• Communications of Mathematical Education
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• v.35 no.1
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• pp.119-136
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• 2021

We performed the research and education programs using engineering tools such as Mathematica, Microsoft Excel and GeoGebra for the students in mathematics mentorship program of the institute of science education for the gifted. We used the engineering tools to solve the problems and found the rules by observing the solutions. Then we generalized the rules to theorems by proving the rules. Mathematica, the professional mathematical computation program, was used to calculate and find the length of the repeating portion of the repeating decimal. Microsoft Excel, the spreadsheet software, was used to investigate the Beatty sequences. Also GeoGebra, the dynamic geometric software, was used to investigate the Voronoi diagram and develop the Voronoi game. Using GeoGebra, we designed the Voronoi game plate for the game. In this program, using engineering tools improved the mathematical creativity and the logical thinking of the gifted students in mathematics mentorship program.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.29-46
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• 2004

This study investigated a 7-week summer science research apprenticeship program for gifted high school students in U.S. The purpose of the study was to examine the reasons why the high school student participated in the program, the students' perceptions on the benefits of the apprenticeship program, and to investigate mentors' perceptions on assessment and mentorship of the students' projects. For this study, laboratory works and group meetings were observed, students' journal and research products were analyzed, and interviews were administrated with student apprentices and some mentors. The result revealed that the main reasons of students' participation were to perform research with university professionals, to understand the scientific research, and to explore their college/career decisions. Students' participation was strongly associated with their internal motivation and interests. The students perceived the benefits of the apprenticeship program as providing them with the experience of the nature of real scientific research, of learning of scientific knowledge on the focus area, and wiser college/career decisions. Students' projects were assessed and guided through on-going interactions and cognitive apprenticeship between mentors and student apprentices.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.282-290
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• 2008

The Research and Education (R&E) program was a year-long, apprenticeship and research-based program that was guided by mentors who are scientists or science teachers. The objective of the R&E program was to help scientifically gifted students in Korea Science Academy (KSA) and Science High Schools (SHS) to enhance abilities in creative thinking, scientific inquiry, problem solving, positive attitude towards scientists, and promoting cooperative research and interests in science and technology. In this study, the impact of the R&E program on the goals of 182 gifted college students in KAIST was evaluated using Likert-type items and multiple-choice method approach that provided a more comprehensive evaluation of the program's impact on science attitudes, creative thinking, scientific inquiry, and interests in science and technology. The results indicated a positive impact on cooperative research, gaining knowledge on the research topic, attitude towards scientists, interest in science and technology, scientific inquiry, and creative thinking in that order. There were rather remarkable and meaningful differences in science inquiry (p<.05), and scientific knowledge (p<.01), between the two groups of KAIST freshmen who came from SHS and KSA in 2006. Implications for science apprenticeship or a research-based mentorship program and their respective evaluations are also discussed.

• Proceedings of the Korean Society for the Gifted Conference
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• 2002.05a
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• pp.139-145
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• 2002

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.621-636
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• 2013

In this paper we intended to present the case of mentorship program for the gifted in elementary mathematics education, which is related with Waldorf education. We installed the program to four six-grade students during six months. We focused on cultivating integrated perspective, aesthetic perspective and substantial skills. For the aim we dealt with the item, construction based on the aesthetic experiences. Finally we presented three main ideas, construction of regular polygons and flowers, construction of islamic design, and farmland cleanup with construction. We also contained the students' project in this paper.

• KIPS Transactions on Computer and Communication Systems
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• v.4 no.12
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• pp.391-398
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• 2015

This paper devises a performance improvement and evaluation process of circuit minimization algorithms for mentorship education of distinguished informatics gifted secondary students. In the process, students learn that there are several alternative equivalent circuits for a target function and recognize the necessity for formalized circuit minimization methods. Firstly, they come at the concept of circuit minimization principle from Karnaugh Map which is a manual methodology. Secondly, they explore Quine-McCluskey algorithm which is a computational methodology. Quine-McCluskey algorithm's time complexity is high because it uses set operations. To improve the performance of Quine-McCluskey algorithm, we encourage them to adopt a bit-wise data structure instead of integer array for sets. They will eventually see that the performance achievement is about 36%. The ultimate goal of the process is to enlarge gifted students' interest and integrated knowledge about computer science encompassing electronic switches, logic gates, logic circuits, programming languages, data structures and algorithms.

• Journal of the Korea Society of Computer and Information
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• v.16 no.12
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• pp.139-155
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• 2011

In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.85-102
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• 2005

Some properties on the mathematical hyper-dimensional figures by 'the principle of the permanence of equivalent forms' was investigated. It was supposed that there are 2 conjectures on the making n-dimensional figures : simplex (a pyramid type) and a hypercube(prism type). The figures which were made by the 2 conjectures all satisfied the sufficient condition to show the general Euler's Theorem(the Euler's Characteristics). Especially, the patterns on the numbers of the components of the simplex and hypercube are fitted to Binomial Theorem and Pascal's Triangle. It was also found that the prism type is a good shape to expand the Hasse's Diagram. 5 mathematically gifted high school students were mentored on the investigation of the hyper-dimensional figure by 'the principle of the permanence of equivalent forms'. Research products and ideas students have produced are shown and the 'guided re-invention method' used for mentoring are explained.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.239-240
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• 2018

로봇 키트 등의 도구와 제어하기 쉬운 코딩 기법 등은 학생들에게 창의적인 융합 프로젝트를 할 수 있는 환경을 제공하는데 기여하고 있다. 이 논문은 진자의 왕복 운동을 물리적으로 다루면서 수학 도형을 생성하는 하모노그래프 장치를 만들고 아두이노 키트를 사용하여 향상시키는 중학생들의 사사과정 프로젝트를 소개한다. 그리고 과학(S), 테크놀로지(T), 공학(E), 수학적 접근(M)과의 관련성을 다루고 키네틱 예술 작품으로 발전할 수 있는 가능성을 탐구한다.