• Title/Summary/Keyword: Gifted science students

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A Study on Science-gifted Students' Competency and Development of Competency Dictionary (과학 영재의 역량 탐색 및 역량 사전의 개발)

  • Kang, Seong-Joo;Kim, Eun-Hye;Yoon, Ji-Hyun
    • Journal of Gifted/Talented Education
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    • 제22권2호
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    • pp.353-370
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    • 2012
  • The observation and recommendation system was recently introduced for selecting gifted-students in science, and it has required to arrange the reliable and valid selection criteria that could identify the high potential competency of them. In this study, we explored the competencies that could help to discriminate gifted-students' inner properties, and also developed the dictionary based on them. The competencies were extracted from the proven previous competency dictionaries/models and examined by the structured survey and the focus group interview in order to ascertain the competencies of the science-gifted students. The results revealed that there were two competency clusters such as cognitive and affective domains. The cognitive cluster consisted of 6 competencies as follows: goal suggestion, planning, information collection and analysis, problem solving, higher-order thinking, and expertise and self-development competency. The affective cluster consisted of 3 competencies: confidence, achievement orientation, and curiosity competency. The dictionary categorized by the names, definitions, key elements, and behavioral indicators and their levels of the derived competencies was developed. Findings were expected to provide the implications on the selection criteria of the potential science-gifted students through the observation and recommendation system.

Difference Analysis of Risk and Protection Factors for Internet Addiction Between Computer Science Gifted Students and Average Students (정보과학영재와 일반아동 집단에서 인터넷 중독에 영향을 미치는 위험요인과 보호요인의 차이점 분석)

  • Lee, Jae-Ho;Han, Kwang-Hee
    • Journal of Gifted/Talented Education
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    • 제20권3호
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    • pp.1005-1026
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    • 2010
  • Here we live in a fast changing world. The information and communication technologies have been surprisingly developing and making progress of our society. One of the benefit about the information and communication technologies is an internet. We can't imagine our life without it and it finally ends up with causing internet addiction which is called side effect of it. Most of former studies were, however, about game addiction and psychological factors of indivisual. In fact, there was not enough studies about internet addiction of computer science gifted students. If we analize the difference between computer science gifted students and average students when it comes to factors of internet addiction, we would surely be able to find out the result which is very helpful for cause analysis and its remedy. This paper examined the risk and protection factors of the former studies and choose various factors through Delphi analysis by specialists of information and science gifted students. Comparative analysis of computer science gifted students and average students was done through the test tools. And picking up unique factors of computer science gifted students, this paper shows the implication that contributes to protection of internet addiction and its remedy.

An Analysis of Science Gifted Students' Achievement Emotions (과학영재의 성취정서 분석)

  • Jeon, Jiyung;Chun, Miran;Lee, Heebok
    • Journal of Gifted/Talented Education
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    • 제25권1호
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    • pp.139-159
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    • 2015
  • In this study, achievement emotions were compared between the gifted and regular students. The significant differences for each group were shown in all eight elements respectively in lesson situation, learning situation and test situation. Among various achievement emotions, it was also found that the gifted students showed higher level of positive achiecement emotions. Furthermore, positive achievement emotions can have positive effects in increasing the achievement level in science subject. On the other hand, the negative achievement emotions were higher for ordinary students that could have negative effets. The influential factors were recognizing the values of Science, Science experiments, positive evaluation experiences, aggressive learning attitudes, interests and knowledge, positive self-perceptions, career relationships, and teachers' recognitions. These factors influenced in imcreasing students' positive achievement emotions and decreasing negative achievement emotions. By conducting in-depth advanced conversations with students based on the above results could increase students' interest and positive achievement emotions.

Comparison of Science Academic Passion Between Elementary General and Science-Gifted Students (초등 일반 학생과 과학영재 학생의 과학 학업적 열정 비교)

  • Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • 제40권4호
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    • pp.421-432
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    • 2021
  • This study compared science academic passion between elementary general and science-gifted students. A science academic passion test was conducted for fifth-sixth graders at an elementary school, and two gifted science education institutes in Seoul, with 95 and 92 students selected for the test. The result analysis revealed that the science-gifted students' science intellectual passion was significantly higher than general students, regardless of grade and gender. Also, the scores of general students were high in the order of "harmonious passion," "importance," "like," "time/energy investment," and "obsessive passion." The differences in scores between all sub-domains were statistically substantial. Moreover, there were no considerable differences in scores of the science-gifted students among the "important," "like," and "harmonious passion." However, the scores in these three domains were higher than that of "time/energy investment" and "obsessive passion." In addition, the "time/energy investment" score was higher than that of "obsessive passion." The differences in science academic passion by grade and gender were not statistically significant regardless of whether or not a student was science gifted. These results suggest that science academic passion characterizes science-gifted students rather than personal characteristics such as grade or gender.

