재능계발 관점에서 본 우리나라 생애주기별 과학 영재교육의 기여와 문제점
Contributing and Restraining Factors of Korean Gifted Education System for STEM Talent Development Across the Life Span
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본 연구에서는 과학고 졸업생을 대상으로 회고적 연구를 통해 생애주기 관점에서의 영재교육 체제의 적합성을 평가하고자 하였다. 본 연구는 영재성의 발달 경로를 추적조사하기 위해창의적 성취를 이룬 과학고 졸업생 23명을 대상으로 한 심층면접과 졸업생 145명을 대상으로설문조사를 실시하였다. 우리나라 영재교육 체제의 적합성과 관련된 다음의 쟁점들이 확인되었다. 첫째, 공교육 상의 유아단계와 초등학교 저학년 시기의 영재교육 시스템 부재하여 영재성 발견 시기와 재능계발을 위한 교육 시기 간의 간극이 발생하고 있다. 둘째, 초중학교 단계에서 영재들은 학교교육을 통해서 충분한 교육적 도전을 받지 못하며, 비정규교육과정으로 제공되는 영재교육기회 또한 충분하지 못하다는 문제가 제기되었다. 셋째, 고등학교 단계 전일제 영재교육기관에서 학생들의 창의성이 최대한 계발되는 등 높은 교육적 효과성을 보였으나, 동료 간 경쟁으로 인한 심리적 압박과 좌절에 대해서는 지원이 필요한 것으로 나타났다. 넷째, 대학단계에서 학생들의 교육만족도와 열정이 고등학교 단계 보다 낮아지는 경향이 확인되었다. 다섯째, 사회에서 창의적 성취를 위해 필수적으로 반드시 필요하나 영재교육기관에서 충분히 계발되지 못하는 능력으로 소통과 협업역량이 지목되었다. 여섯째, 졸업생 진로와 관련하여 수학, 과학 분야의 학문적 훈련을 토대로 다양한 분야에서의 창의적 성취를 이룰 수 있도록 진로의 다양성과 융통성을 제고할 필요가 있다.
Abstract
This study examined effectiveness of Korean gifted education system for developing STEM talents across the life span based on the Mega model of talent development through retrospective research targeting specialized science high school graduates. Semi-structured interviews were conducted with 23 specialized science high school graduates with highly creative achievements and a survey was conducted to 145 specialized science high school graduates. Contributing and restraining factors were found in their educational experiences from pre-schools to college period. Talent development seems to be most facilitated during the high school period, but not before or after the high school period. The following issues related to the effectiveness of Korea's gifted education system were identified. First, there is a time lag between the recognition of giftedness and development of talent due to absence of provision of gifted education from early childhood to lower grades in elementary schools in public school system. Second, current gifted education programs provided as extracurricular activities outside of public school system during the elementary and middle school period may not be sufficient enough to develop talent of gifted children to the maximum extent. Third, specialized science high schools, which are full-time gifted education institutions, were found to be the most effective in developing students' creativity. However, graduates needed support to cope with enormous psychological pressure and frustration caused by severe competitions among themselves, who were the top students at the national level. Fourth, in colleges, graduates' educational satisfaction and enthusiasm declined from that of the high school period. Fifth, opportunities to develop communication skills and collaboration skills were rarely provided while they were participating in gifted education programs, even though they are critical for realizing creativity. Sixth, current restrictions on the choices of graduates' career paths should be lifted to enhance diversity and flexibility of career paths so that they can be creative in various fields based on their training in the fields of mathematics and science.
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