이 연구의 주요 목적은 발명영재의 실질적 특성에 대한 분석을 통해 발명영재 요인을 구체화하고 타당화 하는데 있었다. 연구의 목적을 달성하기 위하여 해외 영재교육 및 발명영재교육에 대한 문헌고찰과 분석, 전문가 협의회, 팀 기반 전문가 회의(TBEC; Team Based Expert Consensus), 전문가 설문조사를 통해 발명영재 요인으로 4개 영역, 9개 요인, 41개의 요소를 선정하였다. 선정된 발명영재 영역, 요인, 요소의 내용타당도를 수량화하기 위해 내용타당도 비율(Content Validity Ratio: CVR)을 산출하였다. 또한 선정된 발명영재의 요인에서 일반학생과 발명영재 학생간 점수 차이 비교를 통해 측정구인의 타당도 증거를 제시하였다.
The purposes of this research were to investigate the conceptual factors on gifted invention student, and to obtain the validity evidence of the factors. We reviewed previous researches related to the gifted, analysed the researches on the foreign gifted education and invention gifted education, and had expert council meetings to extract conceptual factors on gifted invention student. The invention gifted factors extracted were divided into invention gifted areas, sub-factors, and elements by Team Based Expert Consensus(TBEC) and validity of the factors extracted are examined by 40 experts. We provided the content validity ratio by the experts. As the conceptual factors of the invention gifted, there were 4 areas, 9 factors, and 41 elements. Finally, we surveyed the questionnaire on invention gifted areas, factors, and elements to the students in regular schools and the gifted invention students who had already selected. It showed that there were statistically significant difference between the two groups on the invention gifted areas, factors, and elements.
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