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Characteristics of Elementary Science-Gifted Education Teachers` Reflection on Their Science Teaching
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 Title & Authors
Characteristics of Elementary Science-Gifted Education Teachers` Reflection on Their Science Teaching
Kang, Hunsik;
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 Abstract
This study investigated the characteristics of elementary science-gifted education teachers` reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of `productive reflection`. The results revealed that most of reflective journals included the aspects of `instructional strategies and instruction for science-gifted education (100.0%)` and `science-gifted students (90.9%)`. `Curriculum for science-gifted education (42.4%)` was also frequently included although fewer than two previous aspects. However, `subject matter knowledge` and `assessment in science-gifted education` were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between `science-gifted students (81.8%)` or `instructional strategies and instruction for science-gifted education (81.8%)` and the other aspects were most frequent. The integrations between `Curriculum for science-gifted education (30.3%)` and the other aspects were also frequently included. However, the integrations between `subject matter knowledge (6.1%)` or `assessment in science-gifted education (0.0%)` and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.
 Keywords
Reflective journal;Productive reflection;Elementary science-gifted education;
 Language
Korean
 Cited by
1.
초등 과학 영재 학생들의 과학 영재 수업에 대한 반성의 특징,박지은;강훈식;

대한화학회지, 2014. vol.58. 3, pp.324-337 crossref(new window)
1.
Characteristics of Science-Gifted Elementary Students' Reflection of Their Science Classes, Journal of the Korean Chemical Society, 2014, 58, 3, 324  crossref(new windwow)
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