Characteristics of Elementary Science-Gifted Education Teachers Reflection on Their Science Teaching

摘要

This study investigated the characteristics of elementary science-gifted education teachers?ˉ reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of ??productive reflection?ˉ. The results revealed that most of reflective journals included the aspects of ??instructional strategies and instruction for science-gifted education (100.0%)?ˉ and ??science-gifted students (90.9%)?ˉ. ??Curriculum for science-gifted education (42.4%)?ˉ was also frequently included although fewer than two previous aspects. However, ??subject matter knowledge?ˉ and ??assessment in science-gifted education?ˉ were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between ??science-gifted students (81.8%)?ˉ or ??instructional strategies and instruction for science-gifted education (81.8%)?ˉ and the other aspects were most frequent. The integrations between ??Curriculum for science- gifted education (30.3%)?ˉ and the other aspects were also frequently included. However, the integrations between ??subject matter knowledge (6.1%)?ˉ or ??assessment in science-gifted education (0.0%)?ˉ and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.