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과학영재를 위한 사사교육 준비와 유형에 대한 논의

Discussions for preparation and types of mentorship for scientifically gifted students

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초록

최근 들어 과학영재를 위한 사사교육이 점점 강조되고 있다. 이러한 상황에서 본 연구에서는 과학영재를 위한 사사교육에서 필요한 준비로, 과학의 실제에 대한 이해, 과학의 본성과 과학적 창의성과의 관련성에 대한 이해를 논의하고, 학생의 주도적인 탐구수행을 위해 필요한 탐구문제 제안모형을 제안하였다. 그리고 실제로 가능한 사사교육의 유형을 과학자의 연구에 참여하는 방식과 학생 주도의 프로젝트형 방식으로 나누어 논의하고, 후자의 경우를 다시 이론중심의 연구와 실험중심의 연구로 나누어 각각의 경우에 해당되는 연구 유형들을 제안하였다. 마지막으로 과학고에서 수행되는 사사교육과 중학생 대상으로 과학영재교육원에서 수행되는 사사교육에서 각각의 장점과 유의점을 논의하고, 각각의 경우에 대한 진행모형을 제안하였다.

Abstract

Recently, mentorship for scientifically gifted students has been emphasized. In this context, I discussed, as a preparation for the mentorship, that understanding for the actual science and relationship between the nature of science and scientific creativity are needed. And I proposed a model of suggesting scientific inquiry problems for students' self-directed inquiry. Secondly, I divided the type of mentorship into two: mentorship by involving students into actual scientist's research, mentorship based on students' self-directed project. In the latter case, scientific inquiry can be conducted focused on theoretical research or experimental research. I discussed possibile inquiry instances for each research. Finally, process models for mentorship for scientific high school and gifted education center in science are suggested.

참고문헌 (69)

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