IEG 환경지질연구정보센터

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(1)Jour. Korean Earth Science Society, v. 26, no. 1, p. 30−40, February 2005. J

(2). 'ÒL L>ÿö # >ëö* ç^·Ï F; ; > ã ÒL, 614-103 ¦Ö% ê\ $3ÿ Ö38-31. Students' Perception of Teaching Activities and Verbal Interaction in Science Classes at the Gifted Science High School Soo-Kyong Park* %XVDQ 6FLHQFH +LJK 6FKRRO 'DQJJDP 'RQJ %XVDQMLQ*X %XVDQ .RUHD $EVWUDFW The purpose of this study is to analyze gifted students’ perception of the teaching activities at the gifted science high school (Busan Science Academy), in Busan, Korea, and to investigate the science experiment class practice. In this study, a questionnaire about the curriculum courses, teaching strategies, and evaluation method of the school was administered to 139 gifted students. The verbal interactions during the science experiment class were audio and videotaped, transcribed, and analyzed. The results of this study are as follows: First, according to the gifted students’ perception, the credits of specialized courses and advanced elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities, and discussion; on the other hand, the students prefer diverse teaching strategies such as discussion, lecture, experiment, inquiring activities, and problem solving. Third, students prefer a writing test assessment rather than a written report assessment or portfolio assessment. Fourth, the patterns of verbal interaction were different depending on the level of the teachers’ questions and interactions between the students in the experiment class facilitated students’ inquiry. ,FZXPSET gifted science high school, students’ perception, teaching activities, verbal interaction. º £ \~ Ï'f 'ÒL Òj &çb 'ÒL~ L>ÿö ~ j C® þ>ë~ B¢ ªC~º ® . ¢ *~ LG; ÞB 5 Ú', L>ÁÛ O», ï& O»ö J^ Öf þ>ëöB~ ÞÚ' ç^·Ï F;j ªC~& . 'ÒL LG; ÞB 5 Ú'ö & ~ j Ò Ö, zFÏ~ 6 j7j z ¸¢ º ~Ò ÛL~ 6j * > 5 L~ 6j ¾J¢ º ~Ò ç&'b ¸² ¾æÒ . $ 'ÒL >ë*ö " ÒÏ>º >ëO»bº ;~¾ J«, ê>ë, Æ & >¢ Næ~& F^~º >ëO»bº ;~¾ J«, Æ öê ö\Û, B\, ^BÖÛ ·~² ¾æÒ . Ò F^~º ï&O »f æjï&f Bï&, þ ï&~ Bb ¾æÒ . 'ÒL þ >ëöB ç^·Ï F;j ªC Ö, LÒ î^~ >&ö V¢ LÒ- ç^·Ï F; ² ¾æÒ, þ; 7öº - ç^·Ïö ~ ö\ÿ Wz>î . ºÚ 'ÒL, , L>ÿ, ÞÚ' ç^·Ï.. *E-mail: [email protected] Tel: 82-51-528-5747 Fax: 82-51-891-0004.

