과학자의 과학적 추론 과정이 가시화된 유전 영역 과학 영재 교수-학습 프로그램의 개발 및 적용
The Development and Application of Heredity Teaching-Learning Program Visualized Scientific Reasoning Process of Scientists for Gifted-in Science Students
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The purpose of this study is to develop teaching-learning program visualized scientific reasoning process of scientists and to testify its effects on general creativity, science creativity and thinking process of gifted-in science students. For this study, four topics including Mendel, Watson & Crick's works were selected through analysis of science history about gene. The program was composed of 8 periods(24 hours) of class and it was applied to 8 students in biology class of C science high school. Before and after the application of this program, TTCT and the tests of life science creative problem solving ability were accomplished. Also the thinking process of the gifted-in science students was analyzed qualitatively using the students' performance work sheets and interview data. After the application of this program, the evaluation questionnaire for this program was performed. The results of this study are as follow. First, this program was effective on improving the general creativity and the specific science creativity for the gifted-in science students. Second, a student, who showed the most progressive in two creativity tests, had more clear understanding about gene concepts as the class proceeded. Also she showed similar thinking pattern to scientists' reasoning process by explaining given data with analytical and logical grounds. Third, the evaluation questionnaires about this teaching-learning program showed that students' systematic thinking ability and creativity were improved as well as the ability of inquiry. This program can be used not only as the basic step of R&E program but also as the fundamental model to develop effective teaching- learning program for gifted-in science students.
Abstract
The purpose of this study is to develop teaching-learning program visualized scientific reasoning process of scientists and to testify its effects on general creativity, science creativity and thinking process of gifted-in science students. For this study, four topics including Mendel, Watson & Crick's works were selected through analysis of science history about gene. The program was composed of 8 periods(24 hours) of class and it was applied to 8 students in biology class of C science high school. Before and after the application of this program, TTCT and the tests of life science creative problem solving ability were accomplished. Also the thinking process of the gifted-in science students was analyzed qualitatively using the students' performance work sheets and interview data. After the application of this program, the evaluation questionnaire for this program was performed. The results of this study are as follow. First, this program was effective on improving the general creativity and the specific science creativity for the gifted-in science students. Second, a student, who showed the most progressive in two creativity tests, had more clear understanding about gene concepts as the class proceeded. Also she showed similar thinking pattern to scientists' reasoning process by explaining given data with analytical and logical grounds. Third, the evaluation questionnaires about this teaching-learning program showed that students' systematic thinking ability and creativity were improved as well as the ability of inquiry. This program can be used not only as the basic step of R&E program but also as the fundamental model to develop effective teaching- learning program for gifted-in science students.
참고문헌 (31)
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