미국 퍼듀대학 하계 GERI (Gifted Education Resource Institute) 프로그램에 참가한 한국 영재 학생들의 과학 학습과 창의성 개발에 대한 효과 분석 The Effectiveness of Purdue GERI Program on Science Learning and Creativity Development of Korean Gifted Students원문보기
본 연구의 목적은 미국 퍼듀대학의 하계 GERI 프로그램에 참가한 부산 영재고등학교 학생들의 창의성 개발 학습에 대한 효과를 분석하는데 있다. 연구자들은 12명의 학생들을 대상으로 과학관련 수업을 참관하여 교사와 학생간의 상호작용 및 창의성 개발을 위한 교수학습 전략을 분석하였다. 그리고 이중 6명의 학생들을 대상으로 구체적인 과학 학습과 창의성 개발 과정에 대해 심층 면담을 실시하였다. 연구 결과, 3단계의 심화 학습으로 이루어진 GERI 프로그램은 교사의 창의적인 교수 방식 및 그룹 토의와 개별 연구를 통한 학습으로 학생들에게 창의적인 사고 기능을 촉진하는데 매우 효과적인 것으로 나타났다. 또한 면담을 실시한 대부분의 학생들은 영어에 대한 부담에도 불구하고 GERI 프로그램이 재미있고 쉽게 학습할 수 있으면서도 창의적인 사고 기능 개발에 효과적인 것으로 인식하고 있었다. GERI 프로그램은 우리나라와 비교할 때, 과학 지식의 수준이 다소 떨어지고, 체계성이 부족한 경향이 있었으나 학생들에게 다양한 학습 방법을 활용하여 새로운 과학 세계에 접할 수 있도록 도와주는 것으로 나타났다. 본 연구의 결과는 우리나라 영재 학생들의 창의성 향상을 위한 교수학습 프로그램을 개발하는데 의미 있는 시사점을 제공해 줄 수 있을 것이다.
본 연구의 목적은 미국 퍼듀대학의 하계 GERI 프로그램에 참가한 부산 영재고등학교 학생들의 창의성 개발 학습에 대한 효과를 분석하는데 있다. 연구자들은 12명의 학생들을 대상으로 과학관련 수업을 참관하여 교사와 학생간의 상호작용 및 창의성 개발을 위한 교수학습 전략을 분석하였다. 그리고 이중 6명의 학생들을 대상으로 구체적인 과학 학습과 창의성 개발 과정에 대해 심층 면담을 실시하였다. 연구 결과, 3단계의 심화 학습으로 이루어진 GERI 프로그램은 교사의 창의적인 교수 방식 및 그룹 토의와 개별 연구를 통한 학습으로 학생들에게 창의적인 사고 기능을 촉진하는데 매우 효과적인 것으로 나타났다. 또한 면담을 실시한 대부분의 학생들은 영어에 대한 부담에도 불구하고 GERI 프로그램이 재미있고 쉽게 학습할 수 있으면서도 창의적인 사고 기능 개발에 효과적인 것으로 인식하고 있었다. GERI 프로그램은 우리나라와 비교할 때, 과학 지식의 수준이 다소 떨어지고, 체계성이 부족한 경향이 있었으나 학생들에게 다양한 학습 방법을 활용하여 새로운 과학 세계에 접할 수 있도록 도와주는 것으로 나타났다. 본 연구의 결과는 우리나라 영재 학생들의 창의성 향상을 위한 교수학습 프로그램을 개발하는데 의미 있는 시사점을 제공해 줄 수 있을 것이다.
The purpose of this study is to examine the effectiveness of the summer enrichment programs on Korean gifted students' science learning and creativity development. This program is organized by Purdue University Gilled Education Resource Institute (GERI) in U.S.A. Researchers conducted semi-structure...