(3) 'ÒLL>ÿö5>ëö*ç^·ÏF;. \~ Vã 5 Ï 'Òj¢ *~ NêzB vGj ¢ ~º *Wö & ¢~º v &æ GöB VF > ® . ÖF B' GöB 'Òj f ¢> . "º æ', ;~', Ú', Ò²', ç&' ßWj &æ ®bæ(Karnes & Bean, 2001) ö rº ßê vG Ú^¢ . ¦' v G";" 'Ò ßF~ ;~' Ò²' ßWb Ðº ÚJæ b 'Ò ¶~ ÆÒKj j*® B*~æ á~º ãÖê > ®. (Colangelo & Davis, 1997). B' jºW " þ, Ò²' GöBê 'ÒvG~ jºWj d j > ® . *&Ò²öB "" VF~ B ;ê º ¾¢~ ãB' ;~' ãçKj Ö;~º 7 º V& > ®V r^ö ÖÒ Ò²º F ê' ³ºÚ ¾¢ kªî / vò¢ jº . 6j J r, 'Òö & vGf &' NööBê "Bªö æâì . ö ÚöBê "ö 'ÒvGö & ¢~& B~² >î êV¢ 2000j 'ÒvGê» B;>, 2002j ¯_ 'Ï>B¦V ¢ " > ® . êö &v ¦J 'ÒvGö" ' æ vGÓj 7b 'ÒvGbV& Jã Ú'> ®, '/ v~ 'Ò/ öB 'ÒvG * Î Ú'> ® . $ "VF¦öBº v G'¶ö¦, ¦Ö7 vGÓ"~ 7£j Û~ ¦Ö"v¢ "'Òv æ;~ Ú'> ® . ôf ¾¢öB 'ÒvG >" " ª ¢7b Úæ ® ÖÒ¾¢ê &¦ª~ 'ÒvG V& öB " 5 > ª¢ 7~ v G*Î > ® . ö ÚÆ V&b " ª¢ 'Ò¢ FB~ ÚÊ vGÚÏj *& Úá² & ©&ö & ¢~& "'ÒvG~ 7º zv &v> ® . 2003j æ;>Ú *Òræ Ú'> ®º "' Òvº "'Ò¢ Vö B~ Ê 'Òv Gj Úê'b Âb c~' "'Ò¢ G W º ©j JãÏ'b ~ ® . "'Ò v~ vG"; V Of " ª¢ö & pf f ¢Ò', j6', c~' ÒKj Û~ æ j cÂ~º ¶V "ê' ö¶~ ·Wö v ® . vG"; ÞB~ v"öº Ú, Ò², Ú,. . .ÚËj ~º Ûv"f >, ", ;" j ~º *v"& ® (²7S , 2003). ë >6f v"' 1456" jv" '(¶N 5 *çvG) 306j ~ C 1756 "" v"ê ÞB 5 6 Vf Table 1" ? . Table 1öB º :f ? "" j>"Ïbº bÒ, z, b, æ"" '"~ þ"Ï B . F"Ïf VF" zFb ¾~Ú æ "" VFf "' ²·j Vº "Ï b >Ú®, zF "Ïf >& ¸, *^ ' ÚÏb W>Ú® . 'ÒvGf ç' Úê' Ú' .. ® º>º ç' vG ÚæV *Bº vG &æ ®º ¯;, Ò;, J, v> ¶ö &æ º² Úê'b ÿö>Ú¢ ~æò 7öBê &Ë ' ©f vG";, v>Û, ï& j v>ÿ¢ > ® . Úê'b çzB v>ÿf 'Ò ~ Æ Ò' æ' ËKj ^' *^' W >& b *ÊV * ~ãj W~º &Ë jº º²V r^ (Van Tassel-Baska, 1997; Gallagher & Courtright, 1986). VB "'Ò¢ GW~Jº "'Òv& JãÏ'ö ¦>ê ê³, Ú', ï& > ®ºæ v>ÿ *>ö &~ Ú'b C®V * & jº~ . ö öBº "'Òv~ "" v>ÿj 7 b ö & ~ " "" >ë. Bö &~ ÒÁªC~¶ . f ?f Ï'j W~V *~ "'Òv Òj &ç b vG";" v>ÁÛ 5 ï& O»ö & J^ Ö"¢ ªC~, "" þ>ë~ B ¢ vÒ 5 ç^·Ïj 7b ªC~& . öB J; Ú' ^Bº r" ? . Ñ, "'Òv vG"; Ú'ö & . ~ f ÚÆ&? ~, "'ÒvöB > ®º "" v >ÁÛ O»ö & ~ f Ú Æ&? q, "'ÒvöB > ®º "" ï &O»ö & ~ f ÚÆ&? ], "'Òv "" þ>ëöB vÒ- , - ç^·Ï F;f ÚÆ&?.

