과학영재학생의 사고양식 유형과 학업성취 및 과학개념과의 관계 분석 = Analysis on the Relationship between Gifted Science Students` Thinking Style Types and Academic Achievement and Science Concepts

다국어 초록 (Multilingual Abstract)

On the basis of Sternberg`s theory of mental self-government, this study examined the relationship between thinking styles and academic achievement of gifted science students and their earth science concepts by the different types of thinking styles. The participants were 120 students from the Busan Science Academy who were selected through the multi-step examinations for the school entrance. All participants responded to Sternberg`s Thinking Styles Inventory which is a self-report test consisting of 65 items on 13 subscales, with a 5-point Likert-Type scale. In order to examine the gifted science students` earth science concepts by the types of thinking style, the responses in descriptive items for 40 students were analyzed . The results are as follows. First, gifted science students prefer the legislative, judicial, anarchic, global, external, and liberal styles, whereas. general students prefer the executive, oligarchic, and conservative styles. This result shows that gifted science students tend to not only exhibit schoolhouse giftedness but also creativeproductive giftedness. Second, gifted science students` academic achievement was more significantly correlated with the thinking styles than those of general students. Third. the Type Ⅰ thinking style group proved to process more complex concepts; on the other hand, the Type Ⅱ thinking style group proved to process simpler concepts in earth science. This indicates that Type Ⅰ thinking style students use deep learning approaches whereas Type Ⅱ thinking style students use surface learning approaches.