영재 인성교육 프로그램이 초등 영재학생들의 창의성과 자아개념에 미치는 영향

An Effect of Gifted Personality Education Program on Creativity and Self-concept of Gifted Elementary School Students

본 연구는 이경화 외(2013)가 개발한 영재 인성교육 프로그램이 초등 영재학생들의 창의성 및 자아개념 향상에 미치는 효과를 확인하기 위해 수행되었다. 본 연구는 단일집단 실험설계로 구성되었으며 A대학부설 초등영재 37명에게 창의성과 자아개념 사전검사를 실시한 후 9차시에 걸쳐 프로그램을 투입하고 사후검사를 실시해 효과를 검증하였다. 연구결과, 영재 인성교육 프로그램은 초등 영재학생들의 창의성과 자아개념 향상에 효과적인 것으로 나타났다. 성별에 따라서는 유의미한 차이가 없었으며, 사전검사 수준에 따른 집단별 효과 분석 중 자아개념과 창의성이 낮았던 집단에게 가장 큰 효과가 있었던 것이 확인되었다. 이러한 결과는 초등 영재학생들의 창의성과 자아개념 신장을 위한 교육을 위해서 본 연구에서 사용된 영재 인성교육 프로그램을 유용하게 적용할 수 있음을 시사한다.

This study was performed in order to confirm the effects on improvement in gifted elementary school students' creativity and self-concept in a gifted-student personality education program that was developed by Lee Gyeong-hwa et al.(2013) as a commissioned research by Seoul Science Park in 2013. It carried out pre-test of creativity and self-concept targeting 37 gifted elementary school students attached to A university and conducted post-test after inputting a program over 9 instructional units. As a result of research, the gifted-student personal education program was indicated to have positive influence upon creativity and self-concept of the gifted elementary school students. There was no significant difference in gender-based effect. It was surveyed that there was the biggest effect in a group with low self-concept and creativity after analyzing group-based effect depending on pre-test level. This outcome suggests that the developed gifted-student personality education program has positive effect even on enhancement in creativity and self-concept of the gifted elementary school students