뇌 기반 과학 영재 교육에 대한 교사들의 인식 조사
An Investigation of Teachers' Perceptions of Brain-Based Learning for Science Gifted Students
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The purpose of this study was to examine the science teachers' perceptions related to Brain-Based Learning and to find ways to apply Brain-Based Learning to science class for science gifted students. For this purpose, 33 questions were surveyed to 144 science teachers. Among them, 73 science teachers are in charge of teaching gifted students. The results of this study were as follows: 1) Over 50% of teachers' brain style was left-brain type in self-test and most of the teachers had never seen any instruction related to Whole-brain learning or Brain-Based Learning. Also, most of them had never conducted brain style test to their students. There is no significant difference in perceptions between the group of general science teachers and the group of gifted education teachers. 2) Most of them had positive perception that science gifted students have unique brain and they need special instruction based on their characteristic brain. The group of gifted education teachers were more active in taking charge of Brain-Based Learning for those students. 3) Among the nine Brain-Based educational principles, the principle of creating a state of relaxed alertness, which is an atmosphere that is high in challenge, was the most important to group of gifted education teachers. On the other hand, the importance of the principle using music, art and moving of body in science class was higher to general teacher group than others. 4) Most of teachers wanted to take a training program for Brain-Based Learning and informations related to brain and learning.
Abstract
The purpose of this study was to examine the science teachers' perceptions related to Brain-Based Learning and to find ways to apply Brain-Based Learning to science class for science gifted students. For this purpose, 33 questions were surveyed to 144 science teachers. Among them, 73 science teachers are in charge of teaching gifted students. The results of this study were as follows: 1) Over 50% of teachers' brain style was left-brain type in self-test and most of the teachers had never seen any instruction related to Whole-brain learning or Brain-Based Learning. Also, most of them had never conducted brain style test to their students. There is no significant difference in perceptions between the group of general science teachers and the group of gifted education teachers. 2) Most of them had positive perception that science gifted students have unique brain and they need special instruction based on their characteristic brain. The group of gifted education teachers were more active in taking charge of Brain-Based Learning for those students. 3) Among the nine Brain-Based educational principles, the principle of creating a state of relaxed alertness, which is an atmosphere that is high in challenge, was the most important to group of gifted education teachers. On the other hand, the importance of the principle using music, art and moving of body in science class was higher to general teacher group than others. 4) Most of teachers wanted to take a training program for Brain-Based Learning and informations related to brain and learning.
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