초등 과학영재와 일반학생의 메타인지와 과학적 추론 능력 관계 분석
Analysis on the Relationship between Meta-cognition and Scientific Reasoning Skill for the Scientifically Gifted Students and the General Students in Elementary School
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The purpose of this study was to investigate the relationship of meta-cognition and scientific reasoning skill between the scientifically gifted students and the general students in elementary school. For this, samples of this study were 267 scientifically gifted students and 105 general students in elementary school located in Gyeongi and Incheon province. The questionnaires were composed of 40 items for meta-cognition test, 14 items for scientific reasoning skill test. The results of this study were as follows: First, the scientific gifted students were higher than the general students in meta-cognition and scientific reasoning skill, there was a statistically significant difference. Second, both groups had a low positive correlation between meta-cognition and scientific reasoning skill. Third, as a result of regression analysis to investigate the influence of elements of meta-cognition on scientific reasoning skill, meta-intellectual experience of the scientific gifted students influenced in scientific reasoning skill, whereas meta-cognitive knowledge factors of the general students impact to that. Fourth, as a result of regression analysis to investigate the influence of elements of scientific reasoning skill on meta-cognition, the subordinate factors of scientific reasoning skill of the science gifted students didn’t influence on meta-cognition, however, variable control element of the general students influenced on that. Furthermore, the results of this study can be utilized as basic data to develop science gifted program.
Abstract
The purpose of this study was to investigate the relationship of meta-cognition and scientific reasoning skill between the scientifically gifted students and the general students in elementary school. For this, samples of this study were 267 scientifically gifted students and 105 general students in elementary school located in Gyeongi and Incheon province. The questionnaires were composed of 40 items for meta-cognition test, 14 items for scientific reasoning skill test. The results of this study were as follows: First, the scientific gifted students were higher than the general students in meta-cognition and scientific reasoning skill, there was a statistically significant difference. Second, both groups had a low positive correlation between meta-cognition and scientific reasoning skill. Third, as a result of regression analysis to investigate the influence of elements of meta-cognition on scientific reasoning skill, meta-intellectual experience of the scientific gifted students influenced in scientific reasoning skill, whereas meta-cognitive knowledge factors of the general students impact to that. Fourth, as a result of regression analysis to investigate the influence of elements of scientific reasoning skill on meta-cognition, the subordinate factors of scientific reasoning skill of the science gifted students didn’t influence on meta-cognition, however, variable control element of the general students influenced on that. Furthermore, the results of this study can be utilized as basic data to develop science gifted program.
참고문헌 (33)
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