(4) . ;>ã. Table 1. Science curriculum courses and credit hours of each course at Busan Science Academy. Classification. Required. Credit hrs.. Electives Basic electives. Credit hrs.. Advanced electives. Sub Credit total hrs.. Advanced physics I, II (4) Power and movement (3) Light and undulation (3) Electromagnetism (3) Statistical dynamics (2) Modern physics (3). specialized subjects (science). Physics (4) Physics lab (2) Chemistry (4) Chemistry lab (2) Biology (4) Biology lab (2) Earth science (4) Earth science lab (2). History of science (2) Philosophy of science (2) Science of invention (2) 24 Seminar on hi-tech science (2) Science and living (2) Information science (2). Advanced chemistry I, II (4) Organic chemistry (3) Inorganic chemistry (3) Quantum and spectroscopy (3) Biochemistry(3) Quantitative chemistry (3) 6. Advanced biology I, II (4) Structure and function of plants (3) Cellular structure and function (3) Molecular biology (3), Understanding of genetics (3) Diversity in types and ecosystem (3). 32. 62. Advanced earth science I, II (4) Geology (3) Atmospheric science (3) Astronomy (3) Space science (3) Observational astronomy (3) Oceanography (3). \ O» \ &ç ~ &çf "'Òv 2003jê « 143«b « 7v 3j Ò 118«, 2 j Ò 19«î 7v 1jj î~ ê ê 3«îb, Îf jNf Î 113 «b 79%, 30«b 20%¢ Næ~ ®. . &ç f 7v W' ç* , 'Òv « *; 1ê B~*;, 2ê c~' ^BÖK ï&, 3ê 3; 4¢*~ " Æ* 5 7~ ê *;j ö FBB . "'Òv « ê ÷æË¦Ò¢ ~º «ËK¦Ò Ö"öB ' 'ê T6> ïf Ú>K 64.54, ºÒK 67.57, >ÒK 68.38, æ'K 66.02b ¾æÒ . ¦Ò~ T6>º ï 50, &ÞN& 10 ª¢ æ T6>& 40~606 Òö *Ú ~ £ 68%& >, 30~706 Ò ö ³~º £ 95%, Ò 20~806 Òö £ 99%& >º ª¢ . æË¦Ò ïf 136b Ö ¸f >&j ¾æÚ ® . \.N öBº "'Òv Ò 143«j &ç. b vG";" v>ÁÛ 5 ï& O»ö & j C®V *~ J^j ~& . Ò¢ * J^f 2003j 8úö ~& Ò* ö &ç ö² J^~ Ï'" æ¢ J«~&. . J^f vÚ ;öB ÿö 40ª ÿn ~ & ²>B 139«~ J^æ¢ ªC~& . "'Òv ">ë~ Bö & Ò ¢ *~ vÒ- ç^·Ï, - ç^·Ï ; ~7 v >ë n® ©b .ç>º "". þ>ëj &çb &V~& . >ë &Vf 2003j 11ú¦V 12úræ 1j j>"Ï æ" þ, bÒ þ, z þ, b þ "Ïö &~ v * ;j 2®O ' 4N~ VTR z 5 rj ~& . z 5 r B ÚÏf Îv *Ò~ ¶ "vG *^& 1 ÿb vÒ 5 ç^·Ïj 7b ªC &ö V¢ ªC~& . J^ ê\ 5 ¶ò ªC öB "'Òv "" v>ÿö & j Ò~V *~ ÒÚ' 5 v>ÿö 1) &~ BBB &ç C 38B~ J^ ^ 7ö B ~ Ï'ö ¦~º 11B ^j ÒÏ~ & . *Ú J^ ^f vG 5 "vG * v > 3«" ¶¢ "vG *^& 2.

