• Title/Summary/Keyword: Gifted science students

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Comparison on Problem Solving of Earth Science Area by Science Gifted Children's Gender (과학 영재들의 성별에 따른 지구과학 영역 문제해결과정에 대한 비교)

  • Park, Byoung-Tae;Kwon, Chi-Soon
    • Journal of the Korean Society of Earth Science Education
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    • v.2 no.1
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    • pp.55-61
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    • 2009
  • This study was designed to explore problem solving process to earth science area by elementary science gifted children, which compared and analyzed the questionnaires and problem solving to earth science area by gifted Science education center, Seoul National University Of Education, The analyzed results showed difference by gender that in the science study level at the time of entrance to the gifted Science education center, male students was the highest in the middle school as 37.5%, and female students in the elementary 6th grade as 61.5%. And male students were investigated to do more precedent study than female students. Secondly, in the problem solving process of earth science related problems, males made most use of problem solving process area(30.3%), and females symbolizing (27.5%) area. Thirdly, comparison of reasoning technology in problem solving process by gender indicated that both sexes made the most use of analytical reasoning (male 62.0%, female 53.6%) to solve problems.

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Effects of Strategies to Encourage Modulation of Overexcitability on the Task Commitment and Creative Personality of Elementary Scientific Gifted (과흥분성 조절 전략을 적용한 초등 과학 영재교육 프로그램이 초등과학 영재의 과제 집착력 및 창의적 인성에 미치는 영향)

  • Moon, Ji-Young;Bae, Jinho;So, Keum-Hyun
    • Journal of Korean Elementary Science Education
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    • v.33 no.3
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    • pp.536-548
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    • 2014
  • The purpose of this study was to develop a science gifted education program as a strategy for modulating gifted children's overexcitabilities and to examine the effect of such program on task commitment and creative personality. The results of this study were as follows. First, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of task commitment. Looking at sub domains, significant results were obtained at self-regulation. Second, science gifted education program which modulated gifted children's overexcitabilities showed significant effect on the improvement of creative personality. Looking at sub domains, significant results were obtained at the self-conviction and humors. Third, students who experienced the classes showed affirmative responses that the new teaching method was interesting and helpful. Looking at the above results, science gifted education program which modulated gifted children's overexcitabilities can be considered as effective for improving task commitment and creative personality of elementary scientific gifted students.

Comparison of Characteristics of Scientific Emoticons Made by General and Science-Gifted Elementary Students (초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성 비교)

  • Ji Eun Lee;Hunsik Kang
    • Journal of The Korean Association For Science Education
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    • v.43 no.2
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    • pp.73-86
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    • 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.

A Study of Psychological Description of Scientifically Gifted Students through the Sojabo Post Noticed on their Bookshelves (서가대에 게시된 소자보를 통해 본 과학영재들의 심리적 특성)

  • 육근철;김언주;이군현
    • Journal of Gifted/Talented Education
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    • v.11 no.1
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    • pp.43-65
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    • 2001
  • The contents of scribbling made by scientifically gifted students, what is called Sojabo, were analyzed in order to investigate their interests and goals in the future. The scientifically gifted students were those who attended a senior high school of science in Taejeon Metropolitan City. The scribbling shown on a bulletin board in a bookroom were gathered for seven years. The results showed that the gifted students interested in school work and university entrance. And they showed goal-oriented behaviors to achieve self-actualization. They were stressed under competition among friends. They showed difficulties in making good relationship with their teachers. However, they could be characterized as invulnerable students.

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Development of Integrated Science and Art Teaching-Learning Programs for the Improvement of Creative Brain Activity of Scientifically Gifted Elementary School Student (초등과학영재의 창의적 두뇌 활성화를 위한 과학과 미술 통합 교수-학습 프로그램 개발)

  • Kwon, Young-Sik;Lee, Kil-Jae
    • Journal of Korean Elementary Science Education
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    • v.32 no.4
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    • pp.473-484
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    • 2013
  • The purpose of this study was to develop science and art integrated program to improve the creativity of scientifically gifted elementary school students. This study was to develop science and art integrated program to enhance the creativity of these subjects. This program was consisted of 30 lessons covering 10 topics. It was developed of five stages including the observation stage reflecting the characteristics of the right hemisphere relevant to creativity, the interest and curiosity stage, the experiment design and performing stage, the internalization stage, and the stage of expressing arts. This program was applied to 20 senior gifted students in Y Elementary School in Gyeonggi province. Torrance Tests of Creative Thinking(TTCT) was used in order to investigate and measure the effectiveness of the program before and after its use in class. The results of this study are as follows: First, this program showed results of significant improvement of creativity of scientifically gifted elementary school students after its use in class(p<.05). Second, it was significantly effective in increasing their creativity, especially in the subdomains such as originality, abstractness of title, and territory of resistance on hasty conclusions after its use in class(p<.05). Third, it was significantly effective to increase the Creativity Index that represents creative potential(p<.01). In particular, emotional expression, internalized visualization, unique visualization, and richness of the imagery emerged. This study implies that the science and art integrated program was closely related to the right hemisphere of the features enabling the subjects to create new ideas, new things, and new reactions. In addition, this program is expected to contribute to activate the brain areas of creativity for gifted students in the science field.

