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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.4, 2016년, pp.693 - 704
The aim of this study was to investigate the conditions and strategies of interaction for the school adjustment for the early entrance students of science academy for the gifted. To know their concerns and process of school adjustment, we interviewed six early entrance gifted students of the science...
핵심어 | 질문 | 논문에서 추출한 답변 |
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학교적 응이란 무엇인가? | 또, 실제로 뛰어난 능력의 학생이라도 더 뛰어난 실력을 갖춘 집단에 있을 때 자신의 능력에 비하여 학업적 자아개념이 낮아지는 부정적 영향을 주기도 하고(Marsh & Hau, 2003), 이런 부정적 인식이 평가에 대한 불안을 높이고 학업성적을 낮추는 결과로 이어져(Zeidner & Schleyer, 1998) 학교적응에 힘들지 않을까 우려하기도 한다. 학교적 응이란 학습자들이 학교에서 접하는 여러 교육적 여건을 자신의 요구에 맞게 변화시키거나 학습자들 스스로가 학교에서의 모든 여건을 바르게 수용하는 것으로(Kim, 2000), 모든 학생들에게 중요한 생활영 역인 학교에서의 적응은 아동의 성장과 발달에 중요한 요소이다(Sim, Lee, & Park, 2013). 따라서 학생들의 학교적응에 대한 많은 연구가 수행되고 있으며, 영재교육 분야에서도 영재학생들의 학교적응과 부적응에 관해 연구를 하고 있다. | |
영재들이 가지고 있는 욕구는 무엇이 있는가? | 영재들은 또래보다 높은 수준의 과제에 흥미를 나타내며 좀 더추상적이고 복잡한 개념들을 학습하려는 욕구를 지니고 있다(Hah & Kim, 2010; Shim et al., 2001). | |
조기입학의 부정적 영향은 무엇인가? | 조기입학은 학습의 속도가 빠르며 또래와의 격리 정도가 가장 큰속진이기 때문에 영재들이 조기입학에 대한 학업적, 사회적 준비가 제대로 되어있지 않아 정서 및 사회적 부적응을 초래하지 않을까 걱정을 하기도 한다(Korean Educational Development Institute, 2006). 또, 실제로 뛰어난 능력의 학생이라도 더 뛰어난 실력을 갖춘 집단에 있을 때 자신의 능력에 비하여 학업적 자아개념이 낮아지는 부정적 영향을 주기도 하고(Marsh & Hau, 2003), 이런 부정적 인식이 평가에 대한 불안을 높이고 학업성적을 낮추는 결과로 이어져(Zeidner & Schleyer, 1998) 학교적응에 힘들지 않을까 우려하기도 한다. 학교적 응이란 학습자들이 학교에서 접하는 여러 교육적 여건을 자신의 요구에 맞게 변화시키거나 학습자들 스스로가 학교에서의 모든 여건을 바르게 수용하는 것으로(Kim, 2000), 모든 학생들에게 중요한 생활영 역인 학교에서의 적응은 아동의 성장과 발달에 중요한 요소이다(Sim, Lee, & Park, 2013). |
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