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Middle School Science Gifted Students Perceptions of the Effectiveness of Science Classes Using Science Writing Heuristic
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탐구적 과학 글쓰기를 적용한 과학 수업의 효과에 대한 중학교 과학 영재들의 인식

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Type
Academic journal
Author
Eunji Shin (순천대학교) Wonho Choi (순천대학교)
Journal
대한화학회 Journal of the Korean Chemical Society Vol.64 No.5 KCI Accredited Journals SCOPUS
Published
2020.10
Pages
277 - 290 (14page)

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Middle School Science Gifted Students Perceptions of the Effectiveness of Science Classes Using Science Writing Heuristic
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Research history (3)

2021

신은지 2021.01 Thesis
The Perception of Middle School Science-Gifted Students on the ‘Science Writing Heuristic’ Class Emphasizing Social Interaction and Tool Improvement
Eunji Shin ,  Choi Won Ho 한국과학교육학회지 2021.01 Academic journal

2020

Middle School Science Gifted Students" Perceptions of the Effectiveness of Science Classes Using Science Writing Heuristic
Eunji Shin ,  Wonho Choi Journal of the Korean Chemical Society 2020.10 Academic journal
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In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students’ perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.
#탐구적 과학 글쓰기 #과학영재 #메타인지 #2015 개정 과학과 교육과정 #Science writing heuristic (SWH) #Science gifted students #Meta cognition #2015 revised science national curriculum

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