영재 심화학습 프로그램이 과학적 사고기능 발달에 미치는 효과

서지정보

· 발행기관 : 한국영재학회
· 수록지 정보 : 영재교육연구 / 7권 / 2호
· 저자명 : 최호정

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅱ. 연구방법 및 절차
Ⅲ. 결과 및 논의
Ⅳ. 要約 및 結論
참고문헌
ABSTRACT

초록

The purpose of the study was to evaluate the effects of the enrichment program for the gifted on gifted children's development of the logical thinking and science process skills. The enrichment program consists of 200 enrichment courses in language arts, mathematics, sciences, social sciences and thinking for children at the age of 30 months to Grade 8. Enrichment programs are characterized as process-oriented, student-choice available, activities-oriented, open-ended, and interdisciplined.
Subjects were 123 gifted children from Grade 1 to 3 at the Korea Academy of Gifted Education (KAGE), whose IQ scores were above 130 at their entry point to KAGE. Children were divided into two groups depending the duration of the program participation. Older Group participated in the program for longer than 13 months, while Newer Group did for shorter than 12 months. Mean of IQs of the two groups were not significantly different.
They were tested on Logical Thinking Test and Integrated Process Skills Test revised by KEDI into Korean version in 1991. Descriptive statistics were calculated and group differences were analyzed with t-test, and scheffe test. The main findings were as follows:
There were not significant differences between gender. Children in higher grades showed higher level of development. Older group showed significantly higher level of logical thinking and process skills than the Newer group inspite of the similar IQ levels to each other. The longer the gifted child participate in the enrichment program, the higher the development of children's thinking skills.

영어초록

The purpose of the study was to evaluate the effects of the enrichment program for the gifted on gifted children's development of the logical thinking and science process skills. The enrichment program consists of 200 enrichment courses in language arts, mathematics, sciences, social sciences and thinking for children at the age of 30 months to Grade 8. Enrichment programs are characterized as process-oriented, student-choice available, activities-oriented, open-ended, and interdisciplined. Subjects were 123 gifted children from Grade 1 to 3 at the Korea Academy of Gifted Education (KAGE), whose IQ scores were above 130 at their entry point to KAGE. Children were divided into two groups depending the duration of the program participation. Older Group participated in the program for longer than 13 months, while Newer Group did for shorter than 12 months. Mean of IQs of the two groups were not significantly different. They were tested on Logical Thinking Test and Integrated Process Skills Test revised by KEDI into Korean version in 1991. Descriptive statistics were calculated and group differences were analyzed with t-test, and scheffe test. The main findings were as follows: There were not significant differences between gender. Children in higher grades showed higher level of development. Older group showed significantly higher level of logical thinking and process skills than the Newer group inspite of the similar IQ levels to each other. The longer the gifted child participate in the enrichment program, the higher the development of children's thinking skills.

참고자료

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