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중학교 과학영재 학생의 과학 지식, 탐구 사고력, 창의성, 과학 관련 태도의 상관관계

Correlations between Scientific Knowledge, Science Process Skill, Creativity, and Science Related Attitudes of the Gifted Middle School Students in Science

김영수|박형용
한국생물교육학회 (The Korean Society of Biology Education)|2013.09|생물교육 (BIOLOGY EDUCATION)|제41권 제3호|pp. 459-469|DOI 10.15717/bioedu.2013.41.3.459

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참고문헌

키워드

creativityscience process skillscientifically gifted studentsbiology knowledgescience related attitude
주제분류교육학

초록

Abstract

This study examined the correlations between scientific knowledge, science process skill, creativity,and the science related attitudes of scientifically gifted students to glean some data for finding objective criteria pertaining to giftedness. Subjects were 19 gifted students who were enrolled in the Science Education Institute for the Gifted. Six instruments were used to measure the gifted students’ abilities and attitude. For intellectual abilities, a biology knowledge test, a science process skill test, and a problem solving in biology test were used. For creativity, the Torrance Test Test of Creative Thinking (TTCT), a figural test served as a domain-general creativity test, a biological creativity test as a domain-specific creativity test, and for the affective domain, the Test of Science-Related Attitudes (TOSRA) was used. The result of the examinations showed that the gifted students obtained higher scores than a general student group on most tests in a comparison with the results from earlier research. Some implications can be offered after an analysis of the results and the correlations between them. The results of multiple-choice tests such as the science process skill test and the biology knowledge test used here both showed a negatively skewed distribution, with scores concentrated in a narrow range. Thus, a descriptive assessment tool seems preferable to a multiple-choice test for measuring science gifted students’ intellectual abilities. In addition, a descriptive assessment test that measures knowledge-based problem solving abilities could be an effective examination tool for measuring both intellectual abilities and creativity. Domain-specific creativity should be considered first over domaingeneral creativity. Moreover, it appeared that a student’s science-related attitude was not always satisfactory merely because the student’s intellectual ability was high.

참고문헌 (34)

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