조사하는 것이다. 또한 중등 과학 영재와 일반 학생의 과학에 대한 태도 변화에 차이가 있는지 분석하였다. 과학에 대한 태도 사전검사와 사후검사 결과를 t-test 분석한 결과 과학 영재집단에서는 사전 사후 검사간 유의미한 차이가 나타나지 않았다. 특히 과학에 대한 하위 요소들에 대한 분석에서도 유의미한 차이를 보이지 않았다. 그러나 일반 학생집단에서는 사전 사후 검사간 유의미한 차이가 나타났다. 과학 영재와 일반 학생 집단 간에 STEAM 프로그램 적용의 효과를 분석하기 위한 공변량분석 결과에서는 유의미한 차이가 나타나지 않았다. 이 연구의 결과는 STEAM 프로그램의 적용이 중등 과학영재와 일반학생들의 과학에 대한 태도 향상에 도움이 됨을 나타내고 있다. 따라서 후속 연구로 학교급, 성별 등에 따른 다양한 학습자 집단을 대상으로 한 키네틱 아트 기반 STEAM 프로그램 적용 연구가 이루어지는 것이 바람직하다고 판단된다. 또한 키네틱 아트 기반 STEAM 프로그램의 적용이 과학 관련 태도 외에도 창의적 인성, 의사소통력 등 다양한 측면에서 어떤 영향을 미치는지에 대해 분석할 필요가 있다.

과학 탐구과정 안내 수업에서 나타난 중학교 과학 영재 학생의 탐구과정에 대한 인지구조 변화

최승희 ( Seung Hee Choi ),박형용 ( Hyoung Yong Park ),김영수 ( Young Soo Kim ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.3

The purpose of this study was to collect fundamental data for developing an efficient scientific inquiry process teaching method. This study examined changes in the 15 gifted middle school students’ cognitive structures which related to the scientific inquiry process as a result of explicit instruction. For the analysis of the changes in the cognitive structures, students were required to organize their own concept maps about the inquiry process with given 33 basic concepts, before and after the explicit instruction on scientific inquiry process. After the explicit instruction, students’ change patterns in each proposition of 34 standard propositions were classified by three change types: A (○→○), B (×→○), and C (×→×). In the type A, students already knew some inquiry process before the instruction. Most propositions of the type A were simply representing the inquiry process stages. In the type B, students properly understood the unknown or misunderstood parts. Especially in controlling variables, most students could properly describe them in their concept maps and they insisted on their importance during the process. However, they felt that it was difficult to build a proper method for controlling variables. In the type C, students could not describe the relations between the variables and the hypothesis in their concept maps, even after the class, if they experienced difficulties during the instruction.

미래문제해결(Future Problem Solving) 5단계 모형을 적용한 과학수업에서 중학교 영재들의 과학지식 변화 분석

김세현(Kim Sehyeon) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.7

본 연구에서는 FPS 5단계 모형을 적용한 과학수업에서 중학교 영재들의 과학지식 변화를 분석하였고, 과학지식의 변화는 지식학습 과정(개념탐구 단계)과 문제 발견 및 해결 과정으로 구분하여 살펴보았다. 연구대상은 지역공동 영재학급의 중학교 1학년 20명이며, 과학지식 검사지와 수업활동지, 모둠활동 녹음자료, 산물스케치 등의 다양한 질적 자료를 수집하여 분석하였다. 연구결과, FPS 5단계 모형의 ‘지식학 습’ 과정(개념탐구 단계)에서 중학교 영재들의 과학지식 변화는 통계적으로 유의미 하게 나타났으며, 질적 자료들에서도 과학지식 활용에 대한 긍정적인 변화를 살펴볼수 있었다. 또한 ‘문제발견과 문제해결’ 과정에서는 기존의 알고 있는 지식과 개념탐구 단계에서 배운 과학지식을 활용하여 이슈를 찾고 해결아이디어를 논리적으로 발전시키는 경향을 보였다. 이러한 연구결과를 바탕으로 영재교육과 정규교육과정과의 연계 필요성과 핵심역량 중심의 영재교육 프로그램으로 활용가능성 등을 제언하 였다. This study analyzed the change of scientific knowledge of middle school gifted students in science class with FPS five-step model, the change of scientific knowledge was analyzed by dividing it into the process of knowledge learning (concept inquiry phase) and the process of problem finding and solving. The study involved 20 first-year middle school students of the gifted class in a middle school, and various qualitative data were collected and analyzed, including scientific knowledge test, class activity notes, recording materials and product sketches. The results of this study are as follows: In the knowledge learning process (concept inquiry phase) of the FPS five-step model, the scientific knowledge change of middle school gifted students was statistically significant, Qualitative data also indicated improvements in scientific knowledge. The process of finding and solving problems showed a tendency to find issues and logically develop solutions using knowledge already known and scientific knowledge learned in the phase of conceptual inquiry. this study proposed the need to link gifted education with regular curriculum and the possibility of using the program as a gifted education program centered on core competencies.