• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.885-905
• /
• 2011

The purpose of this study is to examine creativity styles of elementary science gifted students through the Torrance Tests of Creative Thinking (TTCT). For this study, the TTCT-Figural Form A was used, with data form 206 elementary science gifted students, which included 56 urban students, 115 suburban students, and 35 rural students. Confirmatory factor analyses were conducted to examine a two-factor model of creativity styles based on Kim's (2006). Level of creativity was analyzed on the basis of the creativity styles and the numbers of creativity styles were analyzed according to region, grade, and gender. The results are as follows: Factor innovative was loaded by fluency and originality; factor adaptive loaded by elaboration, abstractness of titles, and creative strength; and both factor innovative and factor adaptive loaded by resistance to premature closure. The percentage of adaptive styles is higher than the innovative styles. Urban had more adaptors than rural. There were more adaptors in 6th grade than 5th grade. Gifted female adaptors had significantly higher creative potential than gifted male adaptors and gifted female innovators also showed higher creative potential than gifted male innovators. Creativity styles can give more information about individuals' strengths and weakness so that do an important role in understanding characteristics of gifted students.

• Journal of Korean Elementary Science Education
• /
• v.39 no.3
• /
• pp.382-398
• /
• 2020

This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.

• Journal of Gifted/Talented Education
• /
• v.3_4 no.1
• /
• pp.158-166
• /
• 1994

The nature of the classroom environment is an important variable to understand when fostering creativity for elementary children. Studies of the classroom climate, structure or interaction commonly depend on behavioral observations or reports from the teacher or other adult-observer. Recent studies have used self-report instruments completed by students regarding their perceptions of various aspects of their class (see Fraser, 1991). The purpose of this study was to determine the developmental differences in the ratings of classroom environment between Korean students who are gifted and their American peers. The My Class Inventory was administered to 141 elementary students in grades three, four, and five. There were 65 Korean students and 76 American students who were identified as gifted by their schools. Reliability coefficients were calculated for all scales (satisfaction = .68: friction, .67; competition = .57; cohesion = .73; difficulty = .22). Results of a multivariate analysis illustrated significant differences between students from Korea and students from America on the MCI. Univariate analysis of variance of cultural group by grade level were conducted for four of the five scales. Significant differences were found by country for the cohesion scale and by country at grade levels for the satisfaction scale. American children expressed greater satisfaction than their Korean counterparts at all grade level, but particularly at grade five. Implications for further research are discussed.

• Journal of Gifted/Talented Education
• /
• v.22 no.3
• /
• pp.703-728
• /
• 2012

The purpose of this study was exploring instructive methods to make each gifted child's ability develop as more by selecting the dynamic method instead of existing static method in teaching and evaluating science-gifted students in elementary school and by analyzing conceptual change of electric circuit. In this research, 11 science-gifted students in primary school were chosen, and Dynamic Science Assessment(DSA) intended to comprehension of scientific electric circuit concept was performed as focusing on scaffolding aspects in order to find the transition process. And then, the features on transition process of students' concept were analyzed in quality. The results of the study were checked that the features of useful scaffolding input with respect to comprehending concepts of science gifted-students by using DSA. The less familiar to approach the subjects, the more presented numbers of scaffolding showed. As coming toward transition and same questions, scaffoldings (interactions) were declined because their level of transition was higher than before. Various ways were used in helping the students comprehend the concept on the method of connecting electric circuit and the emitting amount of current, which acted to adapt to daily life.

• Journal of The Korean Association For Science Education
• /
• v.39 no.3
• /
• pp.415-426
• /
• 2019

This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.543-568
• /
• 2008

The study attempted to articulate standpoints towards compulsory education system based on schooling age and year in careful considerations with the gifted. For these ends, literatures were reviewed and various education laws, regulations and documents and related law reports and judicial decisions were investigated. Literature review was conducted to develop that ideas of rights to compulsory education for regular students are closely related to those for gifted. Structures of general education laws and gifted education law and regulations were compared. Later, limitations of compulsory education were discussed when it was applied for the gifted. In conclusions, it is inappropriate that the gifted are ruled by compulsory education system based on schooling age. If compulsory education system is designated to provide an effective opportunity for all students, it should be duties and rights to enter elementary schools at schooling age. However, it appeared that the duties and rights to enter elementary schools at certain schooling ages function as inhibitors against the gifted with giftedness and potentials far beyond those of regular students. Therefore, the gifted should be separately ruled under flexible systems of compulsory education if their achievement level is assessed as sufficient to enter elementary schools before schooling age. On the other hand, legal systems of compulsory education are gradually evolved to flexible systems. However, it is necessary to establish social atmosphere and support system of educational administration in order to practice the flexible system of compulsory education for the gifted.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.2
• /
• pp.205-230
• /
• 2015

The purpose of this study is, targeting 5th and 6th grades mathematically gifted elementary students, to analyze the effect of independent study project learning on self-directed learning ability and mathematical self-efficacy, and based on the results, examine the implications that independent study project learning has in special education for the gifted. In order to solve the study problems, 5th grade mathematically gifted elementary students(40) and 6th grade mathematically gifted elementary students(39) who had passed the selection criteria of D education institute for the gifted and had been receiving special education for the gifted were selected. The study results are as below. First, although self-directed learning ability had no significant difference at p<0.05, it statistically had some differences in averages between pre-test and post-test results. Second, although mathematical self-efficacy had no significant difference at p<0.05, it statistically had some differences in averages between pre-test and post-test results. Third, in the aspects of self-directed learning ability and mathematical self-efficacy, independent study project learning had a more positive effect on 5th grade mathematically gifted elementary students than 6th grade mathematically gifted elementary students. In addition, it had significant differences in 'the level of mathematical tasks', a sub-level of mathematical self-efficacy, and 'the openness of learning', 'the initiative of learning', and 'a sense of responsibility for learning', sub-levels of self-directed learning ability. These results imply that independent study project learning has a positive effect on self-directed learning ability and mathematical self-efficacy of mathematically gifted elementary students so that it could be meaningfully used as a teaching method for special education for the gifted at educational sites of independent study project learning.

• Journal of Gifted/Talented Education
• /
• v.23 no.2
• /
• pp.257-273
• /
• 2013

The purpose of this study was to explore a more useful identification method by comparing diverse selection approaches for the gifted education programs at the each elementary school. Diverse selection methods examined in the study include 'written examinations', 'mixed evaluation', 'achievement test scores', and 'self-recommendation'. For the study, each identification group's gifted students' characteristics, such as intelligence, creativity, motivation and self-regulated learning strategies, were compared. The subjects of the study were a total of 594 gifted and normal students. The results of this study were as follows: First, there were no statistically significant differences between students in each gifted education class and gifted students who belong to the regional gifted education programs which are considered higher level of gifted education programs. While, there were statistically significant differences between two groups of gifted students and general students in all aspects examined, such as intelligence, creativity, motivation and learning strategies. In addition and most importantly, diverse identification method utilized in each school showed differences in gifted students' characteristics. Especially, students who were selected through the self-recommendation showed significantly lower intelligence, creativity, motivation and learning strategies. The implications of the study related to the identification and education for the gifted at each elementary school were discussed in depth.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.73-86
• /
• 2023

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
• /
• v.38 no.4
• /
• pp.439-452
• /
• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.