• Journal of the Korean Chemical Society
• /
• v.58 no.3
• /
• pp.324-337
• /
• 2014

This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for science-gifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experiment-centered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.

• Journal of Gifted/Talented Education
• /
• v.22 no.4
• /
• pp.893-916
• /
• 2012

This research investigates gifted students' mothers' rearing stress based on the concept mapping method. For this, 12 gifted students' mothers solicited, gathered and analyzed related statements, and then did multidimensional scaling and hierarchical cluster analysis. The stress value was .273 which was appropriate for the two level concept mapping study. In addition 101 mothers of gifted students rated for the rearing stresses they experience. Results were as follows. First, 79 concrete statements were solicited and as a result of concept mapping were categorized as 'burden and conflict as mothers of the gifted', 'possible negative characteristics due to the giftedness', and 'self-esteem and pressure by the title of the gifted'. Especially following items showed relatively high average: worrying about how to give the child a specific help for his/her career(M=4.65); worrying that she might be intervening too much in their child's behaviors(M=4.60); getting pressured supporting the child to get involved in the gifted education system continually(M=4.46); worrying if her child is not developing his/her talent enough due to the lack of time and money(M=4.44); being concerned that her high expectations might be putting her child under too much pressure (M=4.43). Implications of the study related to gifted education practices were discussed.

• The Mathematical Education
• /
• v.51 no.4
• /
• pp.351-375
• /
• 2012

This research is a case study of the changes of students's problem solving ability and affective characteristics when we apply to general students MG-CPS model which is creative problem solving model for gifted students. MG-CPS model which was developed by Kim and Lee(2008) is a problem solving model with 7-steps. For this study, we selected 7 first grade students from girl's high school in Seoul. They consisted of three high level students, two middle level students, and two low level students and then we applied MG-CPS model to these 7 students for 5 weeks. From the study results, we found that most students's describing ability in problem understanding and problem solving process were improved. Also we observed that high level students had improvements in overall problem solving ability, middle level students in problem understanding ability and guideline planning ability, and that low level students had improvements in the problem understanding ability. In affective characteristics, there were no significant changes in high and middle level classes but in low level class students showed some progress in all 6 factors of affective characteristics. In particular, we knew that the cause of such positive changes comes from the effects of information collection step and presenting step of MG-CPS model.

• Journal of Gifted/Talented Education
• /
• v.19 no.3
• /
• pp.503-527
• /
• 2009

The purpose of this research is to compare and analyze differences in modern 'Hyo' concepts and behaviors between the gifted and the general students of the elementary school. In this study, two groups(the gifted and the general students of the elementary school) were compared, in grade, birth-order, family members, education and religion factors in family, to seek for a better way to teach the Korean gifted students. The results are, as follows. First, the gifted had higher 'Hyo' concepts than the general students, because developments of the gifted in the field of intellect, emotion and will are faster than the general. The gifted had many interests in values and moral decisions. There are no meaningful differences between boys and girls in the gifted group. But in the general group, girls have higher 'Hyo' concepts than boys. This is because girls emotional developments are faster than boys. Second, in the gifted group, 5th graders have higher 'Hyo' concepts than 6th graders. On the other hand, in the general group, there are no meaningful differences between 5th graders and 6th graders. Third, there were no differences between the groups(gifted/general) by birth-order, family members and having religions or not. However, the comparison between nuclear families and large families shows that Korean traditional ethics - 'Hyo' is still in existence as a basic concept in the family, in spite of the changing family size and unit. In addition, in the family with a religion, the' Hyo' concept is revealed stronger than the other group. This is caused by the power of commanding love and affection which are emphasized through religions. From the results of this research, the gifted students of the elementary school have high consciousness concerning 'Hyo' concepts and behaviors. It is very essential for them to improve their 'Hyo' concepts until adulthood. Therefore, teachers and parents should pay more attention to help them improve their senses of Korean traditional morality - 'Hyo'.

• The Mathematical Education
• /
• v.50 no.4
• /
• pp.429-440
• /
• 2011

This paper analysed gifted middle students' conception of the definitions of point and line and the uses of definitions in proving. The findings of this paper suggest that the concept of mathematical definitions is very unnatural to students, therefore teachers and textbooks need to explain explicitly the characteristics of mathematical definitions which are different from dictionary definitions using common sense. Also introducing undefined terms in middle school geometry would give students a critical chance to deal with the transition from dictionary definitions to mathematical definitions.

