• Title/Summary/Keyword: Gifted science students

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A Comparison of Study Habits and Test Anxiety Between Gifted and Non-gifted in Middle-School Children: Mathematically and Scientifically Gifted at Cyber Education Center and Non-gifted As Subjects (중학교 영재학생과 일반 학생의 학습습관 및 시험불안 비교: 사이버교육센터의 수.과학영재와 일반학생을 대상으로)

  • Moon, Jeong-Hwa;Kim, Sun-Hee
    • Journal of Gifted/Talented Education
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    • v.20 no.3
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    • pp.831-846
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    • 2010
  • The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

Development of a Matrix-focused Instructional Materials for Personal Education for the Gifted Middle School Students of Computer Science (중등 정보과학 영재 사사지도 행렬중심 교수학습 자료 개발)

  • Lee, Hyung-Bong
    • Journal of the Korea Society of Computer and Information
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    • v.16 no.12
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    • pp.139-155
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    • 2011
  • In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

Cognition of Students Gifted in Science on Pseudo Science (사이비과학에 대한 과학영재들의 인식)

  • Jhun, Young-Seok;Shin, Young-Joon
    • Journal of The Korean Association For Science Education
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    • v.25 no.3
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    • pp.353-363
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    • 2005
  • In this thesis, the cognition of students gifted in science on pseudo science was studied in order to acquire basic data to develop a learning program. As a first step, the difference of cognition on pseudo science between science-gifted students and general students in elementary, middle and high schools was studied. Findings revealed that science-gifted students had more negative thought on pseudo science than general students. In addition, there was no progress in their cognition on pseudo science as entered higher grades. Secondly, the cognition of students in a science high school, three times over a 6-month period, was studied. Through this study, it was found that student concepts of pseudo science was not firm, and it is quite possible to induce students to think logically and rationally with the help of a well-organized learning program. Lastly, the factors that might affect student ideas on pseudo science were researched. Students were affected by media such as television and books and also by personal experience. Therefore, students should be trained to correctly judge information presented in the media as authentic or false. Moreover, they should also be provided chances to look back on positive astrological experiences.

THE POSSIBILITIES AND DIFFICULTIES ON R&E ACTIVITY FOR IMPROVING THE PROFESSION SKILLS OF SCIENCE GIFTED TEACHER

  • Park, Sang-Woo;Kim, So-Ah;Park, In-Ho
    • Journal of Gifted/Talented Education
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    • v.14 no.4
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    • pp.1-13
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    • 2004
  • Although over - 600 students in Incheon has been participated in the gifted education programs under the colleges and Office of Education Department every year, it is reported that the number of teachers have insufficient teaching abilities in primary, advanced, and after-advanced gifted classes. The Gifted Education Research Institute in Incheon University introduced R&E activities for the improvement of teachers' abilities in science research and student guiding. Professors in science department conducted the R & E activities to select the research thesis. The professors and the guidance teachers decided the directions of the research, and the guidance teachers who learned from the professors taught 3-5 students to practice the research. Five professor-teacher-student research teams in math, physics, chemistry and biology conducted the research after school and during the vacation for 7 months. The results of the research were submitted to the journals of research activities and the result papers were presented to the seminar. On this research, the possibilities and the difficulties of the R&E activities based of the journals of research activities, oral presentation and the research results reports were analyzed with a purpose of improving the professionalism of the science gifted teachers. Although the professors proposed many difficulties or problems about the R&E activities, the teachers reported that the R & E activities he1ped them to improve their research activities and student guiding techniques. The teachers acquired more knowledge on the principles of the science related areas than before. Moreover, they thought it was very meaningful experience in using the science related instruments, guiding the students' research and writing the research reports. The students also gave the positive responses with the increased interests in new science studies and with the experience of learning the way of research.

The Respectful Characteristics of a Scientist and the Effects of Dr. Hwang, Woo Seok Event on Science Gifted Students (과학 영재 학생들이 존경하는 과학자의 조건과 황우석 박사 사건에 대한 과학 영재들의 인식)

  • Yoo, Mi-Hyun;Hong, Hun-Gi;Chun, Mi-Ran
    • 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.