(5) 'ÒLL>ÿö5>ëö*ç^·ÏF;. . Table 2. Students’ perception of the curriculum courses and implementation (choose two items) Male. Female. Total. n. %. n. %. n. %. The credit hours that are offered are inadequate The No. of credit hours per semester is inadequate More credit hours for specialized subjects are needed More credit hours for required courses are needed More credit hours for basic elective courses are needed More credit hours for advanced elective science courses are needed all general science courses should be offered every semester More credit hours for independent research are needed More credit hours for club activities are needed. 16 15 33 12 16 38 25 31 16. 06.3 05.9 12.9 04.7 06.3 14.8 09.8 12.1 06.3. 3 7 5 5 5 7 9 6 7. 1.2 2.7 2.0 2.0 2.0 2.7 3.5 2.3 2.7. 19 22 38 17 21 45 34 37 23. 07.4 08.6 14.8 06.6 08.2 17.6 13.3 14.5 09.0. Total. 202. 78.9. 540. 21.10. 2560. 10000.. n. %. n. %. n. %. 50 17 29 14. 36.0 12.2 20.7 10.1. 18 5 4 2. 13.0 3.6 2.9 1.4. 68 22 33 16. 49.0 15.9 23.6 11.5. 110. 79.1. 29. 20.9. 139. 100.0. Table 3. Students’ individual plan for registering for their courses Male. Register Register Register Register. for for for for. required courses first basic elective courses first advanced elective courses in my favorite subject advanced elective courses in diverse subjects Total. J^j * º"f ^~ ^¦ Ïö & ¢~ ¢ :ûb 42B ^j ÿ BB~& . 2003j 7ú "'Òv j &çb .j ¦Ò¢ ~& ¢ :ûb J^~ º*f ^~ êFj >;Áj ~ « 38B ^b W~& . ' ^f F; 5 Ò Þ; ¿ê W>Ú® ^ ê ¦Ò~ Öê ê>º .39~.62~ º* Ú&b *Ú Öê ê>º .73î . "'Òv " þ>ë~ B¢ Ò~V * ~ C 16N " þ>ë~ *Ò ¶ò¢ ·W ~& . ¢ Û~ 4"Ï þ>ëöB Û'b ¾æ¾º ê¯";ö & B*' ªCj ~&, vÒ-, -~ ÞÚ' ç^·Ïö &Bº vÒ î^~ >&, ç^·Ï~ F;¢º ªCæj J;~ ö V¢ ªC~& .. \ Ö 5 ¢~ LG; Ú'ö & "'Òv vG"; ÞB 5 Ú'ö & . Female. Total. ~ j Ò Ö"º Table 2f ? . Table 2öB, ‘"" zF~ 6j ¾¢ . ’º w 45«(17.6%)b &Ë ô~, ‘* v"~ 6j ¾¢ ’º wê 38«(14.8%)b ¾æÒ . Ö"º &ç ~ FB"; öB ' >Á" ª¢öB Ö>¶ FBB ãÖ & ôj B'b ¶6j &æº "Ïò ÷7'b Û~¶ ~º ~ê~ >'b " > ® . $ ‘¶N~ j7j z ¸¢ ’º wê 37«(14.5%)b ¾æ¾ Û¶ "ê'b. ~º ê ®º "B >¯ ;~ ÿj 'Ò F^j " ® . Bê vG"; >;ê³ö &B Ò Ö"º Table 3" ?f, ‘j>"Ï¦V ÖF'b >;~ Æ ’º w 68«(49%)b &Ë ô~, ‘z Ff Ú& ±j~º ª¢ò Ó~Æ ’º wê 33«(23.6%)b ¾æÒ . *f ?f J^Ö"f "'Òv vG"; &N ^B¢ V. vG"; ÞB 5 Ú'ç BF>Ú¢ 6 ÖF, "" j>"Ïf v * ". ¶ ÿöbR ^ "Ò æö ‘"'Òv Ú' ªC 5 ïOn ’¢ *~ *B* Ï J^ ^~ ¢¦¢ ÒÏ. 1).

