초등과학영재의 가설설정 능력과 메타인지와의 관계 분석

서지정보

ㆍ발행기관 : 한국영재학회 ㆍ수록지정보 : 영재교육연구 / 25권 / 1호
ㆍ저자명 : 박미진, 서혜애

목차

I. 서 론
II. 연구방법
III. 연구결과
IV. 결론 및 제언
참 고 문 헌

한국어 초록

본 연구는 초등과학영재의 가설설정 능력과 가설설정에서 나타나는 특성을 탐색하고 메타인
지와의 관계를 분석하는 데 목적을 두었다. 본 연구의 연구대상은 2013학년도 광역시 소재 대
학교 부설 과학영재교육원 초등과학반 19명으로 선정하였으며, 가설설정 서술형 검사지, 메타
인지 검사지, 과학수업방법 선호도 조사지를 활용하여 자료를 수집하였다. 가설설정 검사지의
서술형 응답자료는 가설의 내용이 과학지식에 기반하고 논리적으로 설정한 과학적 가설인지
또는 비과

영어 초록

The study aimed to investigate elementary school gifted students’ hypothesis-generating
ability and characteristics of hypotheses and to analyze the correlation between
hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science
gifted education center affiliated with a university in 2013 were selected as research
subjects. An instrument of open ended items about hypothesis generating was developed
and administered to students, and their meta-cognition as well as their preferred science
teaching method were examined. Hypotheses generated by students were classified into
two categories: scientific and non-scientific hypotheses, and then a closer analysis was
conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out
of 38 hypotheses) was scientific ones showing that elementary school gifted students in
science in this study presented low level of ability in generating hypothesis. It was also
found that non-scientific hypotheses frequently showed characteristics of uncertain in
causality or impossible to verify relationships. Furthermore, differences in hypothesisgenerating
ability and characteristics of hypotheses were appeared in conditions whether
inquiry questions and variable identification process were given or not. Students showed
high abilities in hypothesis generating and variable identifying when inquiry questions and
variable identification process were given. Compared to previous research results, students
in the study showed high level of meta-cognition and tendency of utilizing monitoring
strategy more than planning and regulating. In ill-structured conditions that students
themselves find inquiry questions and identify variables, a significant (p<.05) correlation
appeared between hypothesis generating ability and meta-cognition and a high level of
correlation between planning and regulating strategies. It was also found that differences
existed in hypothesis-generating ability and preferred science teaching methods between
students with high level and those with low level of meta-cognition; and students with
low level of meta cognition showed difficulties in generating hypothesis and identifying variables.

참고 자료

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