Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Exploring the Improvement Plan for Science-Gifted Education through Analysis of the Performance Result of Master plan for Identifying and Nurturing of Science-Gifted Student

과학영재 발굴·육성 종합계획 성과분석을 통한 과학영재교육 발전방안 탐색

  • Received : 2017.06.29
  • Accepted : 2017.08.10
  • Published : 2017.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the outcome of 'The second plan for identifying and nurturing of science-gifted student' and investigate the implications for the third plan. 'The second plan for identifying and nurturing of science-gifted student' was made for the promotion of science-gifted education from 2013 to 2017. This plan is composed of three strategies with 25 sub-projects: a systematic identification of science-gifted students with potential, an activation of creative and integrated science-gifted education and an establishment of optimized science education supporting system. We supposed six implications through the investigation of the performance analysis of each sub-project. First, the third plan should be composed of projects to be able to be supported directly. Second, the paradigm shift is needed from quantitative expansion to qualitative expansion. Third, third plan should include a special support for profoundly gifted students. Fourth, a specialization plan for science-gifted institute is required. Fifth, it is necessary to establish a camp or residential type gifted institute. Sixth, it is needed to have a quality management of science-gifted programs and MOOC (massive open online course) on science-gifted programs are needed.

본 연구의 목적은 "제2차 과학영재 발굴 육성 종합계획"의 성과를 분석하고 이를 통해 "제3차 과학영재 발굴 육성 종합계획"에의 시사점을 도출하는 것이다. "제2차 과학영재 발굴 육성 종합계획"은 2013년부터 2017년까지 과학영재교육의 진흥을 위하여 계획된 것으로 잠재력을 갖춘 과학영재의 체계적 발굴, 창의 융합형 과학영재교육 활성화, 최적화된 과학영재교육 지원 기반 조성 등의 세 가지 전략 하에 총 25개 세부 추진과제로 구성되었다. 각 세부 추진과제의 성과에 대한 분석을 통해 다음과 같은 시사점을 제안하였다. 첫째, 직접 지원이 가능한 과제로 구성된 과학영재 발굴육성 종합계획이 필요하다. 둘째, 양적 팽창에서 질적 팽창으로의 과학영재교육 패러다임의 변화가 필요하다. 셋째, 고도영재에 대한 특별한 교육지원이 필요하다. 넷째, 과학영재교육기관의 특성화가 필요하다. 다섯째, 캠프형 또는 정주형(residential) 과학영재교육 기관의 도입이 필요하다. 여섯째, 과학영재교육 프로그램의 질 관리와 과학영재교육의 온라인 공개수업(MOOC)의 도입이 필요하다.

Keywords

References

  1. Byun, M., & Cho, M. (2016). Examining ways to support engineering students for choosing a project topic in interdisciplinary collaboration. Journal of Engineering Education Research, 19(1), 37-46. https://doi.org/10.18108/jeer.2016.19.1.37
  2. Jeong, H. C., Ryu, J. Y., Heo, N. Y., Baek, M. J., & Lee, J. Y. (2014). Identification and promotion plan for the science gifted students. Seoul: Korea Foundation for the Advancement of Science and Creativity.
  3. Kim, C. H., Cho, J. I., Kim, B, J., Kim, B. J., Kim, Y. C., Park, J. H., Lee, Y., Jang, M. L., Joo, C. B., Hong, H. J., Yoon, H., H., & Cha S. H. (2012). Long term vision of national education: future 10 years education vision and strategy. Seoul: Korean Educational Development Institute.
  4. Kim, D. H., Han, K. H., & Jeong, D. H. (2016). 2030 Right people for future society and milestone for the core scientific competency. Seoul: Korea Foundation for the Advancement of Science and Creativity
  5. Kim, H. B., Kang, N. H., Kim, M. H., Maeng, S. H., Park, J. S., Baek, Y. S., Son, J. W., Shim, K. C., Oh, P. S., Lee, K. Y., Lee, B. W., Jeong, U. Y., & Han, I, S. (2016). Basic Research for Next Generation Science Education Standards. Seoul: Korea Foundation for the Advancement of Science and Creativity.
  6. Kim, M. S., Lee, J. K., Lee, H. K., Kim, U. J., Maeng, H. J., Lee, S. C., Jeong, K. A., Choi, H. J., & Han, S. Y. (2007). Evaluation of 'The first master plan for the promotion of gifted education' and mid-to long-term outlook. seoul: Korean Educational Development Institute.
  7. Kwon, D. S., Lee, Y. J., Shin, Y. J., Kim, H. M., Lee, B. J., & Kim, Y. M. (2016). The study on managing AP courses between S&T Institute and science highschool. Seoul: Korea Foundation for the Advancement of Science and Creativity.
  8. Lee, K. H., Kwak, Y. S., Lee, S. M., & Choi, J. S. (2012). Design of the competencies-based national curriculum for the future society. CRC RRC 2012-4. Seoul: Korea Institute of Curriculum & Evaluation.
  9. Ministry of Education (2013). The third master plan for the promotion of gifted education. Sejong: Ministry of education.
  10. Ministry of Science, ICT and Future Planning. (2013). The master plan for the identifying and nurturing of the science gifted students. Gwacheon: Ministry of Science, ICT and Future Planning.
  11. Ministry of Science, ICT and Future Planning (2014). Endless imagining room operations manual. Retrieved from https://www.kofac.re.kr/?page_id=1677&uid=4277&mod=document.
  12. Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22-27. https://doi.org/10.1177/003172171309500306
  13. Seo, H., Jung, H., Son, J., Lee, B., & Maeng, H. (2006). Development of content standards for invention education. CR2006-57. Seoul: Korean Educational Development Institute.
  14. Son, Y, Pottenger III, F. M., King, A., Young, D., & Choi, D. (2001). Theory and practice of curriculum design for integrated science education. Journal of the Korean Association for Research in Science Education, 21(1), 231-254.
  15. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our time.. San Francisco: Jossey-Bass.

Cited by

  1. 초등학생의 통합 창의성, 과학 유머 창의성, 과학 유머 만들기의 교육적 효과에 대한 인식의 관계 vol.38, pp.2, 2019, https://doi.org/10.15267/keses.2019.38.2.191
  2. 초등 과학영재학생들의 자유탐구 산출물 특성 분석 vol.39, pp.2, 2017, https://doi.org/10.15267/keses.2020.39.2.243