The purpose of this study is to examine the effectiveness of the summer enrichment programs on Korean gifted students' science learning and creativity development. This program is organized by Purdue University Gilled Education Resource Institute (GERI) in U.S.A. Researchers conducted semi-structured interview with 6 Korean students and observed 12 Korean students and GERI teachers for teacher-student interaction and teaching strategies during science-related classes. From the results, GERI program developed from Purdue 3 stage enrichment model that emphasizes creative teaching strategies, group discussions, and individual research were effective to foster creative thinking of Korean gilled students. Despite their language barriers, Korean gilled students found GERI program experience fun, creative, easy, relaxing, and thereby satisfying for their psychological and academic needs. They expected the level of stimulation in GERI program to be higher and the class to be organized more systematically; however, they reported that the broad range of topics and diverse content of GERI classes helped them develop creativity more than Korean classes. These findings will make contribution to the improvement of the quality of gifted education curriculum and programming in Korea.
The purpose of this study is to examine the effectiveness of the summer enrichment programs on Korean gifted students' science learning and creativity development. This program is organized by Purdue University Gilled Education Resource Institute (GERI) in U.S.A. Researchers conducted semi-structured interview with 6 Korean students and observed 12 Korean students and GERI teachers for teacher-student interaction and teaching strategies during science-related classes. From the results, GERI program developed from Purdue 3 stage enrichment model that emphasizes creative teaching strategies, group discussions, and individual research were effective to foster creative thinking of Korean gilled students. Despite their language barriers, Korean gilled students found GERI program experience fun, creative, easy, relaxing, and thereby satisfying for their psychological and academic needs. They expected the level of stimulation in GERI program to be higher and the class to be organized more systematically; however, they reported that the broad range of topics and diverse content of GERI classes helped them develop creativity more than Korean classes. These findings will make contribution to the improvement of the quality of gifted education curriculum and programming in Korea.
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문제 정의
The purpose of the present study is to examine the effectiveness of the summer enrichment program implemented in Purdue Gifted Education Resource Institute (GERI) by interviewing Korean Gifted students who joined the program in 2005. From the results, we can infer what steps to be taken to improve not only the quality of the Korean gifted education programming and the educational administration but also the quality of Purdue GERI summer camp.
The purpose of this study is to examine the effectiveness of the summer enrichment programs on Korean gifted students' science learning and creativity development. This program is organized by Purdue University Gifted Education Resource Institute (GERI) in U.
They expected the level of stimulation in GERI program to be higher and the class to be organized more systematically; however, they reported that the broad range of topics and diverse content of GERI classes helped them develop creativity more than Korean classes. These findings will make contribution to the improvement of the quality of gifted education curriculum and programming in Korea.
The establishment of Busan Science Academy for gifted high school students is a good example of the effort (Park, 2004). This effort has increased the number of students who are identified as the gifted and enrolled in the gifted program as well as public awareness of the importance of gifted education. As an part of this effort, Busan Science Academy have provided students with an opportunity to have international education experiences in developed countries including U.
가설 설정
1. Korean students enjoyed most of the camp programs in spite of their difficulties in English. Most of students reported GERI program was fun, creative, easy, relaxing, and less demanding than Korean gifted education program.
제안 방법
The content analysis was used for conversing qualitative data and identifying patterns and themes in the interview data. After identifying patterns and themes, the researchers developed category systems. The researchers also carefully examined deviate cases or data that don't fit the categories developed.
First, the major method for answering the research questions was to conduct face-to-face individual interviews with six Korean gifted students. During the second week of the students5 camp experience the researcher interviewed six participants using a semi-structured interview protocol. A total of six Korean students, three students from biochemistry class and three students taking both medical microbiology and forensic science, were interviewed.
Two data collection procedures were employed. First, the major method for answering the research questions was to conduct face-to-face individual interviews with six Korean gifted students. During the second week of the students5 camp experience the researcher interviewed six participants using a semi-structured interview protocol.
Second, twelve Korean students and their GERI science teachers who retuned consent forms were observed by three researchers while engaging in their science class experience with an emphasis on teacherstudents interaction and teaching strategies. The researchers observed each science class 2~3 full class sessions.
Three science-related classes were offered to the students: biochemistry, forensic science, and medical biology. The GERI program involved two class sessions (morning and afternoon), individual study sessions, extracurricular activities, and field trips. Most of the teachers working on this program were graduate teaching assistants who majored in the subject they taught.