Elementary School Entrance Age and Selection of Gifted Students (출생월에 따른 학교입학연령과 과학영재교육원 영재선발)

  • Lee, Soon-Joo;Park, Chan-Oung
    • Journal of Gifted/Talented Education
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    • v.18 no.2
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    • pp.239-264
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    • 2008
  • The gap in academic achievement owing to entrance age in elementary school has been used as important basic data to formulate policies on school entrance system and other educational policies. Other countries have made further studies to prove the effect on academic achievement of age gap between students in the same grade. This study identified the clear difference in a component ratio in the participants and the successful candidates based on the by entrance age during the entrance examination of the "K" science education center for the gifted. Also, this study analyzed the difference in success in an examination depending on the season of birth between the participants and the successful candidates during the entrance examination. It also compared the birth ratio by season of each group including common students. Some preceding studies with common or backward students show the result that students who entered the school in full age have higher level of academic achievements than students in younger age. But the results of this study proved that gifted students who entered the school in full age did not have a high level of academic achievements. Like these studies, this study show the result that school entrance age works as an important factor of selection of gifted students. Students who entered the school in full age entered much more the "K" science education center for gifted students than students in young age.

A Case Study on Beginning Teachers' Teaching Professionalism Based on Pedagogical Content Knowledge in Science-Gifted Education (과학영재교육에서 초임 교사들의 PCK 측면에서의 수업 전문성에 대한 사례연구)

  • Noh, Tae-Hee;Kim, Young-Hoon;Yang, Chan-Ho;Kang, Hun-Sik
    • Journal of The Korean Association For Science Education
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    • v.31 no.8
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    • pp.1214-1228
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    • 2011
  • As a case study on beginning teachers' teaching professionalism in science-gifted education, we analyzed their teaching professionalism based on pedagogical content knowledge. To do this, we selected 3 elementary and 3 secondary beginning teachers from science-gifted education institutes in the metropolitan area. After their science instructions for science-gifted students were observed, in-depth interviews were conducted. Analyses were conducted with taped videos, researcher's field notes, and transcripts for in-depth interviews. This study revealed that most of the teachers had relatively desirable belief about science-gifted education. However, they tended to have a little deficient practical knowledge about science-gifted students, the curriculum for science-gifted education, science contents, the instructional strategies for science-gifted education, and the assessment in science-gifted education. These results imply that many teachers are likely to have a little deficiency in teaching professionalism for science-gifted students in various aspects, and need to find the ways of improving their teaching professionalism.

Effects of the Astronomical Learning Program using SGIM on Metacognition and Science Process Skills in the Elementary Scientific Gifted (SGIM을 적용한 천문학습 프로그램이 초등과학영재의 메타인지와 과학탐구능력에 미치는 효과)

  • Shin, Myeung-Ryeul;Lee, Yong-Seob
    • Journal of Gifted/Talented Education
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    • v.21 no.3
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    • pp.719-739
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    • 2011
  • The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

The Effects of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the Elementary Scientific Gifted (IIM을 적용한 천문학습 프로그램 개발.적용이 초등과학영재 학생의 과학탐구능력과 과학적 태도에 미치는 효과)

  • Shin, Myeung-Ryeul;Lee, Yong-Seob
    • Journal of Gifted/Talented Education
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    • v.21 no.2
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    • pp.337-356
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    • 2011
  • The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

Comparative Analysis of Successful Intelligence and Learning Strategies for the Scientific Gifted and the Regular Students in Elementary School (초등과학 영재학생과 일반학생의 성공지능과 학습전략의 비교 분석)

  • Park, Young-Hee;Choi, Sun-Young
    • Journal of Science Education
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    • v.38 no.3
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    • pp.612-624
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    • 2014
  • The purpose of this study was to analyze successful intelligence and learning strategies for the scientific gifted and the general students in elementary school. For this purpose, we conducted a survey targeting 327(including 159 gifted students) 5th - 6th grader elementary students in Incheon Metropolitan City. We were utilized to evaluate the students' successful intelligence(Song, 2002) and learning strategies(Kim, 2005). The results of this study were as follows. First, successful intelligence and learning strategies of the scientific gifted students in elementary school were higher than the regular class students, it was a significant difference statistically(p < .001). Second, when compared according to grade level, the scientific gifted students class higher than the general class students, it was a significant difference statistically(p < .001). Third, when compared according to gender, the scientific gifted students were higher than the general class in both men and women, it was a significant difference statistically(p < .001)

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