생물영재반 수업 프로그램의 영재교육 적합성 분석
Analysis of the Suitability of Gifted Education for the Biology Gifted Class Program
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The purpose of this study is to examine the suitability of the gifted class program. To this end, an improved evaluation tool for science gifted education programs was developed after several revisions. This evaluation tool is designed to assess major-focused, experiment-focused, and convergence-focused programs. In addition, it aims to evaluate the goals of gifted education, situation presentation, integration of acceleration and depth, self-directed learning, collaboration, individualization, differentiation, convergence, and problem identification and solving skills. The results of analyzing the validity of the biology gifted class program using this evaluation tool are as follows: As a result of evaluating the program classified as major-focused, it was found to be inadequate in almost all items except for the content composition and metacognitive thinking. In the case of experiment-focused program, there were differences in the levels of program components, common characteristics, and other areas depending on the program developer. As for the seven convergence-focused programs evaluated, all areas and evaluation items were rated as excellent except for the Convergence 1 program. These evaluations indicated that experiment-focused programs were generally better than major-focused programs, while convergence-focused programs outperformed experiment-focused programs in the context of gifted education.
Abstract
The purpose of this study is to examine the suitability of the gifted class program. To this end, an improved evaluation tool for science gifted education programs was developed after several revisions. This evaluation tool is designed to assess major-focused, experiment-focused, and convergence-focused programs. In addition, it aims to evaluate the goals of gifted education, situation presentation, integration of acceleration and depth, self-directed learning, collaboration, individualization, differentiation, convergence, and problem identification and solving skills. The results of analyzing the validity of the biology gifted class program using this evaluation tool are as follows: As a result of evaluating the program classified as major-focused, it was found to be inadequate in almost all items except for the content composition and metacognitive thinking. In the case of experiment-focused program, there were differences in the levels of program components, common characteristics, and other areas depending on the program developer. As for the seven convergence-focused programs evaluated, all areas and evaluation items were rated as excellent except for the Convergence 1 program. These evaluations indicated that experiment-focused programs were generally better than major-focused programs, while convergence-focused programs outperformed experiment-focused programs in the context of gifted education.
참고문헌 (17)
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