• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.90-105
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• 2009

This study analyzed current programs practiced by science-gifted education centers. This study was based on concerns of 18 science teachers on six science-gifted education centers of the Seoul Metropolitan Office of Education that had local representatives. For this study, we collected data using journals, documents, reports, survey reviews and interviews with science teachers. Science teachers were concerned about the selection and identification of gifted students, education periods, curriculum, and student evaluation. More authentic measurement for students' potential ability were needed for the identification and selection process. If the purpose of science-gifted centers was to be met, the number of students selected should be determined by local differences rather than regional equality. The curriculum and educational period could make good use of time allotted for vacation to increase lesson periods. Lessons based on strategies like contests for improving the students' creativity, free inquiry and communication skills had to be encouraged. A consistent system for science-gifted education from primary school to high school was needed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.633-634
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• 2020

본 논문에서는 소외계층 초등정보영재를 위한 온라인 머신러닝 교육 프로그램을 개발하였다. 교육 프로그램은 초등정보영재 전문가가 개발하였으며, 인공지능 교육 전문가가 검증하였다. 교육 프로그램은 15차시로 구성하였으며, 인공지능에 대한 이해, 데이터 수집 및 표현, 모델 선택, 훈련, 평가, 실생활 사례 제작, 예측으로 내용을 구성하였다. 교육 프로그램에서 학습 모형은 이재호와 홍창의(2009)의 문제 중심형 e-PBL 학습 모형을 본 연구에 맞게 수정하여 활용하였다. 향후 연구에서는 개발한 교육 프로그램을 소외계층 초등 정보영재에 적용하고, 교육 프로그램을 통한 소외계층 초등정보 영재의 변화를 분석하고자 한다.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.313-341
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• 2008

The research attempted to propose directions for improving evaluation of science gifted educational institutions affiliated with universities through its meta-evaluation. A survey questionnaire was developed and responded by 25 representatives of 25 science gifted educational institutions and 9 evaluation committee members in February 2008. According to research results, it was found that reference-criteria and categories for evaluation were abstract and did not reflect varied characteristics of individual institutions. Evaluation of outcomes mainly emphasized student number admitted by science high schools and science gifted school. Evaluation was performed for the sake of judging ranks. In addition, research capacity of institutions was not even considered as an evaluation element. For its improvement, the followings were suggested: First, evaluation should be functioned as consulting. Second, evaluation criteria are presented as concrete as it can be. Third, on-site evaluation should be introduced Fourth, evaluation process and results should be publicized Fifth, satisfaction by student and parents should be also included. Furthermore, exemplary cases of science gifted educational institutions should be identified and rewarded, and their management strategies should be disseminated with other institutions.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.347-360
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• 2007

In this study, we made the analysis of the relation with mathematical tests and scholastic attainments of gifted students using the results of entrance end comprehensives exams and so on in science education center for gifted youths. For this, we firstly made an analysis of correlation between math and math, math and science and science and science using the test results. And then, we interviewed four students. From this, we found followings. First, in every assessment except for those carried out during the semester in the center, we saw a very low or negative correlation between the students' grades in math and that in science. Second, in contrast to the correlations among other assessments, a high correlation of the students' grades in math and science appeared in regard of the assessments carried out during the semester in the center. Third, correlations between the grades of assessments in mathematics were much lower than that in science. Fourth, many students thought the assessments in the center were not as valuable as those in their schools, which are referred to in getting into a school of high grade. So some of the students who gained excellent grades showed a relatively low achievement. Fifth, students in the center regarded a vigorous communication and inquiry learning on enriched themes as the biggest merit of attending the center.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.637-639
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• 2020

