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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
대한지구과학교육학회 대한지구과학교육학회지 대한지구과학교육학회지 제6권 제2호
발행연도
2013.1
수록면
152 - 158 (7page)

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The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows:First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.
#pre-service elementary teachers #belief #science gifted students

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참고문헌 (24)

참고문헌 신청
Brington, C. M. / 2001 / Internal Factors that Influence Teacher Change : Teacher’s Belief and Conceptions / University of Virginia google schola Chinn, C. A. / 2002 / Epistemologically Authentic Inquiry in Schools : A theoretical Framework for Evaluation Inquiry Tasks / Science Education 86 (2) : 175 ~ 218 google schola Cronin-jones / 1991 / Science Teacher Beliefs and Their Influence on Curriculum Implementation : Two Case Studies / Journal of Research in Science Teaching 28 (3) : 235 ~ 25 google schola Haney, J. J. / 2002 / Four case studies of prospective science teacher’s beliefs concerning constructivist teaching practices / Science Education 86 : 783 ~ 802 google schola Kage. M. / 1997 / Effects of Teacher’s Beliefs Related to Teaching Methods in Classroom Teaching and Children’s Attitudes in Relation with Teacher’s Orientation toward Au google schola

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