과학영재학교 신입생이 3년간의 학교생활을 통해 이루고자 하는 기대 - 과학 정체성 관점에서의 분석 -

Abstract

The science gifted school aims to discover, educate, and nurture talent in science and engineering beyond the standard curriculum. This study explores the expectations of new students entering the science gifted school and what they aim to achieve through three years of school life, in order to understand their science identity at the introductory stage of science gifted education. Using a qualitative case study approach, data from a self-report survey of 91 new students were collected and analyzed using the constant comparative method of grounded theory. As a result, this study identifies and describes four types of expectations of new students in science gifted school; the expectation of career builder, discipline explorer, ability enhancer, and obsessor in entrance exam. It also finds students’ science identity depending on these expectations. Though all students shared an institutional identity as legitimate members of a science gifted school, their science identities differed in terms of self-perception and its relation to science career path. This study highlights the importance of understanding students' expectations upon entering gifted education. It provides insights for educators to design programs that nurture students’ science identities and align their aspirations with meaningful scientific engagement.