[논문]초등학교 과학 수업에서 과학영재 학생의 행동 특성이 일반 학생에게 미치는 영향에 대한 교사의 인식

윤서정; 강훈식

doi:10.15267/keses.2020.39.3.353

초등학교 과학 수업에서 과학영재 학생의 행동 특성이 일반 학생에게 미치는 영향에 대한 교사의 인식
Teacher's Perception of Influence of Behavioral Characteristics of Scientifically-Gifted Students on General Students in Elementary School Science Classes 원문보기

초등과학교육 = Journal of Korean elementary science education, v.39 no.3, 2020년, pp.353 - 368

Abstract ▼ AI-Helper

This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

주제어

표/그림 (2)

표 Table 1. The characteristics of the participants
그림 Fig. 1. Influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science classes.

질의응답

핵심어	질문	논문에서 추출한 답변
	2019년 영재교육 대상자는 몇명인가?	이에 따라 우리나라 영재교육은 많이 발전하였다. 실례로 영재교육종합 데이터베이스(GED)에 의하면, 2019년 영재교육 대상자는 99,998명으로 전체 초·중등 학생(5,452,805명)의 1.83%에 해당한다.
	영재교육의 효과성을 국가에 비해 가정이나 학교 측명에서 규명하기 쉬운 이유는 무엇인가?	국가 측면에서의 기여는 영재교육의 이수 시점과 국가에 대한 기여가 나타나는 시점 사이의 긴 시간적 간격 및 그 기간 동안의 다양한 변인의 작용, 국가에 대한 기여 방법과 결과의 다양성 등으로 인하여, 영재교육의 효과성을 명확하게 규명하기는 어렵다. 하지만 국가에 비해 가정이나 학교 측면에서의 기여는 비교적 영향을 미치는 변인이 적고, 변인 통제와 적용이 쉬우며, 영재교육의 효과가 나타나는 시간이 짧아 규명하기 쉬운 편이다.
	영재교육에 대한 행·재정적 지원이 축소되는 이유는 무엇인가?	하지만 양적 팽창에 비하여 질적 발전은 부족하다는 지적이 지속적으로 제기되고 있다. 또한 영재교육 접근 기회에 대한 사회적 불평등성의 인식, 사교육 억제와 관련된 정부의 규제 등의 이유로 정부의 영재교육에 대한 행·재정적 지원이 축소되어(Choe, 2016), 과학영재교육 대상자 수는 2014년부터 조금씩 감소하고 있는 추세이다(Lee & Son, 2017). 과학영재교육 관련 언론 보도에서도 긍정적 측면보다 부정적 측면에 대한 이슈가 더 중심 의제로 설정되고도 있다(Park, 2018; Park et al.

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