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과학영재학교 조기입학 경험에 대한 현상학적 탐색

A Phenomenological Study on Early Entrance Experiences of Science Gifted High School Students

전미란
한국영재학회 (The Korean Society For The Gifted)|2013.02|영재교육연구 (Journal of Gifted/Talented Education)|제23권 제1호|pp. 25-47

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참고문헌

키워드

현상학적 연구Phenomenological study과학영재학교과학영재Gifted students조기입학Early entranceScience Gifted High School
주제분류교육학

초록

본 연구에서는 과학영재학교에 조기입학한 학생들을 대상으로 조기입학의 경험에 대하여 알아보고자 하였다. 이를 위해 서울에 위치한 과학영재고등학교 조기입학생 13명을 대상으로 인터뷰를 실시하고 현상학적 연구방법 중 Giorgi 방법을 활용하여 결과를 분석하였다. 연구 결과, 13개의 주제와 5개의 중심의미를 추출하였다. 조기입학 학생들은 연습 삼아 지원했다가 합격하게 되면서 준비 없이 1년을 단축하고 고등학교에 입학하게 되는 것에 대해 두려움을 경험하지만 따라잡음에 대한 문제는 크게 없는 것으로 나타났다. 학교에서 제공하는 차별화된 교육과정, 기숙사 생활, 학생들의 학습을 중시하는 분위기 등이 학교적응에 긍정적인 역할을 하였으며, 리더로 나서기가 어렵거나 뭔가 부족한 면을 가지고 있다하더라도 시간이 지나면서 서로 적응하고 결국에는 형이라고 부르는 친구가 되는데, 이러한 과정에서 개인의 성격이 중요한 것을 볼 수 있었다. 본 연구의 결과는 조기입학 같은 학생 배치 문제는 나이의 문제가 아니라 학교의 분위기나 개인의 성격을 고려하여 결정해야 할 문제임을 시사한다고 볼 수 있다.

Abstract

The purpose of this study was to explore the meaning of early entrance experiences ofscience gifted high school students. The subjects were 13 students who are attendingscience gifted high school in Seoul. The research data were collected through in-depthinterviews. The qualitative study applied the phenomenological method of Giorgi. Theearly entrance experiences of science gifted high school students were clustered into 13specific themes and 5 general structures. The results indicated that the early entrancestudents were surprised by their admissions from the school and they worry about theirlack of readiness. However, they follow up their missed 1 year study after all. It tookfrom a few weeks to 1~2 years depending on the student. At any rate, the environmentof the school such as differentiated curricular, dormitory life, and studying atmosphereswere helpful for the students to adopt easily. Even though they sometimes show a littledeficiency, it won't be an issue, they just corporate each other and pursue their studies. As time goes on, they become friends even though they call other students 'big brother'. When the placement of gifted students take place, we do not need to hesitate because oftheir age, but need to consider the environment of school and characteristics of student.

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