• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.779-800
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• 2012

This study is to understand gifted students' suicidal ideation and its related variables among gifted students. For this, this study explores the relationship between maladaptive perfectionism of gifted students and suicidal ideation, confirming mediating effects of depression and academic stress. For the study 320 middle school students who were identified as the gifted at a gifted education center affiliated with the university. The results are summarized as follows. First, the fit of measurement model was found to be ${\chi}^2$=228.571(df=110, p=.000), CFI=.972, TLI=.966, RMSEA=.058, indicating most of fit indexes were acceptable. Second, suicidal ideation was found a significant positive relationship with maladaptive perfectionism, depression, academic stress. Third, as a result of examining path coefficient, it was found to be influenced significantly by all of the path from maladaptive perfectionism to depression and academic stress, the path from depression to suicidal ideation, the path from academic stress to suicidal ideation. However, the path from maladaptive perfectionism to suicidal ideation was found to be statistically insignificant. Fourth, the result showed that depression and academic stress worked as complete mediators between maladaptive perfectionism and suicidal ideation. These findings give useful information about affective aspects of gifted adolescents in hard circumstances. The results of the study will be helpful in devising consultation and educational programs for the gifted who are in danger of suicide.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.45-68
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• 2003

The purpose of this research is to find out the usefulness of the Mentorship program for gifted science students. The usability has been proved by the results from a survey of a group of mentorship education students. Among those surveyed some are the students a gifted science education institute in university. Students have improved their own study ability, creative problem solving ability by performing the experiment planning on their own, and presented their papers through Mentorship program, and it is possibly observed that they have their own dignity as scientist by performing the actual science activities. Also, with the result of the survey, the effectiveness of the Mentorship program is very positive onto the students. Mentorship program is one of the educational method to widen the students' experience chances, and the depth of thought, and improve the scientific ability and creative problem solving ability.

• 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 Korean Elementary Science Education
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• v.43 no.2
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• pp.252-268
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• 2024

This study developed a field trip program called "Planning a science exhibition" and explored elementary science-gifted students' perceptions of the program and learning experiences influencing them. To this end, 56 elementary science-gifted students in grades 4-6 from in an university-affiliated science-gifted education institute in metropolitan area were selected to participate in the field trip program. After the program, the students answered a survey regarding their perceptions of the program. Additionally, 19 students were selected for group interviews to further explore their survey responses. Results showed that many elementary science-gifted students perceived the program positively in various cognitive and affective aspects. Some students also pointed out certain limitations of the program. Five interconnected learning experiences were identified as influencing the students' perceptions: "experiences fostering creativity", "non-residential camp-type project-based learning experiences", "self-directed learning experiences", "experiences utilizing digital devices", and "collaborative experiences". Educational implications regarding these results were discussed.

• Journal of Information Processing Systems
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• v.15 no.2
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• pp.320-330
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• 2019

This study analyzed changes in sociality and democratic-citizenship among elementary school students in the information class and the science class at the Science Education Institute for the Gifted, who were divided into an experimental group and a control group. The experimental group engaged in the Learning Together (LT) cooperative form of learning for which the remix function of Scratch, an educational programming language, was applied, while the control group was given general instructor-led lessons. Members in the experimental group were able to modify processes during projects through the usage of the remix function, thereby actively participating in the projects and eventually generating team-based results. The post-class t-tests showed a greater degree of improvements in sociality and democratic citizenship for the experimental group that was offered the remix-function-based cooperative learning than the control group. Statistically significant differences were present between two groups particularly in "cooperative spirit" sub-domain of sociality and the "community" and "responsibility" sub-domains of democratic citizenship.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.10a
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• pp.491-495
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• 2008

The purpose of this study is to analyze the characteristics of IT gifted middle school students. The researcher analyzed the observational assessments of 16 gifted noddle school students through 19 education programs conducted from During the latest 3 years at the Science Gifted Children Education Center. The researcher hypothesized that IT gifted children would be outstanding in computer skills and information processing abilities. But they were not much different from gifted children in the other areas. Therefore there are two suggestions resulted from the study. First, it might not be meaningful to sub-categorize the subjects because of their developmental stages. The tenth grade students observed in this study were in their formal operational period by Piaget. Therefore, it would be desirable to teach them integrated areas rather than separated areas. Second, gifted children could be excellent in most areas. Due to their curiosity, task tenacity, and intellectual abilities, they could show excellence in any areas. Therefore, it is important to elaborate the educational programs so that the gifted children can develop their abilities in each areas.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.99-122
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• 2007

The purpose of this study is to examine the characteristics of a respectful scientist from the perspective of the science gifted students and their recognition on the event of Dr. Hwang, Woo Seok and its effects on their future goal decision. The participants of this study are 19(11 males, 8 females) second grade of junior high school students, chemistry department of S Science-gifted Education Center, and 44(32 males, 12 females) first and second grade of J Science high school students. The questionnaire was developed and both quantitatively and qualitatively analyzed. The result showed the characteristics of a scientist the students respect were varied by school level and the sex. For the event of Dr. Hwang, Woo Seok, 47.6% students recognized that he must be banished from the science field and 36.5% students showed sympathy for Dr. Hwang, Woo Seok. It was said that most science gifted students realized the importance of honesty through this event. Most science gifted students were recognized the necessity of moral education in science gifted education.

• 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.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.87-120
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• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.