體驗區
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| 篇名 |
國際奧林匹亞競賽獲獎保送大學科學相關科系之經濟不利資優學生的優勢發展與支持措施及相互反饋
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| 並列篇名 |
Advantaged development, support measures, and mutual feedback of economically disadvantaged gifted students in science-related university departments who are granted admission because of their international Olympiad competition achievements
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| 作者 |
陳勇祥(Yung-Hsiang Chen)
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| 中文摘要 |
本研究探討國際奧林匹亞競賽保送大學相關科系的經濟不利資優學生，能否獲得相對應支持，以持續發展優勢。本研究以現象學取向，探討優勢發展與支持措施及相互反饋。參與者選取當時就讀大學四年級學生6位，每位學生3次深度訪談，歷時一年半。結果發現：保送大學後能維持優異表現，是堅持與累積的結果，以及對目標追求的主動性，是優勢發展關鍵。學校提供的支持，有心理及實質層面。於此基礎，再引薦國際知名教授指導及參與國際學術研討會，以強化學術表現。跨領域學習也有助學術專業發展與創新及問題解決。產學合作亦結合理論和實際應用且提供經濟支持，可深化特定領域優勢。國外暑期實習使其了解產業運作機制，並與研究團隊合作，培養數據解釋與分析能力，是優勢發展重要經驗。協作與實習歷程，克服背景差異導致的互動差距。最後，以專業優勢回應在地需求，擴展與社會互動的途徑，激勵參與社會事務的自覺責任感與同理心。研究者亦根據上述研究發現，提出相關建議。
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| 英文摘要 |
Purpose: This study investigated whether economically disadvantaged yet academically gifted students who are directly admitted to university science programs because of their achievements in international Olympiad competitions receive appropriate support to continue developing their talents in university. It also analyzed how such students maintain excellence during their university studies to achieve their long-term goals. A phenomenological approach was used to explore the reciprocal interaction between talent development and support measures. Methods: In the current investigation of the talent development, support measures, and reciprocal feedback of students who are directly admitted to universities following their success in secondary education, a phenomenological approach was used to explore such students’ experiences and perceptions. Students were selected by obtaining recommendations from eight high schools with established academic programs for mathematically and scientifically gifted students. Students who met the inclusion criteria were personally invited by the researcher. Six students in the fourth year of a university science program participated in the study. Semi-structured in-depth interviews were conducted to analyze the participants’ experiences. The researcher personally interviewed each of the six participants three times, with each session lasting approximately 2 hours. These interview sessions were spaced 5 months apart, spanning a period of 18 months. Results/Findings: All participants, who were economically disadvantaged yet academically gifted students directly admitted to universities because of their achievements in international Olympiad competitions, exhibited excellent performance as a result of their persistence and accumulation of knowledge. Although their universities provided numerous forms of support to foster their continued talent development, the students’ own passion and proactive approach to achieving their goals were the key to their success. When the students had received these psychological and tangible resources, the provision of experimental equipment and teaching of techniques by internationally renowned professors, coupled with overcoming complex experimental challenges, bolstered the students’ academic confidence. This confidence encouraged them to participate in international academic conferences, leading them to engage in interdisciplinary collaboration and establish diverse networks. For these students, interdisciplinary learning played a key role in their academic and professional development. They successfully expanded their learning scope through big data analysis and biochemistry and through environmental engineering and psychology, which changed shifted thinking to a focus on innovation and problem-solving. During their industrial and academic collaborations, the students realized that complex problems are difficult to address within a single discipline. Therefore, they sought leadership and management courses to enhance their workflow planning, time management, and stress adaptation skills. These industrial collaborations not only offered a means for integrating theory into practical applications but also provided the students with financial support and access to laboratory and equipment resources, increasing their interest in certain fields. In summary, interdisciplinary learning enriched the students’ professional knowledge and sparked a desire for self-improvement, prompting their development across various domains. The support measures provided by the university, particularly those involving professional learning, played a key role in their talent development. They also supported the self-growth and self-improvement of these students, with international summer internships in which they learned about various operational mechanisms, including crucial processes and productivity, being particularly supportive in their development. These opportunities enabled the students to not only understand theory but also apply it in practical contexts, which facilitated their integration into industry. In addition, the students’ interdisciplinary collaborations increased the students’ interest in scientific research, and joining quantum computing and