(6) . ;>ã. Table 4. Teachers’ and students’ preferred science class strategies (choose two items). Teachers’ preferred strategies. n. %. Lecture Group activities Discussion Inquiring activities Individual research Experiment Problem solving Game Game. 106 78 58 16 6 5 5 1 12. 38.5 28.4 21.1 5.8 2.2 1.8 1.8 .4 4.5. Total. 275. 100.0. Students’ preferred strategies. n. %. Discussion Lecture Experiment Inquiring activities Group activities Individual research Problem solving Field studies Field studies. 60 57 30 25 22 21 20 19 00. 22.6 21.4 11.3 9.4 8.3 7.9 7.5 7.1 00.. Total. 2660. 100.0. Table 5. Students’ perception of the contribution of science assignments to science learning Male. Very useful Useful Adequate Unuseful Very unuseful Total. Female. Total. n. %. n. %. n. %. 03 39 38 23 07. 02.2 28.1 27.3 16.5 05.0. 2 8 140 4 1. 1.4 5.8 10.1 2.9 00.7. 05 47 52 27 08. 03.6 33.9 37.4 19.4 05.7. 1100. 79.1. 290. 20.9. 1390. 100.00. ;j ®b VF 5 zF"Ï f .Z ^ªz> >&ê &v 2, 3j ;ê Þ W>Ú® . "Ïj BBB v>ºÏ& & ~J, c~W" ÒK êBö Ï ~ê Ú Ï~ j 9® 7"O»j Ò~º z 7~ vGf ÚJÚ © * . B >;ê³ Ò Ö" ²>~ ò Ó "" zF " Ïj ê³ BJ~º ©ê jÎN'b . V¢ B &ßW~ zF"Ïj »²~z¢ê 'Ò v~ ßWj ÚÒº þ "Ï, *^' "Ï ~ BJ jº~ . L>ÁÛ O»ö & ~ "" >ë*ö Úæº v>ÁÛ O»ö &~ J^j Ö"º r" ? . b& v Ò " ÒÏ~º >ëO»" ±j~º >ë O»ö &B Ò Ö"& Table 4f ? ¾æÒ . Table 4öB ~. vÒ " ÒÏ ~º >ëO»j v &æ F~ê Ö" ‘;~ ¾ J«’ 106«(38.5%)b &Ë ô~, ‘ê > ë’ 78«(28.4%), ‘Æ’ 58«(21.1%)b ¾æ. Ò . > F^~º >ëO»j v &æ F~ê Ö" ‘Æ’ 60«(22.6%)b &Ë ô~, ‘;~¾ J«’ 57«(21.4%), ‘ þ Û’ 30«(11.3%)b ¾æÒ öê öÛ, B , ^BÖÛ öB ·~² ª~º ©b ¾æÒ . J^Ò Ö"~ öj vÒf j &çb Ö"¢ " ÚÚ, vÒ f jç "'Ò¢ &çb îÚ >ë O»ö & ãþ ¦~, v" Vö. Ú¢ ªï ôj, f *ö ôf ÚÏj * > ®º ;~ Oj F^~º ©b ª CB . ö >~ f « * " "Ïö & F¯Û ;êö V¢ K öB BN& ®Vö >ëO»ö & ºê vÒ7 >ëOö B¦V Û¶7 >ëOræ ·~² ¾æ¾º ©b . ""ÏöB B>º "B Ûö êæ > º ;êö &Bº Table 5ö ¾æÂ :f ? ' Û '& 52«(37.4%)b &Ë ô~ rb '& Ú êæ >î '& 47«(33.9%)b ¾æÒ . ö "'Ò¢ * v>ÿöB 'Ò ~. c~' ªC'b Ò~ê ~º "B~ ;.

