• Journal of the Korean earth science society
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• v.27 no.1
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• pp.6-14
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• 2006

The study investigates mental models of scientifically gifted, middle school students when it comes to tides. This was done by analyzing facet of conceptual types for two contexts. We carried out two performance tasks of tide with different context. A large number of students showed different conceptual types by context. As a result of analyzing facet of conceptual types by context, there was a slight difference in content-specific facet, but a remarkable one in strategic facet. We classified four mental models about tide by configuring facets of conceptual types: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. The Tide model is scientifically accepted model, but Force model and Phase model are incorrect models, and Hybrid model is mixed model. In cases of Force model and Phase model, conceptual types concur with each other, but these types of students comprehend tides as a result of joined forces of Moon & Sun and phase change of Moon, respectively. Arranging low mental models in proportional order, Tide model (45.0%), Hybrid model (30.0%), Force model (12.5%), and Phase model (7.5%).

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.528-538
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• 2011

In this study, we investigated the thinking processes of 7th grade science-gifted students in designing application experiments and analyzed their performance levels in the categorized processes. The analyses of the results revealed that they considered 'setting a problem situation,' 'deciding a strategy,' 'identifying the assumptions,' 'defining the measurements,' and 'validating the assumptions' in the processes of designing experiments. However, their performance levels of the categorized processes were found to be rather low. It was especially insufficient in setting the situations concretely appropriated to solve the problems and checking their own thinking critically by proper criteria. Therefore, we suggested a potential learning strategy for designing experiments such as replacing difficult and abstract situations to concrete and familiar situations. These results may offer some implications in developing an education program for science-gifted students to foster creativity by emphasizing scientific thinking skills such as experiment design ability.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.495-498
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• 2009

In this paper, we tried to identify implications of selecting gifted of information science & followed educational system via analyzing each of student's characteristics in each subjects they study within Science Education Institute for the Gifted. A study of the existing institutions do not have experience of the gifted students based on assessment through observation of the 1-year science, mathematics and information science education in the List of attribute analysis. Learners of Information Science became with analysis that Attitude Category was superior in mathematics to the subject of science and Problem Solving Category regardless of the subjects showed similar. As to, Attitude Category, Problem Solving Category and Mathematics Cognition Category was analyzed to be closed and we could confirm through the qualitative observation record. On this, the researcher concluded that the mathematics could know the effect fitness by a learner rather than the subject of science as to an attitude and problem resolution area.

• School Mathematics
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• v.18 no.1
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• pp.43-59
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• 2016

The purpose of this qualitative case study is to investigate differences among two gifted middle school students emerging through the process of algebra word problem solving from the covariational perspective. We collected the data from four middle school students participating in the mentorship program for gifted students of mathematics and found out differences between Junghee and Donghee in solving problems involving varying rates of change. This study focuses on their actions to solve and to generalize the problems situations involving constant and varying rates of change. The results indicate that their covariational reasoning played a significant role in their algebra word problem solving.

• School Mathematics
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• v.17 no.1
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• pp.47-63
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• 2015

In this study, we will develope and apply the education program for mathematical creativity, with the open-ended problems about development figure. The purpose of this study is to categorize the elements of the mathematical creativity in consideration of the real class, and is to design a education program that reflects this. To do this, from 2006 through 2014, by targeting 205 gifted students in the sixth grade until eighth grade of Busan, Gyeongnam, Gyeongbuk were carried out in class. Also in this study, we will examine the process and the results of its application. As a result, students' outcomes and behavioral reactions brought about a qualitative development of the program, and students became aware of the participants in the development of the program. These results suggest the aim of developing a education program for mathematical creativity, as well as the effectiveness of this education program.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.335-352
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• 2005

In this paper, we consider a center of gravity of convex polygon which could be an enriched topic for the gifted in mathematics(7th grades) and suggested a case that the gifted experienced a center of gravity. Based on properties of Archimedes' center of mass, we define it as a point which make a polygon be in counterpoised with its area and explain how to find that point through using integral calculus or internal division. Then we consider that the gifted would experience various kinds of mathematical thinking and apply diverse ways of problem solving 3s searching for this topic. As this research, the teacher would be able to conduct the gifted with penetration into center of gravity and to let them participate in advanced learning courses which value ma-thematical thinking while they undergo similar experiences such as mathematicians.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.821-840
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• 2013

Definition of geometric figure in middle school geometry seems to mere meaning of the term which could be perceived visually through its shape. However, Much research reported the low achievements of definitions of basic geometric figures. It suggested the limitation of instrumental understanding. In this research, I guided gifted middle school students to reinvent definitions of basic geometric figure by the deductive organization of its properties as Freudenthal pointed. These students understood relationally about why some geometric figure can be defined this way and how it could be defined equally via other properties. This analysis of reinventing of definitions will be a stepping stone to reflect on the pedagogical problems in teaching geometry and to search the new alternatives.