고등학교 과학 영재 학생의 이러닝에 대한 인식 분석

Abstract

Lately, e-Learning has become one of the most important factors in education. Initiatives regarding e-Learning for gifted children are also being conducted. The purpose of this study was to investigate and compare gifted science students' perceptions of e-Learning in order to find better ways of employing e-learning in science education for gifted children, and to suggest policy implications. For this purpose, we reviewed the literature about cognitive characteristics of gifted students and whether those characteristics might harmonize with an e-Learning environment. Also, we conducted a survey at a high school level. Ninety-five gifted high school science students who participated in e-Learning serviced by two organizations(a school and an institute for gifted youth) responded, and its' result was analysed.As a result of the survey analysis, gifted science students recognized e-Learning help them learn without limit of time and space(55.8%) and improve their self-directed learning skills(32.6%). Most of them(91.6%) thought e-Learning is a good supplementary system for science education for gifted education. Also, they wanted to have wider learning opportunities and learning experiences through e-Learning and try to study continuously through e-learning(90.5%). This kind of response tendency is different between two organizations(p<.05). Gifted science students who use mainly e- Learning during term and participate in summer camp separated from their school curriculum had more positive opinion on e-Learning rather than those who use e-Learning serviced by their school as a supplementary aspects of school curriculum.