초등과학영재학생의 자기주도성과 과학창의성의 관계
The Relationship between Self-Directedness and Scientific Creativity of Science-Gifted Elementary Students
2
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of ‘General, Scientific, and Topic-Related Self-Directedness’. The products of the students’ activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students’ general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students’ scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students’ topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students’ interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.
Abstract
This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of ‘General, Scientific, and Topic-Related Self-Directedness’. The products of the students’ activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students’ general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students’ scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students’ topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students’ interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.
참고문헌 (67)
- 곽금주, "아동발달심리학" (2010), 박학사
- 김아영, "혼자쓰는연구논문" (2016), 학지사
- 김지자, "초등학교 교사를위한 자기주도학습 준비도 측정도구의 개발과 활용방안", 평생교육학연구, 2(1), pp.1~25 (1996)
- 김혜영, "초등학생용 자기주도학습능력 검사의 탐색 및 개발", 교육종합연구, 8(1), pp.21~42 (2010), 교육종합연구소
- 문병상, "영재와 평재간의 학업적 자기조절의 차이", 초등교육연구, 14(1), pp.181~197 (2000)
- 박민정, "과학 영재교육 대상자 선발방법으로써 교사 추천제 분석: 학생의 과학적 태도, 탐구력, 사고력, 문제 해결력, 창의성을 중심으로", 한국과학교육학회지, 28(2), pp.111~119 (2008), 한국과학교육학회
- 박병기, "교육평가용어사전" (2004), 학지사
- 박숙희, "소외계층 영재교육", 영재와 영재교육, 8(3), pp.5~21 (2009), 한국영재교육학회
- 박혜영, "자기조절학습능력과 영재성 구인 비교", 영재와 영재교육, 14(1), pp.267~288 (2015), 한국영재교육학회
- 孫香淑, "自己 規制的 方略 訓練과 擴散的 思考 訓練이 創意性 向上에 미치는 效果", 박사, 교육심리, pp.1997
- 송연자, "뇌기능 분화에 따른 창의성 증진프로그램이 유아의 창의성에 미치는 효과", 교육발전연구, 20(1), pp.69~87 (2004)
- 오헌석, "과학인재의 성장 및 전문성 발달과정에서의 영향 요인에 관한 연구", 한국과학교육학회지, 27(9), pp.907~918 (2007), 한국과학교육학회
- 윤초희, "과학영재의 과학탐구능력 관련 변인에 대한 경로분석: 숙달목표, 자기효능감, 자기조절전략 및탐구수업을 중심으로", 교육심리연구, 20(2), pp.321~339 (2006), 한국교육심리학회
- 임채성, "협동학습의 대뇌생물학적 기초 : 아이디어-공유 창출 모델", 생물교육(구 생물교육학회지), 25(2), pp.143~155 (1997)
- 임채성, "뇌기반 진화적 과학 교수학습 모형의 개발", 한국과학교육학회지, 29(8), pp.990~1010 (2009), 한국과학교육학회
- 임채성, "뇌기반 진화적 접근법에 따른 창의적 과학 문제해결 지도 모형 개발", 생물교육, 40(4), pp.429~452 (2012), 한국생물교육학회
- 임채성, "과학창의성 평가 공식의 개발과 적용", 초등과학교육, 33(2), pp.242~257 (2014), 한국초등과학교육학회[DOI]
- 정미경, "자기조절학습과 창의적, 비판적 사고력간의 관계", 영재와 영재교육, 6(1), pp.163~180 (2007), 한국영재교육학회
- 정은숙, "웹기반 과학 수업 방법과 자기조절학습 수준이 초등학생의 과학적 자기효능감과 과학 학업성취에 미치는 효과", 초등교육연구, 22(2), pp.281~305 (2009), 한국초등교육학회
- 영재의 자율연구능력 기초탐색연구, "정현철", 한국교육개발원, ~, pp.수탁연구 CR 2004-43 (2004)
- 崔善永, "전뇌학습 프로그램이 초등학생의 창의력, 자연과 학업성취도, 과학적 태도 및 학습양식에 미치는 효과", 박사, 과학교육, pp.1999
- 하주영, "간호대학생의 학습유형과 학습태도 및 자기주도적 학습능력", 한국간호교육학회지, 17(3), pp.357~366 (2011), 한국간호교육학회
- Ablard, K. E., "Self-regulated learning in high-achieving students : Relations to advanced reasoning, achievement goals, and gender", Journal of Educational Psychology, 90(1), pp.94~101 (1998)
- Ambrose, S. A., "How learning works:Seven research-based principles for smart teaching" (2010), John Wiley & Sons
- Ames, C., "Classrooms : Goals, structures, and student motivation", Journal of Educational Psychology, 84(3), pp.261~271 (1992)
- Berlyne, D. E., "Conflict, arousal, and curiosity" (1960), McGraw-Hill
- Bordens, K. S., "Research design and methods: A process approach" (2002), McGraw-Hill
- Bransford, J. D., "How people learn: Mind, brain, experience, and school" (1999), National Research Council
- Caleon, I. S., "Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore", Journal of Research in Science Teaching, 45(8), pp.940~954 (2008)
- Chavez-Eakle, R. A., "Personality: A possible bridge between creativity and psychopathology?", Creativity Research Journal, 18(1), pp.27~38 (2006)
- Cloninger, C. R., "A psychobiological model of temperament and character", Archives of General Psychiatry, 50(12), pp.975~990 (1993)
- Cox, B. F., "The relationship between creativity and self-directed learning among adult community college students", doctor, pp.2002
- Fox, L. H., "Changing behaviors and attitudes of gifted girls", Paper presented at the American Psychological Association (1976)
- Gagné, M., "Self‐determination theory and work motivation", Journal of Organizational Behavior, 26(4), pp.331~362 (2005)
- Guglielmino, P. J., "Self-directed learning : The quiet revolution in corporate training and development", SAM Advanced Management Journal, 62(3), pp.10~18 (1997)
