Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Comparison of Characteristics of Scientific Emoticons Made by General and Science-Gifted Elementary Students

초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성 비교

  • Received : 2023.01.05
  • Accepted : 2023.03.16
  • Published : 2023.04.30
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Abstract

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

이 연구에서는 초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성을 비교하였다. 이를 위해 경기도 소재 일반 초등학교의 초등학교 5학년 학생 53명과 서울특별시 소재 과학영재교육원 소속 초등학교 5학년 학생 35명을 선정하였다. 그리고 이 학생들이 만든 과학티콘의 개수와 유형을 비교하였다. 연구 결과, 일반 학생보다 과학영재 학생이 주어진 30분 이내에 과학티콘을 더 많이 만들었다. 과학티콘의 유형을 비교한 결과에서는 초등 일반 학생과 과학영재 학생 사이에 비슷한 부분도 있었고, 의미 있는 차이가 있는 부분도 있었다. 하지만 전반적으로 일반 학생보다 과학영재 학생이 과학티콘에 포함된 글의 '기술 형태'와 '생성 형태', 그림의 '표현 형태', 과학티콘에 포함된 '감정', '구성 수준', '과학 내용(교육과정 초과 여부, 과학 학문영역, 과학 지식 활용) 측면에서 더 다양한 유형의 과학티콘을 만드는 것으로 나타났다. 초등 일반 학생과 과학영재 학생이 만든 과학티콘에는 모두 오개념이 매우 적게 포함되어 있었다. 이에 대한 교육적 시사점을 논하였다.

Keywords

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