초록 열기/닫기 버튼
본 연구의 목적은 원예 영재교육 프로그램이 영재학급 아동의 창의력과 과제집착력에 어떠한 영향을 미치는지 알아보기 위하여 영재교육과 원예교육의 교육과정 개발 원칙, 교수⋅학습 모형, 학습주제 조건 등 에 관한 선행연구를 분석하였으며, 이를 토대로 원예 영재교육 프로그램을 개발하였다. 프로그램의 효과를 검증하기 위해 서울특별시 서초구 소재 B초등학교의 5, 6학년 영재학급에 프로그램을 적용하였다. 사전, 사후에 창의력 검사(TTCT)와 과제집착력 검사를 하였으며 검사 결과는 t-test 를 실시하여 분석하고 정리하였다. TTCT 검사 결과, 원예 영재교육 프로그램은 영재학급 학생의 창의력 향상에 유의미한 효과가 있는 것으로 나타났다. 사전검사와 사후검사의 점수를 비교한 결과, 전체 창의력 평균 점수와 유창성, 독창성, 제목의 추상성의 세 가지 요인에서 통계적으로 유의미한 차이를 볼 수 있었다. 과제집착력 검사 결과에서도 본 프로그램이 영재학급 학생의 과제집착력 향상에 유의미한 효과가 있는 것으로 나타났다. 책임감, 학습몰입, 자기통제력의 세 가지 요인에서 통계적으로유의미한 차이가 있었다. 이상의 연구 결과를 종합하면 원예 영재교육 프로그램은 영재학급 아동의창의력과 과제집착력 향상에 긍정적인 영향을 미친다는 것을 알 수 있었으나 창의력과 과제집착력 하위요소의 균형 있는 계발에 대한 추가적인 심화 연구와 영재성을 구성하는 그 밖의 요소의 능력 향상을 위한 추가적인 프로그램 개발이 지속되어야 할 것이다. 이를 통해 영재교육 현장에 양질의 교수⋅ 학습 자료를 제공하고 원예교육의 적용 가능성을 열어줄 것으로 기대한다.
This study investigates the effects of the horticultural gifted education program on the creativity and task attachment ability of gifted class children. To achieve the research goal, the gifted education and horticultural education curriculum, teaching and learning models, learning themes, and teaching and learning materials were studied and analyzed. The horticultural gifted education program was developed on the basis of this research. The program comprises six sessions. To verify the effectiveness of the program, it was applied to Grade 5 and 6 students in a gifted class of B Elementary School in Seocho-gu, Seoul, and the test scores of the creativity test (TTCT) and the task attachment test of Lee Kyung-Mi (2015) were used. The results of the study are as follows. First, I developed and applied the 6 sessions of the horticultural gifted education program on Grade 5 and 6 gifted students. On the basis of the principles of gifted education curriculum development, the Enrichment Triad Model of Renzulli was applied, and the upper and lower learning themes were linked. Furthermore, each session included learner-centered project-based activities. Second, the results of the survey on satisfaction and utility related to the subject and contents of the program confirmed that the satisfaction and utility levels of the students were high. Specifically, in the efficacy-awareness survey results, the order of creativity and task attachment factors that students perceived as self-improvement was statistically significant. Thus, this study corroborated that the subject and contents of the program are suitable for learner-centered education and that the usefulness of the learners is significant. Third, the TTCT test revealed that the horticultural gifted education program had a significant impact on the creativity of the gifted class children. When the pre-test and post-test scores were compared, statistically significant gaps were found in total creativity, fluency, originality, and title abstraction. Moreover, the task attachment test verified that the program had a significant effect on the improvement of the task attachment ability of the gifted class students. The pre-test and post-test results validated that there were statistically significant gaps in responsibility, learning commitment, and self-control. In addition, the findings indicated that the horticultural gifted education program had a positive effect on the creativity and task attachment ability of the gifted class children. This research is expected to open up the possibility of horticultural education and provide better teaching and learning materials for gifted education in elementary schools. To this end, continuing the study of additional programs is necessary for the further development of balanced creativity and task attachment ability.
키워드열기/닫기 버튼
Elementary gifted education, elementary horticultural education, Creativity, Task attachment