본 논문에서는 소외계층 영재학생을 위한 온라인 학습 멘토링 운영 방안을 도출하였다. 소외계층 영재학생에게 필요한 맞춤형 과제, 실생활 문제, 학업 관리를 지원하기 위하여 맞춤형 과제와 피드백, 학업 상담으로 이루어진 온라인 학습 멘토링 운영 방안을 도출하였다. 맞춤형 과제에서는 소외계층 영재학생의 수준에 따라 실생활 주제를 활용한 과제를 제시하였으며, 피드백을 통하여 과제의 결과물을 평가받을 수 있도록 구성하였다. 학업 상담에서는 학업 계획 및 관리 능력을 향상시키기 위하여 전문가와 함께 상담을 진행할 수 있도록 하였다. 후속 연구에서는 온라인 학습 멘토링을 소외계층 영재학생에게 운영하고, 온라인 학습 멘토링의 효과를 분석하는 연구가 진행되어야 한다.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.100-110
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• 2008

To evaluate the educational programs at Science Education Center for the Gifted (SECG) on how it had influenced its graduates, we have surveyed the graduates with questionnaires categorized into four sections: scientific motivation, self-confidence, knowledge/inquiry activities, and peer-to-peer interactions. Of the graduates who studied at SECG for more than two years and are currently attending college, we questioned 26 students and interviewed 10 students. According to our research data, most students evaluated highly the quality of education they received at SECG; especially, in the areas of science knowledge/inquiry activities and social interactions with their peers. Based on the results from the interviews, for these gifted students with highly developed aptitude in science, we concluded that interactions with real-world scientists, investigative approach to and application of newly-learned scientific concepts, and emphasis on interactive activities with other gifted students at SECG were regarded as effective in promoting motivations towards science and self-confidence.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.47-70
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• 2004

We analyzed the validity of Science Highschool's selection process for the students from Science Gifted Education Center in order to suggest the direction of improvement. First of all, we invested the students' achievement in Mathematics and Science. As a result, we found that the students are not so good at mathematics and science through the selection process for the students from Science Gifted Education Center. However the difference is not statistically meaningful. On the contrary, The achievement of the students from Science Gifted Education Center is above average who were selected through the other course, e. g. the students who acquired the recommendation of principal, winner of prize in Olympiad of Mathematics or Science. We didn't find any meaningful result in the investigation of Affective Domain in Science. And then we found that the students prefer the generous environment through the selection process for the students from Science Gifted Education Center. As a whole, the selection process for the students from Science Gifted Education Center was not so satisfying. It should be reformed; we should examine the students' portfolio on the activities in the Science Gifted Education Center, and the entrance examination should include both divergent and convergent problems to find out the students' creativity. And the 3 dimensional process is also essential through the multiple steps.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Science Education
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• v.35 no.1
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• pp.48-58
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• 2011

This study was performed to develop a model for mentorship education in the science education institute for the gifted. Existing mentorship education models were focused on R&E, which involved science high school students as research participants. For this purpose, a new model was proposed with comparatively definite stages and terms, and based on the theoretical background concerning science inquiry abilities and scientific creativities or the mentorship education in the science education institute for the gifted. Existing mentorship models for science-gifted students were analyzed and compared with the scientific inquiry process and science paper form. A science paper form consisting of four stages was selected. A new model was constructed consisting of six stages, and this model was modified to be made fit for application to students in the physics mentorship course at the science education institute for the gifted in K National University. Good points and improvable points of the model through the application were identified, and the model was modified accordingly. In conclusion, a new model was proposed as a mentorship model for science-gifted students. This model was constructed using the PREPARATION-INTRODUCTION-METHOD-RESULT-CONCLUSION-FINISH format.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.61-76
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• 2002

The purpose of this study is to investigate the education system for science 34gifted/talented students in Korea. There are fifteen science gifted/talented education centers established in major universities, sixteen science high schools and one research center for the gifted education in science located at KAIST. To examine the selection procedure and the curriculum of the education centers and science high schools, the annual reports of the fifteen education centers and the annual plans of sixteen science high schools are analyzed. About 200 gifted/talented students are employed in the field of science, mathematics and information science at each education center, Multidimentional education system is developed for efficient way of teaching for the gifted. The curriculum and teaching method for each education center is unique and different from the science high schools that follow nationally given form. This study shows new selection method and unique curriculum for the science gifted/talented students employed in the education centers. Also, current situation of science high schools are reported in this study. Finally we suggest the systematic way of developing the education system for the gifted in science in korea.