(7) 'ÒLL>ÿö5>ëö*ç^·ÏF;. . Table 6. Students’ perception of their own self-eagerness during science classes Male. Female. Total. n. %. n%. n. %. Very high High Adequate Low Very low. 13 40 35 18 4. 9.3 28.8 25.2 12.9 2.9. 1 9 10 7 2. .7 6.5 7.2 5.1 1.4. 14 49 45 25 6. 10.0 35.3 32.4 18.0 4.3. Total. 110. 79.1. 29. 20.9. 139. 100.0. Table 7. Students’ perception of the difficulty of science classes Male. Very difficult Difficult Adequate Easy Very easy Total. Female. Total. n. %. n. %. n. %. 12 29 43 23 3. 8.6 20.9 30.9 16.5 2.2. 8 11 8 2 Á. 5.7 8.0 5.7 1.4 Á. 20 40 51 25 3. 14.3 28.9 36.7 17.9 2.2. 110. 79.1. 29. 20.9. 139. 100.0. f ÚÏ BB>Ú¢ ~ ö & bW O» ê ;z>Ú¢ © . "" >ëö & ¶~ ^êö & w Ö"º Table 6" ?, "" >ë~ Âê ö & j Ò Ö"º Table 7" ? . ">ëöB ¶~ ^êö & f Table 6öB º :f ? ‘''b ^~& ’ & 49«(35.4%)b &Ë ô~ rb ‘Û ’ & 45«(32.4%)b ¾æ¾, *Ú ~ ">ë ^êº &Ú ¸f ©b ¾æÒ . ">ë~ Âêö & f Table 7öB º :f ? ‘Û ’& 51«(36.7%)b &Ë ô~ ‘&Ú Ú[ ’& 40«(28.9%)b ¾æÒ . VB, & ç 7 ß® "~ Ö", B ë ¾ öB ÚJæj Æ~º ãÖ& ôj * ~ Ö"öB Îf~ wN~ N¢ "Ï " jº& ® . Table 6öB Îf ''b ^ w¶ >& Û >&b ^ w¶ >. ¸f >, f Û >&b ^ w >& ''b ^ w > ¸² ¾ æÒ . $ Table 7öBê Ú[¾ Ö Ú[ w ~ >& ç&'b Î ¸² ¾æÒ . ö "'Ò FBB ~ æ ' ;~' ßWö V. v>ÁÛ *Ûö & ö. ï" ¯ ß® ºB . ïO»ö & ~ *Ò "'Òv~ ï& Of æjï&f >¯ ï& &ê>º V~ ï&æj j*® ½Ú¾æº p ®æò >¯ï&~ ;¢ ·z~ Û"; ¶Úö & ï&¢ ê~ 'Ò vGöB ;> º ê'Á;W' ï&~ ~¢ ÚÒJ K~ ® . > ®º "Ïê ï& V&j ÚÚ, "Ï *ö Ú¶ ;ê Nº ®æò &Ú 7* Ò VöÒ~ jNj 40~70%, ÂC 10%, ¾^æ¢ >¯ï& Ê ®b >¯ï&~ ;º v Òö V¢ B, Z®, ê B, ê "B B, V ·~² ~ ® . "'ÒvöB > ®º "" ï& O» ~ '.Wö & w Ö"º Table 8" ? . F^~º ï&O»ö & w Ö"º Table 9 f ? . Table 8ö ¾æÂ :f ? ">ëöB ï& O »~ '.Wö & öB ‘Û ’& 47« (33.8%), ‘&Ú '.~æ p ’& 46«(33.1%)b w~, *Ò > ®º "" ï&O»ö & Bº Û ~ ~º ©b ¾æÒ . Table 9ö ¾æÂ :f ? 'Ò F^~º.

(8) . ;>ã. Table 8. Students’ perception of the appropriateness of the evaluation method in science classes Male. Very appropriate Appropriate Adequate Inappropriate Very inappropriate Total. Female. Total. n. %. n. %. n. %. 2 25 37 34 12. 1.4 18.0 26.6 24.4 8.7. 1 4 10 12 2. .7 2.9 7.2 8.7 1.4. 3 29 47 46 14. 2.1 20.9 33.8 33.1 10.1. 110. 79.1. 29. 20.9. 139. 100.0. Table 9. Students’ preferred assessment method for science classes Male. Paper-and-pencil testing Portfolio assessment Lab experiment assessment Report assessment Other Total. Female. Total. n. %. n. %. n. %. 33 14 19 34 10. 23.7 10.1 13.6 24.5 7.2. 12 4 3 5 5. 