After identifying patterns and themes, the researchers developed category systems. The researchers also carefully examined deviate cases or data that don't fit the categories developed. Each of two researchers developed the coding scheme independently, then compare and discuss similarities and differences.
, 2000). The researchers in this study suggest several components involved in the curriculum which have influenced the achievement level of secondary gifted students: superior teachers' team teaching approach, blocked scheduling that permits extended hands-on laboratory time and field trips, and homogeneous grouping. Peer collaboration appeared to be another strategy of facilitating learning in and giving affective benefits to gifted students as well (Diezmann & Watters, 2001).
A, on students' creative development from the participants5 perspective. To gain a clearer and more comprehensive picture of their experiences and impressions of the program effects on their creativity development by comparing their experiences in their home school science class and the GERI program, semi-structured individual interviews were conducted. In addition, effective strategies the students use for their own creativity development were identified.
대상 데이터
During the second week of the students5 camp experience the researcher interviewed six participants using a semi-structured interview protocol. A total of six Korean students, three students from biochemistry class and three students taking both medical microbiology and forensic science, were interviewed. The graduate student interviewer contacted the students individually and scheduled the interview.
The students participating in the study were all freshmen in high school aged from 15 to 16 years old. All the students came from Korean gifted science high school, Busan Science Academy, known as providing high quality education for gifted students.
Among eighteen Korean gifted high school students enrolled in at least one science-related ciass in the Purdue GERI summer program, twelve students who had returned both the parent consent form and student assent form were included in this study. Researchers observed them during class (from June 21 to 30, 2005).
Researchers observed them during class (from June 21 to 30, 2005). Among them, six students were selected for interview. Two out of six students interviewed were female students.
Two out of six students interviewed were female students. The students participating in the study were all freshmen in high school aged from 15 to 16 years old. All the students came from Korean gifted science high school, Busan Science Academy, known as providing high quality education for gifted students.
Among them, six students were selected for interview. Two out of six students interviewed were female students. The students participating in the study were all freshmen in high school aged from 15 to 16 years old.
성능/효과
1. We need much more diverse courses to meet gifted children's various needs using advanced teaching materials and equipments and class size should be kept small so th가 teachers have more opportunities to interact with each student and to meet the student's individual needs.
3. Even though there were various differences between GERI program and Korean gifted education program in the class organization, fbcus, teaching strategies and overall quality of the class, most students mentioned that both programs are good but in different ways. Much more emphasis on creativity, more variety in gifted course content, and more fun and relaxing environment were strengths of the GERI programs.
3. Special afternoon and gifted camps should focus on creativity, critical thinking, and independent learning rather than academic excellence.
3. What Aspects of the GERI Science Class Experience do Korean Students Perceive as similar to Their Home-school Science Experience and What Aspects are Perceived as Different?
3. What aspects of the GERI science class experience do Korean st나dents perceive as similar to their home-school science experience and what aspects are perceived as different?
4. Gifted education learning environment should be academically stimulating but should not be stressful since the high level of stress would undermine students5 motivation and eagerness to learn rather than foster their creative thinking.
5. Gifted programs should allow students to share their common interests with other high-ability children, and give opportunities for students to wrap up what students learned from school into a big integration.
Researchers conducted semi-structured interview with 6 Korean students and observed 12 Korean students and GERI teachers for teacher-student interaction and teaching strategies during science- related classes. From the results, GERI program developed from Purdue 3 stage enrichment model that emphasizes creative teaching strategies, group discussions, and individual research were effective to foster creative thinking of Korean gifted students. Despite their language baniers, Korean gifted students found GERI program experience fun, creative, easy, relaxing, and thereby satisfying for their psychological and academic needs.
The purpose of the present study is to examine the effectiveness of the summer enrichment program implemented in Purdue Gifted Education Resource Institute (GERI) by interviewing Korean Gifted students who joined the program in 2005. From the results, we can infer what steps to be taken to improve not only the quality of the Korean gifted education programming and the educational administration but also the quality of Purdue GERI summer camp.
후속연구
125). Therefore, further research is required to identify and provide effective educational strategies for the development of creativity in gifted students.
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