초록 열기/닫기 버튼
The purpose of this study is to develop an error-detection genetics teaching program for the educational intervention and to examine the effectiveness of the teaching programs. The main parts are based on the cognitive side which reflects the critical thinking of the gifted underachievers. The program was applied to the gifted underachiever in educational institute for the gifted. In addition, the affective side and behavioral side were mixed into the program. When the developed program was applied, the gifted underachievers showed meaningful enhancements in the self-efficacy, compared with the control group. More self-confidence and self regulatory efficacy were enhanced meaningfully with significance probability of 99% and 95%, respectively, whereas task difficulty preference was not improved statistically. The genetics problem solving ability was enhanced meaningfully as well, compared with the control group. The ratio of no-response in the gifted underachievers was reduced. Especially, the reasons for no-response in the gifted underachievers were mainly the mistakes such as an inefficient time distribution; contrary to the simple reasons shown in the control group. This can be interpreted that the error-detection genetics teaching program has effect on correcting the task avoidance tendency of the gifted underachievers
