과학영재아의 성별과 학년에 따른 학습전략의 차이

A Studies on learning strategy of gifted children

본 연구는 과학영재아의 성별과 학년에 따른 학습전략을 분석하였다. 연구 대상은 과학영재교육원에 입학한 남학생 220명과 여학생 79명이며, 연구도구로는 박동혁(2006)의 MLST를 사용하였다. 연구결과 첫째, 여학생이 남학생보다 긍정적인 성격특성이 높게 나타났으며, 하위영역별로 볼 때 여학생이 남학생보다 실천력 점수가 높았다. 둘째, 효능감과 자신감은 성별에 따른 차이를 보이지는 않았으나 학년에 따른 차이를 보이고 있어서 중학생은 초등학생보다 자신감과 효능감이 높게 나타났다. 셋째, 정서적 특성에서는 학년과 성별에 따른 차이가 없었다. 넷째, 학습동기의 경우 남학생은 초등학생이나 중학생 간에 차이가 없지만 여학생은 초등학생보다 중학생의 경우 학습동기가 높게 나타났다. 다섯째, 행동적 특성에 있어서 여학생이 남학생보다 연령이 증가하면서 긍정적 특성들이 증가하는 것으로 나타났다.

This study analyzed the Learning Strategy according to sex and grade of gifted children. Subjects were 220 gifted boys and 79 gifted girls, selected in the examination for entrance to the Science Education Institute for the Gifted located Jeonbuk. The measure was Multi-Dimensional Learning Strategy Test(by Park, 2006). The results were following; First, the gifted girls were significantly higher than boys in the positive characteristics, especially power of execution. Second, the efficacy and the self-confidence did not show significant differences according to sex of gifted children. But middle school students were significantly higher than elementary school students in the efficacy and self-confidence. Third, learning motivation did not show significant difference according to grade of gifted children in case of boys. But in case of girls, middle school students were significantly higher than elementary school students in the learning motivation. Forth, in case of gifted boys, learning attitude, attention and memory strategy ability, reading ability were not changed according to age. But in case of gifted girls, learning attitude, attention and memory strategy ability, reading ability are were increasing according to age.