Analysis of Features Related to Authentic Science Inquiry Appear in Open-ended Activities of the Elementary Science-gifted Students (초등과학 영재학생의 개방적 탐구 활동에서 나타난 참과학탐구의 특정 분석)

  • Kang, Eun-Ju;Kim, Sun-Ja;Park, Jong-Wook
    • Journal of Gifted/Talented Education
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    • v.19 no.3
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    • pp.647-667
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    • 2009
  • This study intends to analyze open-ended inquiry activities of elementary science-gifted students in terms of how similar they are to authentic science inquiry and suggest desirable ways to make more effective programs for the gifted. For this study, we selected a small group with five elementary science-gifted students who had participated in the open inquiry program of summer camp held in the Institute for Science Gifted Education and collected data through recording and video-taping their discussion and performance from planning to coordinating inquiry results. The data was analyzed in terms of epistemological features and cognitive process in authentic science inquiry. The results is as follows. In terms of epistemology, students' inquiry methods were theory laden and they constructed knowledge in collaborative groups. For example, the students often discussed about performing the thought experiment and scientific concept related to inquiry task or their opinion. And in terms of cognitive process, their designing inquiry was similar to authentic science inquiry especially selecting variables, planning procedures, controlling variables, planning measures.

Science Gifted/Talented Education System in KOREA (과학영재 교육체제 구축방안에 관한 연구)

  • 강호감;김명환;이상천;하종덕
    • Journal of Gifted/Talented Education
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    • v.12 no.1
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    • pp.61-76
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    • 2002
  • The purpose of this study is to investigate the education system for science 34gifted/talented students in Korea. There are fifteen science gifted/talented education centers established in major universities, sixteen science high schools and one research center for the gifted education in science located at KAIST. To examine the selection procedure and the curriculum of the education centers and science high schools, the annual reports of the fifteen education centers and the annual plans of sixteen science high schools are analyzed. About 200 gifted/talented students are employed in the field of science, mathematics and information science at each education center, Multidimentional education system is developed for efficient way of teaching for the gifted. The curriculum and teaching method for each education center is unique and different from the science high schools that follow nationally given form. This study shows new selection method and unique curriculum for the science gifted/talented students employed in the education centers. Also, current situation of science high schools are reported in this study. Finally we suggest the systematic way of developing the education system for the gifted in science in korea.

Research on the change of consciousness of the gifted students in science (과학 영재의 진로의식 변화 연구(1996년 - 2003년))

  • 심재영;박은영
    • Journal of Gifted/Talented Education
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    • v.13 no.2
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    • pp.95-112
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    • 2003
  • The purpose of this study is to look into Various educational supports for the gifted students in science to decide proper career planning through Research of Career Consciousness of the Gifted Students in Science. The subject of this study is new students entered into KAIST from the year of 1996 to 2003. They are approximately 500 students yearly and 3,613 totally and more than 90% of students have answered. The Questions are largely 3 items. One is 5 Q's of entering universities, second is 2 Q's of life plans in the university and the last is 2 Q's of career plans after graduation. As a result, the gifted students in science tend to find out and develop their interest and aptitude early and decide their future much earlier than other students. Nevertheless the gifted students in science worry about their future a lot as well. However they ask their problems to friends, seniors, and parents rather than teachers, professional consultants in general it could say no sufficient systematic guidance and consulting available for them. So it does require that some subjects such as guidance for career planning should be included in university curriculum and furthermore not only schooling but also the systematic structure of persistent consulting about gifted student's general life should be planned as well.

Characteristics of Student-Generated Analogies, Mapping Understanding, and Mapping Errors on Saturated Solution of Scientifically-Gifted and General Elementary Students (포화 용액 개념에 대해 초등 과학 영재와 일반 학생들이 만든 비유의 특성과 대응 관계 이해도 및 대응 오류)

  • Noh, Tae-Hee;Yang, Chan-Ho;Kang, Hun-Sik
    • Journal of Korean Elementary Science Education
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    • v.28 no.3
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    • pp.292-303
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    • 2009
  • In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

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Development and Application of Teaching and Learning Materials for Gifted Students in Elementary School (초등수학영재를 위한 교수학습 자료 개발 및 적용)

  • Kim, Sung Joon
    • East Asian mathematical journal
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    • v.37 no.4
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    • pp.443-460
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    • 2021
  • This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.