초등 과학영재와 일반학생의 과학적 의문생성의 비교
A Comparison of Scientific Question Generation between Elementary Science Gifted Students and General Students
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The purpose of this study was to analyze the scientific questioning generation between elementary science gifted and general students. The subjects of this study were 167 science gifted students and 176 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, the questioning generation ability of science gifted students were higher than general students, there was a statistically significant difference (p<.001). Science gifted students had higher fluency and diversity of questions than general students. Second, science gifted students were more likely to produce more questions in all types of questions than general students. Both groups produced a large number of causal questions, while the number of methodological questions and applied questions was relatively low. Third, in the level of questions and objectivity, except for the subjective question, the science gifted students were higher than the general students, which was a statistically significant difference (p<.001). Fourth, there were differences in the frequency of the questions generated by the two groups depending on the familiarity of the tasks, the use of sufficient sense, the possibility of various observations, and the ease of manipulation.
Abstract
The purpose of this study was to analyze the scientific questioning generation between elementary science gifted and general students. The subjects of this study were 167 science gifted students and 176 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, the questioning generation ability of science gifted students were higher than general students, there was a statistically significant difference (p<.001). Science gifted students had higher fluency and diversity of questions than general students. Second, science gifted students were more likely to produce more questions in all types of questions than general students. Both groups produced a large number of causal questions, while the number of methodological questions and applied questions was relatively low. Third, in the level of questions and objectivity, except for the subjective question, the science gifted students were higher than the general students, which was a statistically significant difference (p<.001). Fourth, there were differences in the frequency of the questions generated by the two groups depending on the familiarity of the tasks, the use of sufficient sense, the possibility of various observations, and the ease of manipulation.
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