• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• 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 Gifted/Talented Education
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• v.20 no.3
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• pp.901-919
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• 2010

We have examined the perception and the knowledge of science-gifted students and general students in middle school level about high technology related to the science. The subjects of the investigation were 113 gifted students belonging to the universities' science-gifted education center in Busan or Ulsan, and 159 general students belonging to 2 middle schools in Busan. The survey was conducted with questionnaires on the perceptions concerning the high technology related to the science and the knowledge of a cellular phone without an antenna, and an LED(Light Emission Diode). The results of this survey concluded that the gifted students were more interested and aware of the high technology than the general students, these results are statistically significant. It has been found that there are significant differences between the gifted students and the general students in terms of the areas they want to learn, the source of information and the preferred learning method in advanced science and technology. Also, the gifted students were recognized to be better than general students in understanding an electromagnetic wave related to a cellular phone without an antenna, and a semiconductor connection with an LED.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• School Mathematics
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• v.19 no.1
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• pp.77-93
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• 2017

The purpose of this study is to investigate the characteristics of problem making of 19 mathematically gifted students in junior high school. In this study, we examined the expansion and sophistication of the problems made by gifted students, focusing on the analysis framework proposed in the previous research. Next, the problem making by gifted students were categorized into 'horizontal problem making' and 'vertical problem making.' As a result of this study, it was found that problem making by gifted students was not enough in terms of extension and sophistication. In addition, gifted students made problems in the direction of decreasing complexity than original problems when creating new problems, and considered the conditions presented in the original text separately but not comprehensively.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.93-101
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• 2011

The purpose of this research is to find out the change in graduate students' perceptions before and after they take a class on qualitative research. The class on qualitative research was held by the researcher in the winter semester of 2009. The subjects are nine graduate students (two male and eight female) and all elementary school teachers. An open-ended questionnaire with 5 items was used. The responses were interpreted, analyzed and categorized into several main conceptions. The results are as follow: First, some students perceived qualitative research as the counterpart for quantitative research, some perceived that qualitative research supplements quantitative research, while the rest of them had no concept of either before they took the class. Second, they all agreed that qualitative research is necessary in gifted education after they took the class. In order to better understand what is happening in classrooms, in terms of gifted education, a well organized curriculum for gifted education should be developed and conducted in graduate schools.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.1
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• pp.49.4-49.4
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• 2021

We Present a B and V band time-series CCD photometry of the Delta scuti stars, BV Cnc, BN Cnc, BU Cnc, BS Cnc, in the open cluster M44. The observation was carried out for 36 nights between February, 2020 and February 2021 with a 0.6m telescope equipped 2K CCD camera at Gyeonggi Science High School for the Gifted(GSHS). To detect pulsational frequencies, we wuse Discret Fourier Transformation(DFT) method. We have detected resonable pulsational frequencis compare to previous study.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.657-677
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• 2014

Considering the expansion of gifted education and the quantitative increase the Gifted Science Academy, it is important to seek the appropriate methods of mathematics teaching for gifted high school students. In particular, to reflect current trends in mathematics education that the mathematical creativity is being presented as an important educational goal, Now is the time we need student-centered discussion model for regular mathematics classes, not teacher-centered instruction in the way of knowledge transfer. In this study, class model of preparation-based discussion was designed and applied to the regular mathematics classes for the Science Academy. Students participating in this research had a lot of pressure in preparation activities for discussion, but they said that the discussion compared to traditional lecture was mathematically meaningful experience. These findings suggest the implication that class model of preparation-based discussion can be meaningfully applied to the regular mathematics class.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.639-653
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• 2019

The purpose of this study is to investigate the science gifted students' level of interpreting the oceanic graph and of understanding the oceanic physical concept through analyzing the Temperature-Salinity (T-S) diagram and inferring the SOFAR (SOund Fixing And Ranging) channel. A total of 106 gifted students in the 3rd year of a science gifted high school, using T-S diagrams published in one of the journals of Oceanology, developed descriptive questions asking the depth of the SOFAR channel to conduct the quantitative and qualitative analysis of graph interpretation ability. As a result, there was a big difference in the level of graphs interpretation and concepts understanding for each science gifted students such as interpreting, modeling, and converting, and exposed their alternative concepts about water temperature, salinity, and density. The results of this study will be used to understand the levels of science gifted students' graph interpretation in oceanology, and to provide the basic data for improving the teaching and learning methods of oceanology and also provide basic data for teaching material development related to graph analysis.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.477-501
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• 2009

The Purpose of this study is to investigate the general trends of research on gifted education in Korea, by analyzing the articles published during the last thirty years. A total of 347 articles from 14 academic journals which are registered were yearly and synthetically analyzed. The articles were examined in terms of their topics, domains, and age and grade. The most widely researched topic was the cognitive characteristics of the gifted followed by curriculum and affective characteristics of the gifted. Studies on scientifically, generally and mathematically gifted students occupied 86% of total researches. Researches utilized elementary students as their subjects more than middle school or high school students. There is a lack of research on the problems that the gifted students face and on the assessment of gifted education institutes. Moreover, there is hardly any longitudinal study.