초등 과학영재수업의 교수,학습실태 분석
Analysis of Science Teaching and Learning for the Gifted at Elementary School Level
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Abstract
This study aims to investigate science teaching and learning for the gifted in comparison with regular classrooms inelementary schools. A questionnaire was developed to survey gifted and general students' perceptions to elementaryscience teaching and learning with employing a teaching and learning model for the gifted by Maker and Neilson(1995, 1996). The 28 item questionnaire consisted of four categories of contendent product, and learning environment, and each category included six to nine items. Randomly selected 114 stu-dents from gifted classes and 99 students for regular classes responded to the questionnaire through the use of five-point Likert scale. It was found that there are significant diferences between gifted and regular classes of science atall four categories of the teaching and learning model for the gifted. Therefore, science teaching and learning for thegifted seemed to be differentiated from regular classes and emphasized students' creativity. However, no differenceswere appeared in a few items: study of gifted people and research methods (gifted = 3.0; regular = .27; F = 2.54),students' freedom of choice for topics of lessons, tasks, etc., (gifted = 3.1; regular = 3.0, F = 0.31), student productaddressed to real audience (gifted = 2.8, regular = 2.6, F = 0.96), and students' high mobility to seek for data inlibrary, etc. during class periods (gifted = 2.3; regular = 2.3, F = 0.01). It was concluded that science education forthe gifted in Korea calls for quality improvement in terms of teaching and learning in various aspects.
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