탐구 중심 영재프로그램을 통한 학생들의 과학실험설계 변화 및 자기조절학습능력과 학생수행의 상관관계 탐색
Exploring Changes in Students’Inquiry Designing and Relationship between Student Performances and Self-Regulated Learning Ability through the Inquiry-based Gifted Program
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
과학영재교육의 목적 중 하나는 학생의 과학 자율연구능력을 향상시키는 것이다. 과학영재교육에 대한 관심을학생들의 연구 능력을 촉진에 둔다고 했을 때, 연구 능력의 요소들이 탐색되어질 수 있고 과학 연구의 이름으로는 공존하는 다양한 방법론들과 특징들에 대한 논의가 이루어질 수 있다. 본 연구는 1년 동안의 영재교육 프로그램을 참여한후에 학생들에게 나타난 변화 중에서 실험 설계와 학생들이 자신의 탐구 질문을 만들 때에 눈에 띄는 특징들을 조사분석하였다. 연구 능력의 한 요소로서 과학 탐구 설계 능력의 심층 조사를 위해 대학 부설 영재교육원에 참여한 45명의 초등학교 4, 5학년 학생들과 17명의 중학생들에게 Diet Cola Test(Fowler, 1990)를 영재교육 프로그램 참여 전후에 실시하였다. 연구 결과 실험 설계 요소에서 가장 큰 변화가 나타났다. MLSQ(Motivated Learning Strategies Questionnaire)를 통해 알아본 학생들의 자기조절학습 능력과 1년 동안의 학생들의 각 활동에서의 수행에 대한 평가는 잘 일치하였다. 따라서 MLSQ는 학생들의 수행과 관계가 있다고 생각된다.
Abstract
One of the goals of the science program for the gifted is to improve students' self-research ability. In addressing concern for educating the gifted in science toward achieving objectives of fostering their research skill, its elements can be explored and discussed with admitting that various methodologies and features coexist in the name of scientific research. This study explored salient features of changes after the gifted participated 1 year long program in terms of their experimental designing and characteristics of students’ own making inquiry questions. A Diet Cola Test (DCT) (Fowler, 1990) for digging into science process skills as an element of research skills were administered to 45 elementary students in 4th to 5th grade students and 17 middle school students who enrolled the gifted education center in the university before and after the gifted program. We found a significant changes in most of the elements of experiment designing. The relationship between students’ self-regulated learning strategy with MLSQ(Motivated Learning Strategies Questionnaire)and their performances in each student activity evaluated during the year as well. It indicated that MLSQ meaningfully was related with their performances.
참고문헌 (24)
- 양명희, "자기조절학습의 모형탐색과 타당화 연구", 박사, 교육학, pp.2000
- 영재의 자율연구능력 기초탐색연구, "정현철", 한국교육개발원, 158~, pp.CR 2004-43 (2004)
- Adams, C. M, "The reliability and validity of a performance task for evaluating science process skills", Gifted Quarterly, 39(1), pp.14~20 (1995)
- Amabile, T. M, "Frontiers of creativity research: Beyond the basics", pp.223~254 (1987), Bearly
- Csikszentmihalyi, M, "Theories of creativity", pp.190~212 (1990), Sage
- Dillon, J. T, "Problem Finding and Solving", Journal of Crative Behavior, 16(2), pp.97~111 (1982)
- Dudek, S. Z, "Problem finding, problem solving, and creativity", pp.130~150 (1994), Ablex Publshing Corp
- Feldhusen, J. F, "Creativity : A knowledge base, metacognitive skill, and personality factor", Journal of Creative Behavior, 29(4), pp.255~268 (1995)
- Fowler, M, "The diet cola test", Science Scope, 13(3), pp.32~34 (1990)
- Garcia, T, "Self-regulation of learning an performance: issues and educational applications" (1994), Lawrence Erlbaum Associates
- Hu, W, "A scientific creativity test for secondary school students", International Journal of Science Education, 24(4), pp.389~403 (2002)
- Lubart, T. I, "Thinking and problem solving", pp.289~332 (1994), Academic Press
- Nicholls, J. G, "Creativity in the person who will never produce anything original or useful", American Psychologist, 27(8), pp.717~727 (1972)
- Okuda, S. M, "Creativity and the finding and solving of real-world problems", Journal of Psychoeducational Assessment, 9(1), pp.45~53 (1991)
- ntrich, P. R, "Reliability and Predictive Validity of Motivated Strategies for Learning Questionnaire", Educational and Psychological Measurement, 53(3), pp.801~813 (1991)
- Renzulli, J. S, "Conceptions of giftedness", pp.53~92 (1986), Cambridge University Press
- Runco, M. A, "Problemdiscovery, divergent thinking, an the creative process", Journal of Youth and Adolescence, 17(3), pp.211~220 (1988)
- Schunk, D. H, "Goal setting and self-efficacy during self-regulated learning", Educational Psychologist, 25(1), pp.71~86 (1990)
- Schunk, D. H, "Self-regulation of learning and performance: issues and educational applications" (1994), Lawrence Erlbaum Associates
- Seong, T, "Validity and reliability", pp.191~ (2005), Hakjisa
- Simonton, D. K, "Formal education, eminence and dogmatism : the curvilinear relationship", Journal of Creative Behavior, 17(3), pp.149~162 (1983)
- Sternberg, R. J, "An investment theory of creativity and its development", Human Development, 34(1), pp.1~31 (1991)
- Taylor, I. A, "Perspectives in creativity", pp.367~ (1975), Aldine Publishing Company
- Weinstein, C. E, "Handbook of research on teaching" (1986), Macmillan