과학 영재의 창의적 문제 해결력 향상을 위한 프로젝트 기반 유전 영역 교수-학습 프로그램의 개발 및 적용
The Development and Application of Heredity Teaching-Learning Program Based on Project Based Learning for Improvement of the Gifted in Science Students' Creative Problem Solving Ability
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The aim of this research is to develop and apply the heredity teaching-learning program based on project based learning for improvement of the gifted-in science students' creative problem solving ability and understanding concepts in heredity. The six lesson subjects based on major heredity concepts were selected. Considering the procedure, contents, and strategies of class, the heredity teaching- learning program of 12 class hours based on project based learning were developed. The program was designed for being progressed according to preparation and plan process, practice process, assessment process which are components and steps modifying the project based learning. The program developed in this study was applied to 46 first graders of science high school in Chungbuk, Korea. After class, the effects of teaching-learning programs were analyzed using scientific creative problem solving ability test, heredity domain concepts test, students' work sheets, and field notes. As results of this study, the creative problem solving ability in science, divergent thinking and convergent thinking that are subcategories of creative problem solving ability in science, were improved. There was also significant improvement in understanding of heredity concepts after class. During the class, the students had chance to experience the creative problem solving process and to learn inquiry ability. This results implies that the teaching-learning program could be developed to integrate inquiring process and scientific knowledges for improving gifted-in science students' creative problem solving ability.
Abstract
The aim of this research is to develop and apply the heredity teaching-learning program based on project based learning for improvement of the gifted-in science students' creative problem solving ability and understanding concepts in heredity. The six lesson subjects based on major heredity concepts were selected. Considering the procedure, contents, and strategies of class, the heredity teaching- learning program of 12 class hours based on project based learning were developed. The program was designed for being progressed according to preparation and plan process, practice process, assessment process which are components and steps modifying the project based learning. The program developed in this study was applied to 46 first graders of science high school in Chungbuk, Korea. After class, the effects of teaching-learning programs were analyzed using scientific creative problem solving ability test, heredity domain concepts test, students' work sheets, and field notes. As results of this study, the creative problem solving ability in science, divergent thinking and convergent thinking that are subcategories of creative problem solving ability in science, were improved. There was also significant improvement in understanding of heredity concepts after class. During the class, the students had chance to experience the creative problem solving process and to learn inquiry ability. This results implies that the teaching-learning program could be developed to integrate inquiring process and scientific knowledges for improving gifted-in science students' creative problem solving ability.
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