가상 질문을 통한 초등 과학영재의 일상 시간 조절과 활용에 대한 인식

초록

This study explored how gifted elementary science students perceive time in their daily lives and, more importantly, what choices they would make and how they would use their time if they could control the length of a day. To this end, students were presented with a hypothetical scenario involving time control through the concept of a "time control device," which allowed them to imagine extending or shortening the 24-hour day. Seventy-five students enrolled in the gifted education program at K University participated by responding to an open-ended questionnaire, and the data were analyzed using qualitative content analysis. The results showed that 85.3% of respondents expressed a desire to extend their day, and their perceptions of time reflected a subjective view of time as a resource they wished to use more meaningfully, rather than simply a sense of shortage. The activities students intended to engage in with the adjusted time were diverse, including academic study, reading, scientific inquiry, exercise and leisure, and spending time with family. These responses revealed that students made intentional choices based on their values and priorities, demonstrating self-directed and self-regulated approaches to imagined time use. Furthermore, many responses indicated emotional and psychological needs beyond academics, such as seeking relaxation, recovery, and deeper interpersonal engagement, highlighting a tendency to pursue life balance through time use. These findings suggest the need for integrated time education in gifted science programs that goes beyond academic enrichment to support self-regulated learning, metacognitive reflection, and emotional development. This study illustrates the potential of using imaginative questioning to qualitatively explore how gifted students understand and envision their everyday lives.

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