Analysis of the Status of Inquiry Formation of Gifted Students in Elementary School

Abstract

The purpose of this study is to analyze the types and characteristics of inquiry questions among the questions generated by gifted students in elementary school through question-forming reading activities to obtain implications for guidance on inquiry activities through reading. For this purpose, elementary school gifted students who are enrolled in the university-affiliated science gifted education institute and receive education have read and classified the inquiry questions among the questions written in the science, math, and information domains. Based on the results, the characteristics of the exploratory questions written by the students by gifted area and book were identified. In addition, through the evaluation scores given by four evaluators, the ability of elementary school gifted students to form inquiry questions was also examined. As a result of the study, it was found that the types of generative inquiry questions were different for each gifted field and the evaluation scores were also different. Based on the research results, implications related to book selection, prior guidance, and feedback of evaluation results were drawn in relation to the guidance of question-forming reading activities for gifted students.