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http://dx.doi.org/10.14697/jkase.2021.41.2.133

Exploration on Teaching and Learning Experiences Improving Positive Experiences about Science of Scientifically-Gifted Elementary School Students  

Seo, Sunjin (Seoul Gwangjin Elementary School)
Kang, Hunsik (Seoul National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.2, 2021 , pp. 133-144 More about this Journal
Abstract
The purpose of this study is to explore the teaching and learning experiences to improve the positive experiences about science (PES) of scientifically-gifted elementary school students. For this study, 36 students in grades 5~6 at a gifted science education institutes in Seoul were selected and conducted pre-test and post-test for 'Test for Indicators of Positive Experiences about Science (TIPES).' After the weekly science classes of the institutions were over, individual in-depth interviews were also conducted with some students to explore the teaching and learning experiences for improving their PES. The analysis of the results reveals that the science classes for scientifically-gifted students have been shown to improve PES of scientifically-gifted elementary school students. The teaching and learning experiences to improve their PES included eight teaching and learning experiences that appeared in general elementary school students of previous study such as 'practice-centered exploratory activities,' 'student-led class,' 'positive and professional feedback,' 'construction of knowledge through exploration,' 'class considering student's interest and aptitude,' 'use of materials related to real life,' 'smooth communication and collaboration in group activities,' and 'appropriate difficulty in learning content.' There were also six teaching and learning experiences that newly emerged from science-gifted students: 'Learning experience through the strategies for improving scientific creativity,' 'inquiry experience as a little scientist,' 'advanced or accelerated learning experience,' 'learning experience with excellent students,' 'experience helping other students,' and 'experience with high or low achievement'. Based on these results, the practical implications for improving the student's PES are suggested.
Keywords
positive experiences about science; teaching and learning experience; scientifically-gifted student;
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