• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.485-510
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• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of Gifted/Talented Education
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• v.8 no.2
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• pp.175-191
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• 1998

The purpose and content of Chonnam National University Center for Science Talented Education program and students' responses were described. The program was developed with the purpose of providing various learning opportunities for science talented students according to the level of their learning abilities. Students are given a variety of activities based on their potentials and interest. The program was developed in four subjects, such as mathematics, information science, science Ⅰ (physics and earth science), and science Ⅱ (biology and chemistry). Each subject consisted of simple inquiry, advanced one, and project, even though it had its own distinctions. Students were selected for each subject based on two criteria, that is, achievements in school science or mathematics (the upper 3 percent of the 8th grade students) and examination scores. Means and standard deviations for each subject were as follows: 51.8 and 13.3 for Science Ⅰ, 53.1 and 13.9 for Science Ⅱ, 36.7 and 10.7 for mathematics and 36.4 and 12.5 for information science. Thirty hours of summer classes were performed, and a survey was administered to obtain students' responses concerning difficulty, interest, teaching and content of the program. They gave relatively favourable responses in most area, but lack of time for studying was revealed in mathematics and information science. Further study in needed to get detailed and more accurate results of our program.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.96-106
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• 2022

The purpose of this study is to investigate the effect of science-centered convergence class program using realistic contents such as virtual reality and augmented reality on class satisfaction, scientific attitudes and the perception of the gifted students in middle school. After developing the convergence class program including realistic contents using smart devices, we applied it to the gifted students. We analyzed the class satisfaction, scientific attitude and perception of the gifted students through questionnaires. In addition, a survey was conducted on the pre-teachers to investigate and analyze the class satisfaction, scientific attitude of the science class program to students and the perception of science classes using realistic contents. As a result, both students and pre-teachers were positively aware of class satisfaction by science class program using realistic contents. In particular, it was positive in that the class can induce learning motivation and interest. On the other hand, it was pointed out that the low-quality App and lack of infra for smart devices were disadvantages. In addition, pre-teachers lack confidence and information about class using the realistic contents, but they recognize the need of classes using realistic contents for students and education for pre-teachers. Based on this, it obtained suggestions on the preparation of facilities and equipment in schools for future education, development of contents that can be used for convergence class, development of programs and teaching·learning materials using realistic contents, and education for pre-teachers.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.835-846
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• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.