earticle

영어

The purpose of this study is to compare the creative disposition of invention gifted students and math/science gifted students to understand the characteristics of invention gifted students. To this end, the research agenda was set as follows; First, how different is the creative disposition of invention gifted students according to background variables (gender, school year, region)? Second, how different is the creative disposition of math/science gifted students according to background variables (gender, school year, region)? Third, how different is the creative disposition between invention gifted students and math/science gifted students? To address these issues, the present study selected students in the 5th and 6th school years of elementary schools for the gifted and invention and invention education centers operated by 25 regional education offices in Gyeonggi-do, SouthKorea. The total number of students of invention education centers and schools were investigated. The research surveys were distributed to talent education schools and invention education centers under management of 25 regional education offices in Gyeonggi-do. Of the 2,340 survey questionnaires distributed, a total of 2,185 sets were returned, recording 93.4% recovery rate. Of the returned questionnaires, those poorly answered or with lots of skipped answers were excluded to have 2,050 sets for the final data research herein. The collected data were analyzed with SPSS Statistics 18 for Windows. The study findings are summarized as follows; First, concerning the creative disposition according to the school years of invention gifted students, the sixth graders showed higher results than fifth graders in all of the areas including patience, motivation, curiosity, and adventurous spirit, excluding confidence. The confidence factor showed no statistically significant difference between fifth graders and sixth graders. As for the total score of creative disposition, the sixth graders showed a higher score than fifth graders. This finding indicates that presently, the educational curriculum for invention gifted students is effectively operated in enhancing students’ creativeness relatively. Second, regarding the gender-specific creative disposition of invention gifted students, in all sub-factors, male students showed higher results than female students. Such a result is shown identically in the math/science gifted students herein. This finding seems because more male students than female students are interested in education for invention gifted students and math/science gifted students and apply for it. Of the investigated students herein, male students were 1503 (invention: 774 persons, math/science: 729 persons), and female students were 547 (invention: 243 persons, math/science: 304 persons), showing the ratio of male students to female students of approximately 3:1. Third, there was no significant region-specific difference in creative disposition in invention gifted students. This finding implies that the educational program for invention gifted students are effectively structured and operated according to regional situations Lastly, the creative disposition of elementary-school invention gifted students and math/science gifted students was analyzed by dividing into 5 sub-factors of patience, motivation, curiosity, adventurous spirit, and confidence. As a result, statistically significant differences were found. In the patience factor, the math/science gifted students showed a higher creative disposition than invention gifted students. But in other four factors of motivation․curiosity․adventurous spirit․ and confidence, the invention gifted students were found to have a higher creative disposition than math/science gifted students.

한국어

본 연구의 목적은 초등학교 발명영재와 수학·과학영재 학생들의 창의적 성향을 비교함으로 써 발명영재의 특성을 알아보는데 있다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 발명영재의 학년에 따른 창의적 성향은 6학년이 5학년에 비하여 자신감을 제외한 인 내심, 동기, 호기심, 모험심 요인에서 모두 높게 나타났다. 자신감 요인은 5학년과 6학년간 차 이는 없었다. 창의적 성향 총점은 6학년이 5학년에 비하여 높았다. 이는 현재 발명영재 교육 과정이 학생들의 창의성을 신장시키는데 비교적 효과적으로 운영되고 있음을 시사한다. 둘째, 성별에 따른 발명영재의 창의적 성향은 인내심, 동기, 호기심, 모험심, 자신감 하위요 인에서 남학생이 여학생에 비하여 높게 나타났다. 이러한 결과는 수학·과학영재에게서도 동일 하게 나타났는데, 이는 발명영재 및 수학·과학영재교육에 관심을 갖고 지원하는 학생이 여학 생보다 남학생이 많은 까닭에 나타나는 것으로 보인다. 검사 대상 인원에서도 남학생 1503명 (발명: 774명, 영재: 729명), 여학생 547명(발명: 243명, 영재: 304명)으로 남학생과 여학생 비율이 약 3:1로 나타나는데서 알 수 있다. 셋째, 지역에 따른 발명영재의 창의적 성향 차이는 유의미한 차이가 없었다. 이는 발명영재 의 교육과정 운영이 지역별 실정에 맞게 구성되어 잘 운영되고 있음을 시사한다. 마지막으로 초등학교 발명영재와 수학·과학영재의 창의적 성향을 인내심, 동기, 호기심, 모 험심, 자신감의 5가지 하위 요인별로 분석해 본 결과 통계적으로 유의미한 차이가 있었다. 인내심 요인에서는 수학·과학영재가 발명영재에 비하여 높은 창의적 성향을 보였으나, 동기, 호기심, 모험심, 자신감의 네 영역에서는 발명영재가 수학·과학영재에 비하여 창의적 성향이 높았다.