8.6 2.9 2.2 3.6 3.6. 45 18 22 39 15. 32.3 13.0 15.8 28.1 10.8. 110. 79.1. 29. 20.9. 139. 100.0. ï&O»bº ‘æjï&’& 45«(32.3%)b &Ë ô~, r ‘B ï&’ 39«(28.1%), ‘ þ ï &’ 22«(15.8%)b ¾æÒ . æjï&ö & F ^ê& &Ë ¸² ¾æÂ ©f ";ï&ö &~ jç ?~æ pj ¦6j &æV r^ ©b . þ>ëöB ÞÚ' ç^·Ï F; 'Ò ~ c~Wj BBÒ > ®º vÒ~ î^ö .6j z ö ~~, BÖ' î^ (Gallagher & Gallagher, 1994; Starko, 1995), Ò FB î^(Williams, 1986), Ö î^(VanTasselBaska, 1992)~ Î"W ;> ® . ö Bº vÒ~ î^j >&ö V¢ ª~~ ¢ " , "'Òv "" þ>ëöB ¾æ¾º ÞÚ' ç^·Ïj IRE(Initiation-Respond-Evaluate) $º IRF(Initiation-Respond-Feedback) F;b ªC ~& . VB vÒ î^~ >&ö V ª~º King(1994)~ öB Ò î^, î^, Ûî^ b ª~ .¢ " ²çî^, î^, c~ 'Ò î^b ª~& . r ²çî^(question for recall)f ~ "' ÏÚ¾ &N Bvö & ~ B® VÛj º~º >&, î^ (question for comprehension)f "' Bv" æ. ö &~ J«j º~º >& c~'Ò î^(question for creative thought-provoking)f ^B ~ , þ Jê, .ç 5 º, C" ¢>z Nö' ÒKj º~º >&b ;~ . öB "'Òv~ "" þ>ëj & V Ö", þ *~ *>¦öBº " >ë ê ¯¾ ~ " ÛÚÏj rÚÚV * ²çî^ ô ¾æÒ . r vÒ f ö ² wj * *j ² "¾ "æ pº ãÖ & ô~b Òfº j¾f ? . Bê êF ³~ ‘...’f Æ nÊj ~~ Tº vÒ, Sº ~ êFö . ²çî^~ Òf bÒ þ

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(14) 'ÒLL>ÿö5>ëö*ç^·ÏF;. ~& . Ò F^~º ï&O»f B ï&¾ þ ï& æjï&& z ¸² ¾ æ¾ ";ï&ö &~ jç ?~æ p f ©b ¾æÒ . 'Ò~ Û ï&öBº v>Û Òf ï& ¯*¢ ê& ·¶ ª~æ p ç^ êB Û' ³Ú 2k¢ ( ^W, 2002)º 6 BV> ® . ö B >ë öB B, >, ï V;~ B& B ÚÏö &~ >º >j BV~, ï º Bf >ö &~ ïj ~º ê Æ >ëO»j &æ Onb B > ® . r B, >, ïö &~ f ÿòï&, v Òº vÒ~ ï&¢ b ~ Bö & ¦~ ^ê& ÎÚæº ãËj > ®b v>ÁÛ ³öB ï&& ê¯>, ï& "; $ ®~ Û V²& F > ® . ], öB &V "'Òv þ>ë f vÒö ~~ &jB þB¢ B® V¢ ¯~º V~ O jî¢ ~. Ò* ö þ~ Ï'" þ O»j ÚÚ² ~ v" ö V¢Bº ÊÊ þ Öj Fê~² ~º BO' WÏ~ þ ;¢ &æ ®º ß û ®î . " þ >ëöB ç^·Ï F;j ª C Ö" vÒ~ î^ ²ç >& î^¢ ãÖö ç^·Ï F;f ‘vÒ~ î^- w-vÒ~ ¯ '' bW’b ¾æÒ . >ö vÒ î^~ > & Nö' ÒKj º~º ãÖ ‘vÒ~ î^ - w- vÒ~ Òî^- w-vÒ~ bW’ ~ F; >¢ Næ~º ©b ªC>î . þ ÿ 7öBº - ç^·Ï ô ¢Ú¾,. þ ";ö & ¢~& B® Ú^ öÿ j Wz~º 7º j ~º ©b 2k> î . ç" ?f ~ Ö"º "'ÒvÒ~ v "vG æ(pedagogical content knowledge) B j * ¶ò Böê ~~& ® . v"vG æf vG æ" ö & æ, v"æ, vG"; æ ÖB ©b ;~> v"ÚÏj ¾ > ®ê î' *~j ~º jº æb ;~> ® (Shulman, 1986, 1987). ~ Ö"öB ß® "'Ò¢ *. · v>ÁÛO»~ BB" 'Ï º> ®b æ, ¢ *~ "'ÒvÒ¢ * > *. . Îê v"vG 7~ Ú' ÚB~ *~ º B . ¯ 'ÒvGö & ¢> º ÿ¢ v" vÒf * v> ÿ ^~º v" ò ¾ ^¾¢ Wz~ 'Ò &æ ®º " Bvö & æ, " v>*Û" ï&ö & æ j F~ B*B¢ © . º. B >ë~ ãþ v"vGæ~ Bj Ë~ ß® Û¶ö & æ F¯B ÚÏ æ " v"vG æ~ Bö &Ë 'Ëj * > ® º *B(ªÓ~, 2003)& "'Ò¢ * vG öê 'Ï>V r^ . ~ Ö 5 ¢~¢ Æ& Ëê ¢ * BÞj ~ r" ? . Ñ, "'Òv~ vG"; BBj *~ ôf ?