• Title/Summary/Keyword: Gifted and General Students

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The Effect of Environmental Education Program Focused the Communication on the Exhibits at the Ecological Museum with Gifted Students (생태 박물관 전시물과의 커뮤니케이션을 강조한 환경교육 프로그램이 영재학생들에게 미치는 효과)

  • Lee, Yong-Seob;Kim, Soon-Shik
    • Journal of Environmental Science International
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    • v.19 no.10
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    • pp.1283-1291
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    • 2010
  • In this study, we developed the environmental education program focused on the communication with the exhibits at the ecological museum applicable to the environmental education for gifted students. For this study, we chose 60 gifted students attending U Institute of Education for the gifted, and classified these students into two groups, then applied newly developed program to the 30 experimental group students, and applied general environmental education program to the 30 comparative group students. Below are the study results: First, the environmental education program focused on the communication with the exhibits at the ecological museum was much effective in increasing environmental sensitivity of gifted students as compared to the general environmental education program. Second, the environmental education program focused on the communication with the exhibits at the ecological museum was much more effective in increasing the willingness to environmental act for gifted students as compared to the general environmental education program Third, the satisfaction of the gifted students about the environmental education program focused on the communication with the exhibits at the ecological museum was higher than the general environmental education program.

The Relationship Between Multiple Intelligences and Social Adaptability of Gifted and General Students in Elementary School (초등영재와 일반학생의 다중지능과 사회적 적응행동과의 관계연구)

  • Jin, Jeong-Hwan;Lee, Seok-Hee
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.24-33
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    • 2014
  • The purpose of this study was to determine the discrete intelligences from multiple intelligence affecting the social adaptive behavior, help to understand their relation and draw educational implications to be used in supporting gifted students who have social and emotional difficulties by comparing and analyzing the relation between multiple intelligence and social adaptive behavior of gifted and general elementary students. The conclusions of this study are as follows. First, the levels of both multiple intelligence and social adaptive behavior were significantly higher in gifted elementary students compared to general ones on all sub-factores, indicating that the gifted elementary students are more adaptive in such constructs as self-efficacy, self-esteem, communicative skill, school life and interpersonal skill compared to general ones. Second, the association between multiple intelligence and social adaptive behavior was statistically significant both in gifted and general elementary students, indicating that the two constructs have close relation with each other. Third, for the gifted elementary students, the logical-mathematical and interpersonal intelligences had explanatory powers for self-efficacy, self-esteem, communicative skill, adaptation in school life, interpersonal skill while, for the general ones, intra- and inter-personal intelligences had explanatory powers for most domains of social adaptive behaviors, indicating that development of intelligences affecting the social adaptive behavior many have positive effects on social and emotional development of both gifted and general elementary students.

Comparison of Cognitive Development, and Logical Thinking Formation Levels between Elementary Gifted Students and General Students (초등 영재와 일반 학생의 인지발달 및 논리적 사고력 형성 수준 비교)

  • Lee, Chong-Sup;Yoo, Mi-Hyun
    • Journal of Gifted/Talented Education
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    • v.23 no.3
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    • pp.335-354
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    • 2013
  • The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

A Study on the Relationship between the Parents' Learning Involvement and Children's Intellectual Curiosity and Scientific Creativity of the Gifted Elementary Students of Science and General Students (초등과학영재아동과 일반 아동 부모의 학습관여와 지적호기심 및 과학창의성의 관계 연구)

  • Oh, Jong-Seok;Lee, Hyeong-Cheol;Yoo, Pyoung-Kil
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.5
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    • pp.1119-1128
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    • 2014
  • This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

Comparison of Mathematically Gifted Students and Non-gifted Students in Perception of Learning Environments and Affective Characteristics (수학영재학생들과 일반학생들의 학습관련 인식과 정의적 특성 비교)

  • Lee, Sae-Na;Yi, Seung-Hun;Han, Suk-Sil
    • Korean Journal of Child Studies
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    • v.30 no.5
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    • pp.73-85
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    • 2009
  • The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.