- Harty, H., "Attitudes toward science of gifted and nongifted fifth graders", Journal of Research in Science Teaching, 21(5), pp.483~488 (1984)
- Hidi, S., "Interest and its contribution as a mental resource for learning", Review of Educational Research, 60(4), pp.549~571 (1990)
- Hill, P., "Human growth and development throughout life" (1986), Longman
- Hu, W., "A scientific creativity test for secondary school students", International Journal of Science Education, 24(4), pp.389~403 (2002)
- Jensen, E., "Brain-based learning: The new science of teaching and training" (2000), The Brain Store
- The effect of group composition on gifted and non-gifted elementary students in cooperative learning groups, "Kenny, D. A.", National Research Center on the Gifted and Talented, University of Connecticut, ~ (1995)
- Marzano, R. J., "Classroom instruction that works: Research-based strategies for increasing student achievement" (2001), ASCD
- Mayer, R. E., "Handbook of creativity" (1999), Cambridge University Press
- Mumford, M. D., "Where Have We Been, Where Are We Going? Taking Stock in Creativity Research", Creativity Research Journal, 15(2-3), pp.107~120 (2003)
- Neber, H., "Cooperative learning with gifted and high-achieving students : A review and meta-analyses of 12 studies", High Ability Studies, 12(2), pp.199~214 (2001)
- Newton, L., "Creative thinking and teaching for creativity in elementary school science", Gifted and Talented International, 25(2), pp.111~124 (2010)
- Newton, D. P., "What teachers see as creative incidents in elementary science lessons", International Journal of Science Education, 32(15), pp.1989~2005 (2010)
- Pekrun, R., "Academic emotions in students’ self-regulated learning and achievement : A program of qualitative and quantitative research", Educational Psychologist, 37(2), pp.91~105 (2002)
- Pesut, D. J., "Creative thinking as a self-regulatory metacognitive process : A model for education, training and further research", The Journal of Creative Behavior, 24(2), pp.105~110 (1990)
- Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance", Journal of Educational Psychology, 82(1), pp.33~40 (1990)
- Pintrich, P. R., "Understanding self regulated learning", New Directions for Teaching and Learning, 1995(63), pp.3~12 (1995)
- Pintrich, P. R., "A motivational science perspective on the role of student motivation in learning and teaching contexts", Journal of Educational Psychology, 95(4), pp.667~ (2003)
- Rifkin, B., "A ceiling effect in traditional classroom foreign language instruction : Data from Russian", The Modern Language Journal, 89(1), pp.3~18 (2005)
- Risemberg, R., "Self regulated learning in gifted students", Roeper Review, 15(2), pp.98~101 (1992)
- Schunk, D. H., "Motivation in education: Theory, research, and applications" (2012), Pearson Higher Ed
- Shepherd, G., "Modern elementary curriculum" (1981), University of Oklahoma Press
- Shook, R., "The two brains and the education process", Paper presented at the Conference of the National Association for Asian and Pacific American Education (1981)
- Slavin, R. E., "Research on cooperative learning and achievement : What we know, what we need to know", Contemporary Educational Psychology, 21(1), pp.43~69 (1996)
- Slavin, R. E., "Cooperative learning, success for all, and evidence-based reform in education", Éducation et didactique, 2(2), pp.149~157 (2008)
- Sternberg, R. J., "Handbook of human creativity" (1998), Cambridge University Press
- Treffinger, D. J., "Assessing creativity: A guide for educators" (2002), National Research Center on the Gifted and Talented
- Treffinger, D. J., "Myth 5: Creativity is too difficult to measure", Gifted Child Quarterly, 53(4), pp.245~247 (2009)
- Walker, C., "An exploration of students’perceptions and understandings of creativity as an assessment criterion in undergraduate-level studies within higher education", Irish Educational Studies, 27(1), pp.41~54 (2008)
- Weisberg, R. W., "Creativity: Beyond the myth of genius" (1993), WH Freeman New York
- Yarborough, B. H., "Identifying the gifted : A theory-practice gap", Gifted Child Quarterly, 27(3), pp.135~138 (1983)
- Zimmerman, B. J., "Self-regulated learning and academic achievement", pp.1~25 (1989), Springer
- Zimmerman, B. J., "Student differences in self-regulated learning : Relating grade, sex, and giftedness to self-efficacy and strategy use", Journal of Educational Psychology, 82(1), pp.51~59 (1990)