The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at educat...
The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.
The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.
이렇게 영재교육의 필요에 대한 인식이 확대되고 있는 가운데, 초등 과학영재교육 프로그램 개발과 적용(김보경, 2005; 김순희, 2005; 김종원, 2000; 김향연, 2004; 유소현, 2002), 초등 과학영재 학생들의 특성(김지은, 2005; 송현정, 2005; 임숙영, 2005), 과학 영재학급 운영(노정우, 2004; 박재섭,2004) 등에 관한 연구가 이루어지고 있다. 하지만 아직까지는 영재 학교보다는 영재학급 정도의 규모로 영재교육이 이루어지고 있어, 영재교육에 대한 국가적 차원의 체제(내용과 방법)가 갖추어지지 못하고 있는 실정이다.
실제 학교에서 학생들이 배우는 과학 내용의 두 가지 특성은?
실제 학교에서 학생들이 배우는 과학 내용은 두가지 특성을 보여준다. 첫째로, 우리 주변에서 쉽게 접할 수 있는 내용을 중심으로 구성되어 있으며, 둘째로 내용 수준은 대부분 가장 기본적이고 기초적 수준이다. 하지만, 각 과학 원리별로 내용체계가 있어 다음 단계(다음 학기 또는 학년)에서는 같은 주제라 하더라도 좀 더 심화되고 발전된 내용을 다루고 있다.
과학영재란?
과학영재는 미래 정보사회에서 국가의 발전을 주도할 최우수 과학기술 인력의 꿈나무이다. 따라서 세계 각국은 과학영재를 효과적으로 발굴하여 이들에게 적합한 교육을 시키기 위한 교육제도, 기구 및 프로그램의 개발을 적극 지원하고 있다.
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