• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.445-462
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• 2014

The purpose of the present study is to compare paper and pencil test utilized to identify gifted students so far to the recently introduced teacher observation-recommendation system. More specifically, this study compared intelligence, career patterns, and self- regulated learning abilities of gifted students who were identified through those two different identification system to explore the possibility of the newly introduced teacher observation-recommendation system. The results show that there was no significant difference in the aspect of overall IQ score. However, students who were identified through the observation-recommendation system showed significantly higher scores at some subscores of intelligence test, such as vocabulary application, comprehension, and schematization. In the aspects of career patterns, about 72% of gifted students who were identified through the previous paper and pencil test belonged to the 'investigative' category of Holland. But more diverse career patterns such as enterprising, social, realistic, conventional including investigative categories were found in those students who were identified by the observation-recommendation system. There were also significant differences in the self-regulated learning abilities between two groups of students. Practical implications of the study were discussed in depth.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1119-1128
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• 2014

This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.529-563
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• 2009

The object of this study is to understand creativity development by examining the emergent process of accomplishments from case studies on individuals who had made creative accomplishments in science. Especially this study focuses from childhood to adulthood of the research participants before they accomplished their goal. For case studies, 10 people who made creative accomplishments in the science and technology domain were selected for interviewing as the research participants. Analyzing data were made using by KES. Then it is summarized and described the representative traits of each period of the research participants.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.505-515
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• 2015

This study aimed at identifying the differences between gifted students and general students in parental attitude toward science and trust perceived by them and their science self-efficacy. To achieve this purpose, a quantitative research was carried out for elementary gifted and general students. The results were as follows. Firstly, Gifted students recognized more positively their parents' attitude toward science than general students, and both of groups perceived more positively their mothers' than fathers'. Secondly, Parents' trust by gifted students was perceived more positively than by general students, but showed no difference between fathers and mothers. Thirdly, The average of science self-efficacy for gifted students was statistically meaningfully higher than for general students.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.117-134
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• 2019

The study is to compare the temperaments and characters of the gifted in invention with those of the genearl students, and also the characteristics of the subgroups of the gifted in invention through the LPA analysis. The results of the study are as follows: First, we compared the results of JTCI (Junior Temperament and Character Inventory) between the students entering Institute of Invention Science Education and the general students; through this comparison, we found out that the gifted in invention are more creative and willing to accept, generally feel more positive, and have the motivation to pursue meaningful goals and values above the personal needs than the non-gifted. Second, through the LPA analysis, the gifted in invention were divided into two subgroups; one group which showed far higher scores on pursuing stimulus, the subscale of temperaments, and slightly higher scores on autonomy, the subscale of characters, and the other group which showed the similar scores on pursuing stimulus and far higher scores on autonomy.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.567-581
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• 2007

This study examined patterns of reasoning of both the scientifically-gifted and children of average ability as witnessed in their science problem solving skills. Science problem solving skills are one of the significant characteristics of scientifically gifted children, and by using methods such as individual interviews, inductive reasoning, abductive reasoning, and deductive reasoning, the characteristics of these children can be to be further explored and categorized. The study also compared the findings with those of average children. This study sought to determine efficient guidelines fur teaching the scientifically-gifted, to come up with basic materials for developing relevant programs, and to find suggestions for identifying such students. The results of the study are as follows: Firstly, the creative science problem solving skills of the scientifically-gifted were better than that of the average students. Secondly, all of the three reasoning patterns used revealed in creative science solving processes were different between the gifted and the average, especially in terms of abductive reasoning, which was proved to reveal the greatest distinction between the two groups.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.501-512
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• 2012

The purpose of this study was to identify the differences in eye movement pattern shown in classification activities between the gifted and regular students in elementary schools. The subjects for the research consisted of five gifted students in the special education center for the gifted at Seoul National University of Education and five students at D regular elementary schools. SMI (Senso Motoric Instruments)' iView $X^{TM}$ RED 120 Hz was used in order to collect eye movement data. Results were as follows. There were difference patterns between the gifted and the regular student in question identification, attribute observation, and criteria generation process. Gifted students minimized unnecessary cognitive overload and took advantage of cognitive economic efficiency. Regular students have a lot of cognitive burden because they did not grasp the essential information.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.495-506
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• 2007

This study investigated the differences in learning activity preferences according to different thinking styles between gifted and average students. A cluster analysis procedure was performed to classify students on the basis of thinking styles. Two clusters of different thinking styles were deduced: the gifted group with a high level thinking style (cluster 1), and the average group with a low level thinking style (cluster 2). The gifted group (cluster 1) preferred projects, simulations, discussions and game activities to other types of loaming activities. Gifted students and average students also were clustered into each three unique subgroups with respect to levels and patterns in thinking styles, and these subgroups also showed different learning preferences. The clusters of gifted students included the self-regulated learning type (cluster a), cooperative-learning type (cluster b), and the passive-learning type (cluster c). The clusters of average students included the independent learning type (cluster i), no-preference learning type(cluster ii), and the no-motivation & teacher-directed learning type (cluster iii). Theses clusters indicated significant differences not only in thinking styles but also in terms of preferences regarding learning activities. Theses findings are discussed in terms of their educational implications.