과학·수학 영재를 위한 온라인 멘토링 프로그램의 개발 및 적용

Development and Implementation of Online Mentoring Program for Gifted in Science and Mathematics: Focusing on Lower Elementary Students

본 연구의 목적은 초등 저학년 영재를 대상으로 온라인 멘토링 프로그램을 개발하고 시범 적용하여 온라인 멘토링 프로그램에서의 초등 저학년 영재의 특성과 참여 효과를 확인하는 것이다. 연구 대상은 잠재적 영재라고 판정된 초등 1∼2학년 15명의 학생이었다. 초등 저학년 멘티 선정을 위하여 잠재적 영재성 평가를 위한 역동적 수행 평가를 개발하였고, 멘토링 프로그램에 사용하는 교사용 교수·학습 자료 및 학생용 교재, 실험·실습에 활용할 수학·과학 kit를 제작하였다. 멘티 학생은 차시별 활동 주제와 관련된 도서를 사전에 읽고 온라인 멘토링 활동에 참여하였다. 독서 활동과 연계하여 거꾸로 수업 교수·학습 방법을 적용한 본 연구의 온라인 멘토링 프로그램은 멘티 학생이 정의적·인지적 특성을 발휘하도록 촉진함을 알 수 있었다. 본 연구에서 개발한 초등 저학년 영재 대상의 멘토링 프로그램이 온라인 상황에서도 체계적으로 수행될 수 있으며 멘티학생에게 긍정적 영향을 미치는 것을 확인하였으므로, 초등 저학년 영재를 위한 다양한 프로그램이 개발될 것을 기대한다.

The purpose of this study was to develop and implement an online mentoring program for gifted in science lower elementary students. The process of program development followed ADDIE(Analysis, Design, Development, Implementation, and Evaluation) which is a systematic instructional design model. The subjects of this study were 15 lower elementary students(1st and 2nd graders), and selected based on their dynamic assessment evaluation on science and math performance. During the mentoring program, the students participated in various online science and math activities with mentors who were students in a university of education. The mentors had to participated in pre-training sessions on scientific and mathematical concepts, hands-on activities, and general understanding of gifted students in science and mathematics. Since the program was designed to be a flipped learning, the participants had read stories in science- or mathematics-themed books before the online programs. Then, during the online sessions, the participants engaged in hands-on activities related to the stories that they had read in advance. The college mentors provided instructional guides to the conceptual understanding as well as hands-on activities. After the program, the online survey on students’ improvement and program satisfaction was conducted with mentors and parents of the participants, in order to verify effectiveness of the program. The participating students were able to engage in the program without difficulty, and the expected effects of the program were observed. In conclusion, it is expected that online mentoring programs for gifted students in early childhood would be developed variously and appropriately.