epidemiological research teams, in which they developed data interpretation and analysis skills, encouraged them to pursue further research. Coding also played a key role in the students being able to convert theory into practice, which is essential in talent development. By developing their professional skills, the students were able to respond to local requirements. These efforts expanded their social interactions and enabled them to practice sharing professional theories and transform their knowledge into problem-solving skills. The students also used technology to alleviate difficulties faced by residents, and they were able to recognize how their expertise was capable of influencing society, which fostered a sense of responsibility and empathy regarding social affairs. In conclusion, economically disadvantaged yet academically talented students admitted to university science programs because of their achievements in international Olympiad competitions enhance their professional competencies and academic confidence through interdisciplinary learning, overseas studies, international summer internships, cross-departmental collaboration, and international laboratory experiences. These experiences create a positive cycle, enabling them to appreciate the societal effect of their knowledge and inspiring them to participate in social activities. Conclusions/Implications: After students are directly admitted to universities, academic and professional development and support are derived from the students’ existing strengths, with these strengths gradually expanding into more diverse academic fields. The students can reaffirm their strengths through advanced courses in mechanical engineering. Therefore, universities should offer advanced courses and increase course flexibility for these students and should plan individual learning programs to support students’ exploration of specific areas of interest. These efforts should correspond to the students’ learning strengths and interests to maximize the students’ potential. Because gifted students often possess talents and interests in various areas, universities should plan interdisciplinary courses or offer integrated credits covering multiple disciplines to enable these students to establish connections between different fields and to provide individualized learning pathways, which can offer these students the freedom to choose curricula, set their own pace, and adapt their unique learning styles and interests. Given that the key to the development of gifted students lies in overall reciprocal feedback among support measures, schools should establish integrated support in the form of, for example, learning resources, academic consultations, and planning and guidance for professional development. Schools should also utilize international learning resources to provide students with new perspectives from individuals of different academic backgrounds. Additionally, schools should focus on providing their students with more practical experience by guiding gifted students in integrating and applying theoretical knowledge to real-life scenarios. During this process, attention should be paid to the individual interests and requirements of the students, individual development plans should be discussed with each student, and timely psychological support should be provided to help students understand their strengths and future goals and to enable them to overcome the challenges associated with their economically disadvantaged backgrounds. For economically disadvantaged yet academically talented students, providing high-level challenges can aid in boosting their confidence. Therefore, enterprises should offer professional internships to develop the research and development potential of gifted students and enable them to continue building upon their strengths. In addition to offering financial assistance, these internships can aid students in maintaining a positive learning attitude and developing self-regulation skills. University students should actively engage in community service or public welfare activities organized by governmental entities or nongovernmental organizations, which would increase their sense of social responsibility and public awareness. With these psychological catalysts, students can reflect upon the challenges that they face as a result of their economically disadvantaged backgrounds. Furthermore, by gaining practical experience, students can reexamine and transform the effects of their economic disadvantages, which can promote personal growth and their ability to shift their self-identity.
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| 頁次 |
099-129
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| 關鍵詞 |
支持措施
、經濟不利
、資優學生
、優勢發展
、advantaged development
、economically disadvantaged
、gifted students
、support systems
、TSSCI
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| 卷期 |
48:3
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| 日期 |
202311
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| 刊名 |
特殊教育研究學刊
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| 出版單位 |
國立臺灣師範大學特殊教育學系
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| DOI |
10.6172/BSE.202311_48(3).0004
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