How Do Scientifically Gifted Students Think (과학영재들은 어떻게 사고하는가)

  • Han, Ki-Soon;Bae, Mi-Ran;Park, In-Ho
    • Journal of The Korean Association For Science Education
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    • 제23권1호
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    • pp.21-34
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    • 2003
  • This study aims to show how scientifically gifted students think in terms of Thinking Style Inventory based on Sternberg's theory of mental self-government and to examine the relationships between their thinking styles, intelligence and creativity. Two hundred and sixty-six middle school students (169 boys, 97 girls) who enrolled in a gifted education program participated in this study. Results indicated that scientifically gifted students prefer legislative, liberal, judical thinking styles, in comparison to general students, known to be related to creative and critical thinking rather than executive and conventional styles. There was no significant correlation between any of thinking style sub measures and Raven' Matrices and Scientific Aptitude Test, but some correlations were found among the sub measures of thinking style and TTCT. Whereas liberal students gained high originality scores, conventional students gained low fluency scores. Also, judical thinking style showed significant correlations with originality and flexibility TTCT sub scores. In sum, this study showed the characteristics of thinking styles of scientifically gifted students and provided implications for gifted education based on the findings presented.

International Comparison of Korean Biology Gifted-Students (한국의 생물 영재 학생에 대한 국제적 수준 비교)

  • Shim, Kew-Cheol;Lee, Hyun-Uk;So, Keum-Hyun;Chang, Nam-Kee
    • Journal of The Korean Association For Science Education
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    • 제18권4호
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    • pp.485-491
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    • 1998
  • In this study, the achievement of Korean biology gifted-students was compared with that of International Biology Olympiad(IBO) participants to explore international achievement level of biology and to suggest the need of teaching program for biology gifted-students. Korean thirty gifted-students were selected through test by Korean Biology Olympiad Committee. They examined theoretical test two times in January and March. 1998. Theoretical part consisted of eight domains as follows; cell biology. anatomy and physiology of plants, anatomy and physiology of animals, ethology. genetics and evolution, ecology, systematics, and microbiology. As a result, Korean biology gifted-students had lower achievement than IBO participants in eight domains. and especially much lower achievement in ethology and systematics. Though thirty Korean gifted-students were found to had much lower achievement than lBO participants, four higher rankers of them are in prospect of winning bronze medals. Thus, it is necessary to develope an appropriate teaching program for biology gifted-students with theoretical lectures and inquiry activities.

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Development of the Scientific Creativity Task for a Field Trip to Botanical Garden - Application to Science-Gifted Elementary Students - (식물원 야외체험학습에서 활용 가능한 과학 창의성 과제 개발 - 초등과학영재학생에의 적용 -)

  • Kim, Minju;Kim, Hyunju;Lim, Chaeseong
    • Journal of Korean Elementary Science Education
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    • 제39권4호
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    • pp.506-521
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    • 2020
  • This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.

Study on the status and gifted students' perception on the curriculum implementation of Busan Science Academy (과학영재학교 교육과정 운영실태와 학생 인식 분석)

  • Park, Soo-Kyong;Choe, Ho-Seong;Park, Il-Young;Jung, Gwon-Sun
    • Journal of Gifted/Talented Education
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    • 제13권4호
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    • pp.45-63
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    • 2003
  • The purpose of this study is to analyze the status and gifted students' perception on curriculum implementation for gifted education at Busan Science Academy. For the purpose, we investigated the curriculum documents, the process of implementing curriculum and the result of the questionnaire. The questionnaire about the curriculum courses, teaching strategies and evaluation method was answered by 143 students at Busan Science Academy. The curriculum courses are composed of general courses and specialized courses: general courses comprise of Korean language, social studies, foreign languages, arts, and physical education. Specialized courses consist of mathematics, physics, chemistry, biology, earth science, information science. Elective courses are divided into basic elective courses and in-depth courses. Each in-depth course deals with more specialized content. The significant results of the questionnaire are as follows: First, according to gifted students' perception, the credits of specialized courses and in-depth elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities and discussion, but the students prefer diverse teaching strategies such as lecture, discussion, experiment, individual research, problem solving and field studies. Third, students prefer a paper-and-pencil testing assesment rather than a written report assesment and lab experiment assesment. According to this study, the characteristics of the acceleration curriculum at Busan Science Academy were too intensive. Thus it is difficult to implement the enrichment education according to the demand of gifted students in this school. Therefore, this study suggests that we need to revise the curriculum courses of Busan Science Academy and develop contents and strategies for gifted education in science and mathematics.

The Characteristics of Analogies Generated by Science-Gifted Students Depending on the Consideration of Attributes and Relationships in the Processes of Generating Analogies (비유 생성 과정에서 속성과 관계에 대한 고려 여부에 따라 과학영재들이 생성한 비유의 특징)

  • Kim, You-Jung;Park, Won;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • 제54권5호
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    • pp.621-632
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    • 2010
  • In this study, we examined the characteristics of analogies generated by science-gifted students depending on the consideration of attributes and relationships in the processes of generating analogies and investigated the applicability of analogy-generating activities in science-gifted education programs. The analyses of the results revealed that the analogy-generating processes of science-gifted students were categorized into three kinds of patterns depending on the consideration of attributes and relationships of the target concept and the source analog. There are also some differences in the types of analogies generated and selected to be good, and in the proper mapping numbers by the patterns depending on the consideration of attributes and relationships. Most science-gifted students used the analogy-generating activities to other target concept, and recognized them to be useful. However, they had difficulties in selecting source analogs at the processes of generating analogy. These obtained in this study will help to explore a potential use of the analogy-generating activities in an effective education program for fostering the creativity of science-gifted students.