• Title/Summary/Keyword: Characteristics of gifted students

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The Analysis on Mathematically Gifted Students' Activities Constructing Definition of a Regular Polyhedron (수학영재 학생들의 정다면체 정의 구성 활동 분석)

  • Ko, Eun-Sung;Lee, Kyung-Hwa;Song, Sang-Hun
    • Journal of Gifted/Talented Education
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    • v.18 no.1
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    • pp.53-77
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    • 2008
  • This study was conducted with the focus on the process of constructing 3 definition and produced definitions as well as gifted students' conceptions of a mathematical definition In the study, the students made five types of regular polyhedrons (section1), observed them and stated their characteristics (section2) and then constructed a definition of regular polyhedrons based on their observations (section3). We divided students into two groups by analyzing students' definitions. One group made definitions that were consist with a mathematical definition of regular polyhedrons, the other one made definitions that were not. We checked if they fulfilled requirements for a mathematical definition. Researchers sought to gain various suggestions through the analysis of the observations and definition laid down by the students and through the characteristics shown by the students in the process of defining the concept.

Analysis of the Differences in Perception about Scientists between Science Class and Convergence Class Applicants in Gifted Science Education Center (과학영재교육원의 과학반과 융합반에 지원한 학생들의 과학자에 대한 인식 차이 분석)

  • Park, Seon-Ok;Lim, Hyo-Sun;Chung, Duk-Ho
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.1019-1034
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    • 2013
  • The purpose of this study is to investigate the characteristics of convergence gifted students through the their perception of the differences about scientists between Science class and Convergence class in gifted science education center. Consequently, this article reports that there are differences in the perception about scientists was distinction between applicants of Convergence and Science class. Science class applicants mainly recognized scientists as pure scientists, but Convergence class applicants recognized scientist were including mathematician, artist, architect, etc. Also Convergence class applicants thought that affective domain including 'effort', 'patience', 'interest' was more important that Science class applicants. On the other hand, when they described the scientists, Science class applicants knew their achievements as scientists more specifically than Convergence class. And to conclude, the characteristics were different between Convergence and Science class applicants in gifted science education center. Based on the result of this study, this paper suggests the following: Firstly, conceptual study is urgent about convergence gifted students in their definition and characteristics. Secondly, information regarding the criteria to select student for convergence class in gifted science education center. Finally, when teaching convergence gifted students, attention should be paid to their characteristics such affective domain.

Characteristics of Algebraic Thinking and its Errors by Mathematically Gifted Students (수학영재의 대수적 사고의 특징과 오류 유형)

  • Kim, Kyung Eun;Seo, Hae Ae;Kim, Dong Hwa
    • Journal of Gifted/Talented Education
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    • v.26 no.1
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    • pp.211-230
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    • 2016
  • The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.

The Effect of Astronomical Field on Elementary Science Gifted Students on Spatial Perception Ability and Task Commitment (초등과학영재 학생들의 천문분야 수업이 공간지각능력 및 과제집착력에 미치는 효과)

  • Lee, Yong-Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.15 no.2
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    • pp.263-272
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    • 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.

Elementary Students' Modification of Their Scientific Explanations based on the Evidences in Water Rising in Burning Candle Inquiry (초등학생의 증거에 기반한 과학적 설명의 수정 과정 고찰)

  • Lim, Heejun
    • Journal of Korean Elementary Science Education
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    • v.34 no.3
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    • pp.346-356
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    • 2015
  • The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.

The Characteristics of Observing and Inferring of Elementary Gifted Students in Inquiry Activities of the Strata (지층에 대한 탐구 활동에서 초등영재 학생들의 관찰 및 추리 특성)

  • Moon, Byoung-Chan;Lee, Gyoung-Hak;Kim, Hai-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.28 no.4
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    • pp.476-486
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    • 2009
  • The purpose of this study was to investigate elementary gifted students' characteristics of observing and inferring in the inquiry activities. For this study, 40 students of the 4th and 5th grades participated in inquiry activities where the strata were developed well, Haenam Uhangri province. And we analyzed the outcomes of students' inquiry activities. The results are as follows. First, 119 units as observing results were obtained, but most of them showed that they were not focused on the portion of stratus, but that they were implicated in whole stratus as observing object. Second, 90 units were collected with reasoning results, but 4 units of them were wrong in constructing of inferring. Based on outcomes of students' inferring, elementary students preferred to apply deductive inferring method rather than use abductive inferring. Third, only 39 of 119 units acquired from observing were used for constructing inferring and 80 which were discovered from observing activities were discarded without applying of inquiry activities. Fourth, about 42% of students' inferring results were in accord with them of the geologists. But 58% views which didn't agree with geologists showed that they were applied to misconceptions among constructing inferring.