~";j ö ÞB f Ú'æ, v>ºÏj Ö;~&b¾, B Ú' Ö" ôf BF6 ºB . ö "'Òv~ vG"; ÞB~ BFj * f Ú'æö ' vGÚÏ~ BB /® Ú^¢ ©. . ~, º 2003j "'Òv Bv ê òb Ò 7 ~ Ò Ö" f ¦ª' þ>ëj &V ~ B6 ® bæ Ëê "'Òv vG";" >ë~ Bö &~ 5 vÒ~ j ~ *' ËV' & jº~ .. ^^ò Î;\, BW\, ;B\, ;«J, ÷B, 2002, æÛB ^BÖ ÿöB ~ æ>&ö V ç^·Ï ªC. ]LG²æ, 22 (1), 110-121. ;>ã, 2004, 'Ò ¢>~ Ò·ö V æ\ Bv jL. ]æ\²æ, 25 (8), 708718. ²%S, B«~, C\, Ò^, 2003, 'ÒL L> ºÏ nÚB. 'ÒL, 24-27. çÂ, 2002, 'ÒL Jã 5 ÒÚ'ö \. ]Ò;k, 2001-08, 35 p. ªÓ~, 2003, LLG æ~ î B. ] æ\²æ, 24 (4), 235-249. ^W, 2002, >&ê >ëöB~ ç*W Û¶¢ * LG; {»*Û. LG;\, 20 (4), 67-85. Colangelo, N., & Davis, G. A., 1997, Introduction and overview. In N. Colangelo & G. A. Davis (eds.), Handbook of gifted education (2nd ed., pp. 3-23). Boston: Allyn & Bacon. Gallagher, J. J., & Courtright, R. D., 1986, The educational definition of giftedness and its policy implica-.

(15) . ;>ã. tions. In R. J. Sternberg, & J. E. Davidson (eds.), Conceptions of giftedness (2nd ed., pp. 12-33). Cambridge, England: Cambridge University Press. Gallagher, J. J., & Gallagher, S. A., 1994, Teaching the gifted child. Boston: Allyn & Bacon. Karnes, F. A., & Bean, S. M. (eds.), 2001, Methods and materials for teaching the gifted. Waco, TX: Prufrock Press. 8 p. Maker, C. J., 1982, Curriculum development for the gifted. London: Aspen Systems Corporation, 75-77. Shulman, L., 1987, Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22. Shulman, L., 1986, Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (1), 4-. 14. Starko, A. J., 1995, Creativity in the classroom: Schools of curious delight. White Plains, NY: Longman. 45 p. Van Tassel-Baska, J., 1992, Planning effective curriculum for gifted learners. Denver, CO: Love Publishing. 89 p. Van Tassel-Baska, J., 1997, What matters in curriculum for gifted learners: Reflection on theory, research, and practice. In N. Colangelo, & G. A. Davis (eds.), Handbook of gifted education (pp. 126-135). Needham Heights, MA:Allyn & Bacon. Williams, F. E., 1986, The cognitive-affective interaction model for enriching gifted programs. In J. S. Renzulli (ed.), Systems and models for developing programs for the gifted and talented (pp. 461-484). Mansfield, CT: Creative Learning Press.. 2004j 9ú 22¢ ö 7> 2004j 12ú 28¢ >;ö 7> 2004j 1ú 21¢ ö j.

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