• Journal of Gifted/Talented Education
• /
• v.22 no.3
• /
• pp.729-755
• /
• 2012

As an effort to understand alienated gifted students, we investigated learning characteristics and learning tactics of a scientifically gifted student with economic difficulty and physical disadvantage. The student we studied is attending the Saturday Physics Class which is an after school science activity offered by our university. We adopted techniques of qualitative case study. Participant observation was carried out at the field and the interview was done with the participant, his mother, and his teacher of 5th grade. Field documents and self-reports were used to understand the student synthetically. As a result, learning characteristics of the participant could be summarized as a spontaneous learning which originated from the internal motivation and struggle for learning to overcome the sense of inferiority and isolation from the peers. The participant adopted a strategic method for learning to satisfy his learning desire given the circumstance of socioeconomic and physical disadvantage: the three tactics we found were various learning routes, meta-cognitive ability and fervent response.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.141-162
• /
• 2009

The purpose of this study was to find out the learner's characteristics of students of Korea Science Academy by comparing general high school students and science high school students to Korea Science Academy students in terms of scientific attitude, learning styles, preferred teaching style, and learning environment, and to find out the differences of the learner's characteristics by gnender and school number, and to establish teaching strategies based on the findings. First, scientific attitude level of Korea Science Academy students was similar with science high school students and was high level comparing with general high students. Second, for learning style, the students of Korea Science Academy had many independent, collaborative and participatory types, Third, for the prefered science teaching style, the students of Korea Science Academy had high demands for diversification and thinking at higher levels girl students had open-mindedness and cooperation and voluntariness of higher level in scientific attitude, had more independent types in leraning style, and had higher preference of teacher's support, subject convergence and permissive atmosphere than boy students. there were no difference of student's characteristics and preferences by school number. Based on the findings, we proposed 4 teaching strategies.

• Journal of Korean Elementary Science Education
• /
• v.42 no.3
• /
• pp.421-433
• /
• 2023

This study examined the reasoning of gifted elementary science students in a socioscientific issues (SSI) classroom discussion on COVID-19-related trash disposal challenges. This study aimed to understand the characteristics of evidence use and decision-making difficulties in each type of SSI-related reasoning. To this end, the transcripts of 17 gifted students of elementary science discussing SSIs in a classroom were analyzed within the framework of informal reasoning. The analysis framework was categorized into three types according to the primary influence involved in reasoning: rational, emotional, and intuitive. The analysis showed that students exhibited four categories of evidence use in SSI reasoning. First, in the rational reasoning category, students deemed and recorded scientific knowledge, numbers, and statistics as objective evidence. However, students who experienced difficulty in investigating such scientific data were less likely to have factored them in subsequent decisions. Second, in the emotional reasoning category, students' solutions varied considerably depending on the perspective they empathized with and reasoned from. Differences in their views led to conflicting perspectives on SSIs and consequent disagreement. Third, in the intuitive reasoning category, students disagreed with the opinions of their peers but did not explain their positions precisely. Intuitive reasoning also created challenges as students avoided problem-solving in the discussion and did not critically examine their opinions. Fourth, a mixed category of reasoning emerged: intuition combined with rationality or emotion. When combined with emotion, intuitive reasoning was characterized by deep empathy arising from personal experience, and when combined with rationality, the result was only an impulsive reaction. These findings indicate that research on student understanding and faculty knowledge of SSIs discussed in classrooms should consider the difficulties in informal reasoning and decision-making.

• Journal of Gifted/Talented Education
• /
• v.23 no.2
• /
• pp.161-175
• /
• 2013

The purpose of this study is to investigate the differences of perception on giftedness between homeroom teachers and teachers of the gifted. The data was collected from 13 homeroom teachers and 8 teachers of gifted students. It was analyzed using recommendation letters, and shorthand notes about giftedness. The results of the study were as follows: most homeroom teachers used awards, learning attitude, presentation of self and school achievements for defined giftedness and preferred an exemplary student with task commitment but often overlooked motivation. The teachers of the gifted preferred motivation and self-satisfaction but not other social and affective characteristics. Also homeroom teachers thought that education condition is important, while the teachers of the gifted believed it was not an all important element. These differences will hurt the credibility in the selection or gifted students because homeroom teachers and teachers of the gifted use different words and expressions in their assessments of the same students. Therefore, I believe more needs to be done to encourage homeroom teachers to better understand gifted children through training programs.

• Journal of Science Education
• /
• v.36 no.1
• /
• pp.94-105
• /
• 2012

The purposes of this study is to identify the professional knowledge of the three elementary teachers for science-gifted students in teaching method. All teachers have received in-service program in gifted education, and have been recommended by their colleagues. Two teachers have instructed the gifted for more than five years, one teacher have instructed the gifted for one year and the general students for eleven years. For for this study, each teacher's lesson plans were collected, videotapes were recorded during lessons, and in-depth interview for each participant were conducted. All recoded data were transcribed and analyzed. Some unique characteristics of teaching method for the gifted were identified from the class instruction of participants. They had knowledge of teaching model for the gifted, especially Renzulli's three pod enrichment model. And they mainly used the materials developed by KEDI for the gifted. Also they had capability to be able to reconstruct them, but their lesson plans did not be realized well in their class. Some implications from findings of this study were suggested, such as teaching methods to improve the quality in the classes of the gifted in science.