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The Comparison of the Gifted Students and General Students' Verbal Interactions in Cooperative Science Learning (초등학교 과학 협동학습에서 영재 학생과 일반 학생의 언어적 상호작용 비교)

  • Lim Suk-Young;Yeo Sang-Ihn;Lim Heejun
    • Journal of Korean Elementary Science Education
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    • v.24 no.5
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    • pp.595-601
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    • 2005
  • In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

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A Comparison Analysis of Intellectual Characteristics Between Science-Gifted Education Students and General Students (초등과학 영재학급 학생들과 일반 학생의 인지적 특성 비교 분석)

  • Cho, Eun-Boo;Paik, Seong-Hey
    • Journal of The Korean Association For Science Education
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    • v.26 no.3
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    • pp.307-316
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    • 2006
  • The purpose of this study was to analyze intellectual characteristics of elementary students in science-gifted education. For this, 72 science-gifted students were selected. Multiple intelligences, creativity, and the science process skills of these students were tested. To compare these traits with those of general students, 78 general students were also tested. The results of this study indicated that science-gifted students significantly surpassed general students in the areas of logical-mathematics, intra-person, and naturalist. Especially, the intelligences of logical-mathematics and intra-person were strong point of the science-gifted students. But music intelligence among the 8 intelligence was weak point. Creativity and the science process skills of the students in science-gifted education excelled those of general students. Therefore, to enhance the efficiency of the science-gifted education program in elementary school, it is necessary to consider the intellectual characteristics of the students.

Comparative Analysis of Eye Movement on Performing Biology Classification Task between the Scientifically Gifted and General Elementary Students (생물분류과정에서 과학영재학생과 일반학생의 안구운동 비교 분석)

  • Jeon, Yerum;Shin, Donghoon
    • Journal of Korean Elementary Science Education
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    • v.34 no.1
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    • pp.142-152
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    • 2015
  • The purpose of this study was to identify the differences in eye movement pattern shown in shown in classification process between the scientifically gifted and general students in elementary schools. The subjects for the research consisted of 16 gifted students in special education center for the gifted at Seoul National University of Education and 22 general students at G elementary schools. The tasks consisted of four hierarchical biology classification tasks and one non-hierarchical tasks. SMI's Eye Tracker (iView $X^{TM}$ RED) was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements. The findings of this study were twofold. First, there was a significant difference in students' fixation duration by students' academic achievement level. Gifted students spent little time on scanning details and found the features successfully. Second, the process of the classification is different by students' academic achievement. General students spent more time to gaze the salient features not relevant features. They had a difficulty to find the element to classify.

Analyzing the Structure of Science Gifted and General Middle School Students' Values of Career: Social Network Approach (중학교 과학영재학생과 일반학생들의 직업가치관 구조분석: 사회네트워크적 접근)

  • Shin, Sein;Lee, Jun-Ki;Ha, Minsu;Lee, Tae-Kyong;Jung, Young-Hee
    • Journal of Gifted/Talented Education
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    • v.25 no.2
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    • pp.195-216
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    • 2015
  • Students' perceived values of career play a core role in formation of their career motivation. In particular, science gifted students should build sound values of career in science and technology so that our society can retain the human resources for future science and technology. This study compared and analyzed the structure of science gifted and general middle school students' preferred job and values of career using semantic network analysis. Methodologically, we first collected science gifted and general middle school students' preferred careers and the reasons of the career choice using survey method. Then, we structuralize semantic networks of students' perceived values of their preferred careers using semantic network analysis. We identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. Findings revealed that science gifted students considered the creativeness as the most important value of career. Second, science gifted students considered more diverse values of career than general students. Third, science gifted students considered the self-realization such as displaying capability as a core value of career in STEM and medical science whereas general students considered the community service as a core value of the careers. This study identified the significant differences between science gifted and general middle school students' values of careers. The structures of students perceived values of careers can be used for teachers to counsel their students about students' future careers.

A Study of Gifted Students' Peer Relationship in an Elementary School's General and Gifted Classes (초등 영재학생의 영재학급과 일반학급에서의 교우관계 분석)

  • Kwon, Hyeok-Cheon;Ha, Min-Su;Chung, Duk-Ho;Lee, Jun-Ki
    • Journal of Gifted/Talented Education
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    • v.22 no.3
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    • pp.757-777
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    • 2012
  • Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.