다면적 영재성 요인에 근거한 초등학교 영재집단 탐색 : 잠재프로파일분석(LPA)을 중심으로
Exploring the Gifted Group in Elementary Schools Based on the Multifaceted Approach to the Giftedness by Latent Profile Analysis
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본 연구는 다면적 영재성 요인에 근거한 초등학교 영재집단을 탐색하기 위해 잠재프로파일분석 (LPA)을 활용하여 잠재적 영재집단을 추정하고 해당 영재집단의 영재성 수준이 영재집단으로서 의 타당성을 가지는지 확인하는 데 목적이 있다. 다면적 영재성의 요소는 Renzulli의 세 고리 개념에 근거하여 학업성취, 창의성, 과제집착력으로 설정하였으며 다면적 영재성 요인이 높게 나타나는 영재집단을 추정하기 위해 전국 단위로 수집된 KEDI 학교교육 실태 및 수준 분석 자료를 활용하여 잠재프로파일분석(LPA)을 실시하였다. 잠재프로파일분석(LPA) 결과 다른 집 단에 비해 학업성취, 창의성, 과제집착력이 모두 높은 잠재적 영재 집단은 전체의 7.2%에 해당하 였다. 다음으로 통계적으로 추정된 잠재적 영재집단의 타당성을 검증하기 위해 영재교육대상자 와 일반학생 집단에서 각각 잠재적 영재집단을 분류하고 해당 학생들의 영재성 수준과 영재교육 필요수준을 확인하였다. 영재교육대상자 집단의 46.8%, 일반학생 집단의 4.5%가 잠재적 영재집 단으로 분류되었으며 영재교육대상자 집단에서 잠재적 영재집단으로 분류된 91.7%에 대해 교사 들은 상위 10% 이상의 영재성을 가지고 있다고 판단하였고, 일반학생 집단에서 잠재적 영재집단 으로 분류된 학생의 80%에 대해 교사들은 우수한 수준의 영재성을 보이며 영재교육이 필요한 학생이라고 판단하였다. 본 연구는 영재교육대상자 선발 정책에 시사점을 제공하였다.
Abstract
The purpose of this study is to explore the gifted group in elementary schools based on the multifaceted approach to the giftedness. For this purpose, the gifted groups was estimated in elementary schools by Latent Profile Analysis(LPA), and the validity of the estimated gifted groups was verified by checking if they are superior enough to need gifted education. The multifaceted factors of giftedness in this study are academic achievement, creative problem solving and task commitment, which are based on the Renzulli(1986)’s three-ring concepts of giftedness. In order to estimate gifted groups, Latent Profile Analysis(LPA) was conducted using the KEDI Actual Status and Qualities of School Education in Korea(Ⅳ) data. As the result, students were classified into 4 groups. The group which was estimated as gifted have higher academic achievement, creative problem solving and task commitment than other groups and their proportion was 7.2%. To verify the validity of the estimated gifted group, teachers reclassified students as the gifted and general groups, and evaluated their level of giftedness. From the gifted students group, teachers classified 91.7% of the potentially gifted students as the excellence level of giftedness. And from the general students group, teachers classified 80% of the potentially gifted students as ones in need of gifted education. This study could provide useful implications for establishing the policy of selecting and educating gifted students.
참고문헌 (39)
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