• Journal of Gifted/Talented Education
• /
• v.22 no.1
• /
• pp.141-155
• /
• 2012

The purpose of this study was to analyse characteristics of explanatory writing of scientifically gifted students who participated in gifted educational programs. Considering aspect of content of their explanations about cell, many of them explained the common characteristics of animal and plant cells, but a few of them did cellular characteristics of one kind of animal and plant. Some gifted students regarded cell membrane function as that of cell wall, and had a misconception that the cell was the smallest unit to consist human body. In terms of the structure of explanation, most of them didn't know the structural characteristics of explanatory writing. Finally, more than 50% of them had written using various ways to explain cell such as classifying, comparing, contrasting and exemplifying. Especially, all biologically gifted students had creatively explained drawing a picture. It was findings that the explanatory writing could be used as the instrument to evaluate knowledges of gifted students and suggested the elements of writing to teach scientific explanatory writing.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.2
• /
• pp.263-272
• /
• 2022

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.901-919
• /
• 2010

We have examined the perception and the knowledge of science-gifted students and general students in middle school level about high technology related to the science. The subjects of the investigation were 113 gifted students belonging to the universities' science-gifted education center in Busan or Ulsan, and 159 general students belonging to 2 middle schools in Busan. The survey was conducted with questionnaires on the perceptions concerning the high technology related to the science and the knowledge of a cellular phone without an antenna, and an LED(Light Emission Diode). The results of this survey concluded that the gifted students were more interested and aware of the high technology than the general students, these results are statistically significant. It has been found that there are significant differences between the gifted students and the general students in terms of the areas they want to learn, the source of information and the preferred learning method in advanced science and technology. Also, the gifted students were recognized to be better than general students in understanding an electromagnetic wave related to a cellular phone without an antenna, and a semiconductor connection with an LED.

• Journal of Gifted/Talented Education
• /
• v.14 no.4
• /
• pp.71-91
• /
• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• Journal of the Korean Chemical Society
• /
• v.64 no.5
• /
• pp.277-290
• /
• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.708-718
• /
• 2004

On the basis of Sternberg's theory of mental self-government, this examined the difference in thinking style between gifted science students and non-gifted students, and their earth science concepts by the different types of thinking styles. The subjects were consisted of 120 students from the Busan Science Academy and 122 students from two general high schools in Busan, Korea. All participants responded to the Thinking Styles Inventory which is a self-report test consisting of 65 items, and essay questions for examining the students' earth science concepts. The results are as follows. First, the gifted science students prefer legislative, judical, anarchic, global, and liberal styles, where non-gifted students prefer executive, oligarchic, and conservative styles. Second, Type I thinking style group prove to have more complex concepts in relation to the geological and astronomical areas than those of the Type II thinking style group in both of the gifted and non-gifted students. This indicates that Type I thinking style students use a deep learning approach where Type II thinking style students use a surface learning approach.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.881-898
• /
• 2013

The purpose of this study was to compare the difference of semantic network about sedimentary environment between science gifted students and non-gifted students through field trip. The fifteen high school science gifted students and non-gifted students were participated in the field trip for this study. The geological field trip was performed in Chaseokgang, which suitable learning place for sedimentary environments. Data included field trip observation and students' inquiry activity reports. The inquiry activity reports were analyzed using the semantic network analysis method. The results of this study were as follows: First, the semantic network of science gifted students was larger and complex structures than that of the non-gifted students. Second, science gifted students were interpreted that changes of sedimentary environment was connected with the sorting and the roundness. On the other hand, semantic network of non-gifted students were become fragmented because they were not interpreted sedimentary environment related to scientific concepts.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.415-426
• /
• 2019

This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.443-464
• /
• 2008

This study analyzes the surveys of attitudes toward science, the peer relationship, the achievement motivations, and the parents' attitudes to science gifted education. It have been conducted to 53 scientifically gifted and 120 non-gifted students. The findings from the analyses suggest that there exist few meaningful differences in the attitude toward science, the motive for achievements and the peer relationship except in the parents' attitude to the gifted student education. This means that the recognition and the attitude of the parents have great influences on non-gifted students especially female students in the process of resolving to take future directions to science fields and choosing the gifted education center. Accordingly, we are in dire need of the changes in the social recognition of science and it is strongly recommended to seek for the ways of promoting science and supporting engineering graduates at the level of nation, thereby establishing legal and institutional foundations to make effective human resource arrangements.

• Journal of Gifted/Talented Education
• /
• v.21 no.1
• /
• pp.175-191
• /
• 2011

This study is to investigate the creative thinking style and it's leaning that normal students and scientifically gifted students use mainly at processing information. Right Brain vs Left Brain Creativity Test(R/LCT) and Brain Preference Indicator(BPI) is taken to investigate the creative thinking style of normal students(N=144) and scientifically gifted students(N=97). In the R/LCT, the normal students responded that they prefer to use right-brain thinking rather than left-brain thinking. But the scientifically gifted students prefer to left-brain thinking. The normal students showed most preference for Holistic Processing of right side brain and they did most avoiding for Verbal Processing of left side brain. The scientifically gifted students showed most preference for Logical Processing of left side brain. And they did most avoiding for Random Processing of right side brain. There was a meaningful difference between left side brain preference group and right side brain preference group on Sequential, Symbolic, Logical, Verbal, Random, Intuitive, Fantasy-oriented Processing of normal Students. But the scientifically gifted students showed a meaningful difference in right side brain processing mainly. In other word, all the scientifically gifted students took an lean processing in Logical, Symbolic, Linear Processing, etc. In sum, the scientifically gifted students are unequal in at processing information against the normal students. So it is required more appropriate teaching-learning method based on the creative thinking style and it's leaning for effective gifted education.