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http://dx.doi.org/10.14697/jkase.2019.39.3.457

Analysis of Progression Levels for Meta-modeling Knowledge of Science Gifted Students through Modeling  

Kim, Sung Ki (Gwangju Science Academy for the Gifted)
Kim, Jung Eun (Daeseon Elementary School)
Park, Se-Hee (Gyeonggi Science High School for the Gifted)
Paik, Seoung-Hye (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.3, 2019 , pp. 457-464 More about this Journal
Abstract
This study aims to explore meta-modeling knowledge of gifted students through the modeling. To do this, five gifted students were asked to do modeling related to candle burning, and all the processes of modeling were observed and then individual interviews were conducted. As a result of the study, two students were classified as first level and three students were classified as second level. The students of the first level did not have any model generation or model-based prediction activities, and observation was the most meaningful activity. On the other hand, the students of the second level performed all four modeling processes. However, the generation of the model and the prediction using the model were relatively strong. The data they gained from the experiments was perceived as just confirming the absolute model. No student was found in Level 3 or Level 4. The results of this study show that gifted students remain at the progression level of recognizing the model as an objective reality, and in order to cultivate a true scientist, it is necessary to educate the gifted students to recognize the subjectivity of the model.
Keywords
progression level; meta-modeling knowledge; model; modeling; the gifted education;
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Times Cited By KSCI : 8  (Citation Analysis)
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