Cited by
- 과학 영재들의 학습양식에 따른 소집단 구성이 언어적 상호작용에 미치는 영향 탐색 vol.58, pp.4, 2011, https://doi.org/10.5012/jkcs.2014.58.4.406
Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 30 Issue 1
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- Pages.51-60
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- 2011
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
DOI QR Code
A Case Study on the Learning Characteristics of Science-Gifted Students in Jeonnam Province -Focused on Verbal and Nonverbal Interactions in Small Group-
과학영재 학생의 학습 특성에 관한 사례연구 -소집단에서의 언어적, 비언어적 상호작용을 중심으로-
- Han, Kwang-Lae (Gwangju National University of Education) ;
- Park, Hae-Gyun (Seongjeon Elementary School) ;
- Ryu, Jae-In (Seji Elementary School)
- Received : 2010.10.18
- Accepted : 2011.01.09
- Published : 2011.02.28
Abstract
The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.