과학영재와 일반학생의 문제발견의 차이 및 문제발견에 영향을 미치는 제변인 분석 = Differences in problem finding between the scientifically gifted and the average students, and the analysis of variables effecting problem finding

다국어 초록 (Multilingual Abstract)

This study was aimed to find differences in problem finding between scientifically gifted and average students and to investigate variables effecting problem finding.
For this purpose, four research questions were investigated:
1) Are there any differences in problem finding between scientifically gifted and average students?
2) Are there any relationships between the quantity and the quality of problem finding?
3) Do IQ, divergent thinking, creative personality and intrinsic motivation have a significant effect on problem finding?
4) What are the traits of excellent problem finders?
The subjects for this study were 202 middle school students(second grade) in Busan, Korea, The subjects consisted of two groups. One was the average group, consisting of students from a public middle school. The other was the scientifically gifted group, consisting of students from Pusan National University Scientifically Gifted Center.
The subjects were asked to find problems from two future scenes in the Future Problem Solving Program(FPSP). Then, the subjects were given the IQ test, Torrence Test of Creative Thinking(TTCT), Creative Personality Test and Intrinsic Motivation Test. Before this study, the tests proved to be reliable and valid measures in pre-study.
T-test and MANOVA were performed to investigate the first research question. Pearson Correlation was used to investigate the second research question. For the third research question, a standard multiple regression analysis was used. For the fourth research question, nine excellent problem finders were selected from all subjects, and their responses were deeply analyzed.
Through those procedure, the following results were obtained:
First, there were differences in problem finding between scientifically gifted and average students. Scientifically gifted students found more problems and the quality of problems were higher than average students. However, the individual differences of problem finding ability among the gifted students were larger than the average students.
Second, a positive relationship was found between the quality and the quantity of the subjects' problem finding responses. Additionally, the relationship between the quality and the quantity of scientifically gifted students' responses was stronger than average students'.
Third, it was found that different variables effected the problem finding abilities of the scientifically gifted and average students.
For the scientifically gifted, the quantity of problem finding was related to divergent thinking and the quality of problem finding were related to divergent thinking and the quality of problem finding were related to divergent thinking and intrinsic motivation. For the average students, the quantity of problem finding was not related to IQ, divergent thinking, creative personality or intrinsic motivation, but the quality of problem finding was related to IQ and creative personality traits.
Fourth, the excellent problem finders had several qualities in common: very high IQ, high divergent thinking and high intrinsic motivation, but, they seemed to have their own problem finding style.
These results suggested some implications for gifted and school education. First, there were difference in the quality of problem finding and in the variables affecting problem finding abilities between the gifted and the average students. Therefore, it is necessary to consider the characteristics of students when planning programs for problem finding education. Second, it is possible to enhance students' problem finding ability, so educators should give opportunities for their students to engage in various kinds of problem finding as well as problem solving. Third, because problem finding is especially important for the gifted, it is suggested that gifted educators shift their teaching focuses from problem solving skills to problem finding skills. Other suggestions for education and further research are also discussed.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 10
• 3. 용어의 정의 = 11
• 4. 연구의 제한점 = 13
• Ⅱ. 이론적 배경 = 14
• 1. 과학영재의 정의 및 특성 = 14
• 2. 문제발견의 중요성과 특성 = 27
• 3. 문제발견에 영향을 미치는 요인들 = 36
• 4. 문제발견과 영재 교육 = 46
• Ⅲ. 연구 방법 = 55
• 1. 연구 대상 = 55
• 2. 연구 절차 = 56
• 3. 측정 도구 = 60
• 4. 문제발견의 측정 및 평가 = 66
• 5. 자료 처리 = 70
• Ⅳ. 결과 = 71
• 1. 과학영재와 일반학생의 문제발견의 차이 = 74
• 2. 문제발견의 양과 질의 관계 = 92
• 3. 문제발견에 영향을 미치는 제변인 분석 = 94
• 4. 우수한 문제발견자의 특성 = 102
• Ⅴ. 논의 = 115
• 1. 과학영재와 일반학생의 문제발견의 차이 = 115
• 2. 문제발견의 양과 질의 관계 = 120
• 3. 문제발견에 영향을 미치는 제변인 분석 = 121
• 4. 우수한 문제발견자의 특성 = 127
• Ⅵ. 요약 및 결론 = 131
• 1. 요약 = 131
• 2. 결론 = 133
• 3. 제언 = 133
• 참고문헌 = 138
• 부록 = 153
• Abstract = 186