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예비초등교사들의 과학영재교육에 대한 인식

How Pre-service Elementary Teachers Depict Science Gifted Education

신명경
한국과학영재교육학회 (Korean Science Education Society for the Gifted)|2022.08|과학영재교육 (Journal of Science Education for the Gifted)|제14권 제2호|pp. 73-81

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참고문헌

키워드

인식perceptionpre-service teacher예비초등교사과학영재교육gifted science education

초록

본 연구는 예비초등교사들이 과학영재교육을 어떻게 인식하고 있는지를 알아보고자 하는 데 목적이 있다. 교사의 학생에 대한 인식은 교실에서 그들의 교수 실행에 대한 의사결정에 영향을 미친다. 영재학생들의 다양한 학문적 수요에 어떻게 대응하는가라는 이슈는 교수의 주요 쟁점이 된다. 본 연구의 목적은 교육대학교의 학부생인 예비초등교사들의 과학영재수업에 대한 인식을 탐색하는 것이다. 과학영재교육 강의에 참여한 49명의 예비교사들이 본 조사에 참여하였다. 연구 결과 예비초등교사들은 학교에서 우수한 성적을 내지 않은 학생이어도 영재학생일 수 있다고 생각하거나, 영재학생들에게 일제수업을 제시하는 것이 비효율적이라고 생각하는 등 과학영재교육에 대한 적절한 태도를 가지고 있다고 볼 수 있었다. 그러나 스스로가 영재교육 수행에 대해 자신감이 낮다고 인식하고 있었다. 이러한 연구결과를 통해 영재초등교사 교육의 수요에 대해서도 논의할 수 있었다.

Abstract

This study aims to explore how pre-service elementary teachers perceive the science gifted education. Teachers’ perceptions of students impact their decision on how they practice instruction in their classrooms. The issue of how to respond to the gifted students’ various academic needs within academically diverse classrooms is one of the central challenges of teaching. The purpose of this study was to determine the perceptions of undergraduate- elementary education majors at an elementary teacher education university. The 49 pre-service teachers who enrolled in the science gifted education course were involved in the survey. According to the finding of this survey, pre-service elementary teachers perceived that an effective way to identify gifted students is hardly to look for students with the highest grades. They depicted that in teaching gifted students, all students won’t need to use the same processes and don’t have to generate the same projects as well. They have a quite proper attitudes towards the science gifted education in general. However the pre-service teachers showed low confidence in teaching the science gifted students. The implications of the study concerning needs of gifted elementary teachers were discussed.

참고문헌 (29)

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