• Journal of the Korean earth science society
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• v.25 no.8
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• pp.674-683
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• 2004

There is more than one way to conduct scientific research. In addressing the concern for educating the gifted in science towards achieving objectives of fostering their research skill, its elements need be explored and discussed by first admitting that various methodologies and features coexist in the name of scientific research. This study explores the various features of research skill presented as scientific process skills focusing on the students' experimental designing. Of course, there are several other domains included facets of research skill, such as problem finding, scientific knowledge, and self-efficacy. A Diet Cola Test (DCT) (Fowler. 1990) for digging into science process skills as an elements of research skills was administered to 705 students from 3rd to 10th grade, who enrolled the gifted education centers in Korea. Date was interpreted and analyzed based on the focus of Science education perspectives and research methods related to creative thinking and problem-based learning. But I eschew establishing and generalizing fixed constitutes of research skill from this research.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.485-491
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• 1998

In this study, the achievement of Korean biology gifted-students was compared with that of International Biology Olympiad(IBO) participants to explore international achievement level of biology and to suggest the need of teaching program for biology gifted-students. Korean thirty gifted-students were selected through test by Korean Biology Olympiad Committee. They examined theoretical test two times in January and March. 1998. Theoretical part consisted of eight domains as follows; cell biology. anatomy and physiology of plants, anatomy and physiology of animals, ethology. genetics and evolution, ecology, systematics, and microbiology. As a result, Korean biology gifted-students had lower achievement than IBO participants in eight domains. and especially much lower achievement in ethology and systematics. Though thirty Korean gifted-students were found to had much lower achievement than lBO participants, four higher rankers of them are in prospect of winning bronze medals. Thus, it is necessary to develope an appropriate teaching program for biology gifted-students with theoretical lectures and inquiry activities.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.891-898
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• 2021

The purpose of this study is to analyze the curriculum of the University-affiliated Science Gifted Education Center from 2018 to 2020 to analyze the proportion of the information area in the total class and the contents of the class, thereby confirming the trend change in the information area. After analyzing the number of hours that information education occupies in the total number of class hours, information education was classified into three categories: computer use education, SW coding education, and SW convergence education, and the curriculum was analyzed in detail. The analysis results are summarized as follows. First, the proportion of information education in total education is gradually increasing compared to 2018. Second, the proportion of computer utilization education in information education is relatively decreasing, and SW coding education and SW convergence education are expanding. Considering that the field of information education has been expanded in various forms, more systematic information education will be provided to students in the future and its usefulness will increase rapidly.

• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.1-18
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• 2004

This study attempted to survey the present status of the eight students who, 17 years from now, had participated in a special program for 170 days preparing for early entrance to the KAIST. With six students who responded to the questionnaire previously sent, the study focused on each participant's achievement at present, his evaluation on Accelerated Education, his personal opinions on early entrance to university and Gifted Science Education. From the survey, we could find out that three participants had received a doctorate and they are currently working as researchers at research center or professors at university. The other three participants are working as researchers at research center after receiving the M. S. Academic achievements vary according to each participant, but three of them, who ranked high in research achievement, had their articles published in international journals of the SCI level even when they were between 25 and 28 of age. Two of them in particular showed outstanding engineering and developing the commercial modem for IMT 2000 for the first time in Korea. One participant entered Harvard University to major in physics and afterwards studied the law in UCLA. He is now a professor in the law department. Concerning the evaluations on Accelerated Education and early entrance system, four participants answered positively while two participants expressed negative attitudes. When asked their opinions on the Gifted Education in Korea, such problems were pointed out as too much pressure of entering the first-class universities, the tendency to avoid choosing science-related major at universities, the lack of education system that encourages creative thinking, etc. It is necessary that the accelerated education play an important role to maximize their hidden potentials. It remains to be seen in what places these six participants will find themselves and of what ideas they will come up within the next 17 years. It will be worthwhile to wait until then for another survey.

• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.343-354
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• 2012

The purpose of this research was to compare the concentration variation between the sport talented children who have been applied with a sport program and the ordinary children who did not. The experiment group was composed of 59(male:32, female:27) sport talented children who were selected from the center of Busan University sport talent in April 2010. The control group was made up of 148 students who participated in 3 elementary schools located in Busan. Among these ordinary students 80 participants were finally used, as some of the students were excluded who were playing as athlete or studying in Science gifted program, FAIR concentration test sheet was used for this study, which was reformed for Korean version by Oh(2002). Covariance analysis was applied for using SAS 9.1 package, and the following conclusions were drawn. First, both the sport talented group and ordinary group of FAIR concentration's 3 subfactors were improved significantly after 8 months. Second, no difference between the sport talent group and ordinary group were found in the variations of post test of concentration's 3 subfactors. Especially there was no difference among groups in oneway-ANOVA using data of post test.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.123-143
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• 2007

In this study, intelligence and creativity of students selected for the mentorship program at the Science-gifted Education Center were tested and those levels were related to the examination for the mentorship program. Diverse psychometric tests(WAIS, RAPM, TTCT-verbal, TTCT-figural) were administered to the students in both courses(biology course: n=19, physics course: n=21) at the Science-gifted Education Center. Students selected for the mentorship program had high intelligence scores(WAIS IQ>98%). On the other hand, their creativity scores were not as high as their intelligence scores. In the correlation analysis between those scores and examinations for the mentorship program, examination for the biology program was correlated with WAIS and TTCT-verbal, whereas that for the physics program was correlated with RAPM. These results show that students for the mentorship program have higher score in intelligence than in creativity and the examination for the mentorship program tests mainly intelligence. Thus, educational effort should include an emphasis on the assessment of creativity.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.63-80
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• 2014

The open inquiry is one of the representative learning approaches for gifted students. However, a gifted student should develop various complicated competencies to succeed in the open inquiry because of its complexity. This study develops a question list in accordance with each stage of inquiry so that the list could provide scaffolding in the process of open inquiry and students develop near-professional competencies and produce distinguished outcomes. For the purpose, we have reviewed various literatures related to research methodologies, academic writings, and learning of inquiry. Based on the review, we identified the open inquiry as cognitive, metacognitive, and sociocultural processes and set up the direction of the development of the question list. We also have elaborated the goals of the open inquiry, provided a model of the stage of inquiry, and developed the guiding question list belonging to each stage. As a discussion, we provided several noteworthy issues in the situation of when the list is used in the teaching of the open inquiry for the gifted.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.653-675
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• 2016

This study investigated when and how science gifted students decide their career planning. We used semi-structured survey and additional interviews from the students of Science High School in Daejeon area. We found 39.1% of science gifted students in 10th grade formed their career planning from their middle school periods. They had comparatively high levels of parenting support. The students chose their career fields based on their interests and aptitudes. However, some students were able to try and never give up with self confidence even when they had low scores, and teacher's reinforcements influenced positively. 71.3% of students thought that the grades take up the achievement of career development. Besides, the career programs which had specific purposes and directions were very effective by 33.3%~64.4%. Otherwise the effects were low as 2.3%~18.4%. Especially, R&E research programs didn't effect on students' career development and some students even frustrated with research. Based on the results, we need to reflect current career education and develop worthwhile career development programs for the science gifted students.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.45-51
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• 2019

In this paper, virtual reality programming modules were developed for software education advanced courses in elementary and middle schools. And the effectiveness of the developed module was also analyzed. As the result, virtual reality programming module developed in this study was proven to be suitable for software education advanced courses required after basic coding in elementary and middle school. In particular, it is expected that it will be very helpful for the information gifted education program which is carried out in 2,920 gifted education institutions nationwide. Also, it is expected that it will be suitable for STEM education.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.