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Development and application of teaching - learning materials for mathematically gifted students by using Fermat Point - ('페르마 점'을 활용한 중학교 수학 영재 교수·학습 자료 개발 및 적용)

  • Yoon, Joon-Ho;Yun, Jong-Gug
    • Communications of Mathematical Education
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    • v.30 no.3
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    • pp.335-351
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    • 2016
  • The purpose of this study is to develop Project-Based Teaching-Learning materials for mathematically gifted students using a Fermat Point and apply the developed educational materials to practical classes, analyze, revise and correct them in order to make the materials be used in the field. I reached the conclusions as follows. First, Fermat Point is a good learning materials for mathematically gifted students. Second, when the students first meet the challenge of solving a problem, they observed, analyzed and speculated it with their prior knowledge. Third, students thought deductively and analogically in the process of drawing a conclusion based on observation. Fourth, students thought critically in the process of refuting the speculation. From the result of this study, the following suggestions can be supported. First, it is necessary to develop Teaching-Learning materials sustainedly for mathematically gifted students. Second, there needs a valuation criteria to analyze how learning materials were contributed to increase the mathematical ability. Third, there needs a follow up study about what characteristics of gifted students appeared.

A Comparative analysis on learning tendency & social characteristics and science camp participation attitude of the global science talented and the science gifted children (다문화 과학인재와 과학영재의 학습 경향성 및 사회적 특성과 과학캠프 참여 태도 비교)

  • Lee, Suk-Young;Kwon, Chi-Soon
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.3
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    • pp.235-244
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    • 2012
  • This study examined the learning tendency & social characteristics and the science camp participation attitude of the global science talented and the science gifted c. The survey was carried out on children who are taking part in Global Bridge project group and in Science Education Institute for the gifted S National University of education. The results of this study were as follows. First, the science gifted children was more superior to the global science talented, when it comes to task commitment and fluency, creativity, enthusiasm for learning on the learning tendency. Second, the science gifted children have much more sociality than the global science talented in the sense of social characteristics. The global science talented showed lack of interpersonal relationship & confidence for human relationship. Third, both parties were positive in terms of attitude which participating science camp. It was proved that science camp made a positive affect on both groups in several senses such as improving awareness & attitude of science activity and enhancing sociality. As a result, unlike ordinary program for the science gifted children, one for the global science talented in global bridge project is highly demanded that it should be considered the characteristics of the multi-cultural students. Moreover, it might be considered that educational circumstance would be needed, under which it is able to stimulates students' scientific curiosity throughout launching science hands-on program, such as systemized science camp etc.

Correlation between Gifted and Regular Students in Mathematical Problem Posing and Mathematical Creativity Ability (수학 영재학생과 일반학생의 수학 창의성과 문제설정과의 상관 연구)

  • Lee, Kang-Sup;Hwang, Dong-Jou
    • The Mathematical Education
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    • v.46 no.4
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    • pp.503-519
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    • 2007
  • In this study, the instrument of mathematical problem posing ability and mathematical creativity ability tests were considered, and the differences between gifted and regular students in the ability were investigated by the test. The instrument consists of each 10 items and 5 items, and verified its quality due to reliability, validity and discrimination. Participants were 218 regular and 100 gifted students from seventh grade. As a result, not only problem solving but also mathematical creativity and problem posing could be the characteristics of the giftedness.

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The Domestic Research Trend Related to Science Education for the Gifted (과학영재교육 관련 국내 연구 동향)

  • Kang, Kyung-Hee
    • Journal of The Korean Association For Science Education
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    • v.30 no.1
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    • pp.54-67
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    • 2010
  • The purpose of this study was to investigate research trends in the area of science education for the gifted through the analysis of articles published from 1999 to 2009. The articles were analyzed by subjects, topics and study method. In the analysis according to year, we discovered that the number of articles has increased since 2005. Most research subjects were middle school students. Other research subjects included elementary and high school students. The first topic that was researched in general was the characteristics of the scientifically gifted. The second topic was the curriculum and program of science education for the gifted. It was also found that the method most employed was surveys, followed by experimental study.