• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.289-312
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• 2014

The purpose of this study is to develop academic resilience scale for gifted youth. We extracted the pilot questionnaire of 101 items from open-ended questions with 178 scientifically gifted students and literature review. Item analysis and exploratory factor analysis were also carried out with data of 240 gifted youth. Finally, 11 factors from which 42 items were extracted and validated through the confirmatory factor analysis involving 444 gifted youth throughout the nation. The names of the extracted factors were sense of purpose, self-understanding, educational aspirations, academic self-regulation, task commitment, attribution for success (ability), attribution for success (effort), the interpersonal relationship (friend), the interpersonal relationship (parent), the interpersonal relationship(teacher), and optimism. The results show that all of the path coefficient and construct reliability, AVE (Average Variance Extracted), and coefficient of determination were all acceptable. The result of the study indicated that Academic Resilience Scale for Gifted Youth was positively and significantly correlated with School Adaptation Scale and Resilience Scale. However it was negatively correlated with Academic Burnout Scale, and it was statistically significant. Thus, Academic Resilience Scale for Gifted Youth demonstrated satisfactory internal validity and external validity. The results of the present study suggests theoretical and practical implications of the newly developed Academic Resilience Scale for Gifted Youth.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.823-840
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• 2012

The importance of teaching the nature of science (NOS) has been emphasized in the science curriculum, especially in the science curriculum for science-gifted students. Nevertheless, few studies concerning the structure and formation of students' mental model on NOS have been carried out. This study aimed to explore science-gifted students' understanding of 'fact', 'hypothesis', 'theory', 'law', and 'scientificness' by utilizing semantic network analysis. One hundred ten science-gifted middle school students who were selected by a national university participated in this study. We collected students' written responses of five items and analyzed them by the semantic network analysis(SNA) method. As a result, the core ideas of students' understanding of 'fact' were proof and reality, of 'hypothesis' were tentativeness and uncertainty, of 'theory' was proven hypothesis by experimentation, of 'law' were absoluteness and authority, and of 'scientificness' were factual evidence, verifiability, accurate and logical theoretical framework. The result of integrated semantic network illustrated that the viewpoint of science-gifted students were similar to absolutism and logical positivism (empiricism). Methodologically, this study showed that the semantic network analysis method was an useful tool for visualization of students' mental model of scientific conceptions including NOS.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.921-946
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• 2010

The purpose of this study is to devise a model of career decision in the science-gifted by exploring factors of having influence upon career decision in the science-gifted undergraduates of our country, and by examining pattern and path of career decision. By suggesting a model of structure, which synthetically considered factors of parents (parental social support), school (stress of college life, adjustment to college life), and individual characteristics(problem solving ability, career decision-making self-efficacy, conviction for major selection)as for career decision in the science-gifted undergraduates through this study, the aim was to arrange the theoretical frame for career in the science-gifted undergraduates. The research subjects were 93(class of 2007~2009) students who completed education in 2002 and 2003 at the gifted education center affiliated with University, and 264 scholarship students(class of 2005-2008) by the President at home and abroad, who are receiving scholarship by being selected as a science scholarship student by the incumbent President. The measurement tools, which were used in this study for collecting data, are test of parental social support, test of problem-solving ability, test of stress in college life, test of adjustment to college life, test of efficacy in career decision, and test of having confidence in selecting a major. For statistical analysis of the collected data, SPSS Program and AMOS Program were used. As a result, the model showed a good fit to the present data in the science-gifted undergraduates, TLI=.928, CFI=.941, RMSEA=.059. It was confirmed to be a model that is accepted in the group of the science-gifted undergraduates. Also, hypotheses, which were established on the basis of a theoretical quest, could be known to have been all adopted except one path. The results of this study can be offered as basic data for developing program and implementing a system in order to broaden the width of understanding about career and to help the career decision in the science-gifted.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.11-17
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• 2019

With technology rapidly changing our economic, cultural and social realities, the question of how to educate the generation for the fourth industrial revolution has been a pressing issue. The purpose of this study is to review teachers' perception regarding the educational change in the fourth industrial revolution. For this purpose, we surveyed 420 school teachers and administrators. Most teachers highly understand The Fourth Industrial Revolution and they think AI(Artificial Intelligence) is a core technology. They recognize The Fourth Industrial Revolution is very important and great influence in the education field. For this, they need educational innovation in the education field. Elementary school teacher perceive understanding Elementary school teachers think that understand The Fourth Industrial Revolution and change of curriculum is highly important. And, Secondary school teachers perceive that the change of education system and class is very necessary. Lastly, STEAM education is the most appropriate to prepare for a changing society.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.421-444
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• 2014

In STEAM education, contents that has been extracted from a variety of areas, so it can work closely and systematically. Therefore STEAM education requires systems thinking that can be grasped effectively these different disciplines. The purposes of this study are to develop a STEAM program based on systems thinking, and apply the program to the secondary science gifted student in order to investigate the educational effect. A model of the Program developed from previous research and theoretical contents of systems thinking and STEAM. A draft of the STEAM program was developed on the theme of "rocket". A total of 113 students was participated in this study. 100 seventh and 13 eighth graders were enrolled at seigy. A single group pre-post test paired t-test was conducted on them in systems thinking skills. Result of applying the program to the students as follows. The systems thinking ability was improved after the application of the program. 'Mental Model', 'Personal Skill', 'Team Learning', and 'System Analysis', 'Shared Vision' emerged for both improved significantly. In conclusion, the STEAM program based on system thinking improves students' systems thinking skills. This program of results can be helpful in cultivate human resources with the problem solving ability based on system thinking and STEAM literacy by used in public education curriculum.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.85-97
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• 2001

This study was to gain a suggestion how to educate the science gifted student and manage the science gifted education center by analyzing the science gifted student's perception of the science, scientist and vocation. One seventy and eight science gifted students were involved in the questionnaire to investigating the perception of science, scientist and vocation. As the results, many of science gifted students thought the convenience as the positive aspect of science and the environmental pollution as the negative aspect of science. Science gifted students considered most scientists a diligent person, researcher and what's more, they are careless about home. They suggested much more of foreign scientists like Einstein, Edison, etc. than Korean ones as respectable scientists. Scientist is a major vocation that they want and know in the science area, while some students want to be a doctor, occurred to science singer. The mystery, difficulty, complexity, scientist, etc. occurred to science gifted students when they heard the ‘science’. According to the results, there are in need of the new educational programs for the science gifted students and science gifted education center. One of the aims of the science gifted education center is the judgment and cultivation of the science gifted student. Therefore, the science gifted student to be educated to improve positively the images of science and scientist. In addition to, they should get a concern about the vocation in science area and to be a famous scientist.