• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.283-294
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• 2021

The purpose of this study is to examine the trends of science gifted education-related research for the last 5 years using LDA topic modeling. To achieve the purpose of the study, 2,404 keywords of 292 domestic academic papers were analyzed using RISS, KISS, and DBpia. The main results were as follows. First, the number of researches in science gifted education has been decreasing since 2019. In the science gifted education research, the top 10 keywords were 'students', 'program', 'elementary school', 'class', 'creativity', 'gifted education', 'awareness', 'teacher', 'education', and 'activity'. Second, as a result of topic modeling analysis, 10 topics were derived. Research topics mainly conducted in science gifted education for the past five years are 'Affective characteristics of science gifted students', 'Characteristics of science gifted students in middle school', 'Development and application of science gifted education programs', 'Education programs of science gifted high school', 'Cognitive characteristics of science gifted students', 'Policy of science gifted education', 'Science gifted students and creativity', 'Research conducting education by science gifted students', 'Academic and career choice of science gifted students', 'Science concept of science gifted Students'. In the past, the proportion of specific topics was relatively high, but the proportion between topics does not differ significantly as 2019 approaches. Therefore, it can be confirmed that the more recent it comes, the more research is being conducted evenly without being biased toward one subject.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.245-249
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• 2022

This paper explored gifted students' perspectives on using educational technologies in their schools in the Saudi context. Adopting a descriptive research approach, a questionnaire was used to collect information from a sample of 196 gifted secondary school students in Jeddah. Findings showed that educational technology was used to a high degree, with an overall mean of 3.74 and 4.06 for the degree of importance of technological usage. Based on the findings, the researcher forwards some recommendations for effectively using such technologies to promote gifted students' abilities and talents.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.673-696
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• 2015

Students' perception of science-related career strongly influences the formation of career motivation in science. Especially, the high level of science gifted students' positive perceptions plays an important role in allowing them to continue to study science. This study compared perceptions of science-related career between general and gifted middle school students using semantic network analysis. To ensure this end, we first structuralize semantic networks of science-related careers that students perceived. Then, we identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. The findings illustrated that the number of science-related careers shown in science gifted students' answer is more than in general students' answer. In addition, the science gifted students perceived more diverse science-related careers than general students. Second, scientific career such as natural scientists and professors were shown in the core of science gifted students' perception network whereas non-research oriented careers such as science teachers and doctors were shown in the core of general students' perception network. In this study, we identified the science gifted students' perceptions of science-related career was significantly different from the general students'. The findings of current study can be used for the science teachers to advise science gifted students on science-related careers.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.279-286
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• 2004

The purpose of this study is to develop and apply effective teaching strategies and program for the gifted-in-science. The teaching material for the gifted students was focussed on microscope. This study consists of three steps according to the enrichment triad model of Renzulli. Firstly, the gifted students investigate and express themselves for theological backgrounds, for examples, kinds, structure and use in various ways of microscope. It is to provide basic data for the effective ideas and interest which help students have the appropriate microscopic conceptions. In the second step, it contains understanding of a term and function of microscope, making of simple microscope, principle of a statue focusing and size estimation of an outline of subjects by scientific investigation activity. Lastly, it focussed on enlargement of post-learning through investigation of relationship with inter-science and experiments using microscope. Therefore, it was concluded that this study may help teachers reconsider scientific program development for the gifted or enriched students and to be successful in the teaching-learning processes.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.593-614
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• 2013

The purpose of this study was to analyze the research ethics elementary and secondary gifted students enrolled in science-gifted education center of university and to get the implications of research ethics education. 180 elementary and secondary gifted students and 180 general students were participated. The results obtained from this study were as follows: First, the item, such as 'The researchers must have self-esteem and responsibility in their study', both the gifted students and the general students showed the highest perception. On the contrary, the item 'I think that it is right to exclude the person who didn't participate in research' both the gifted students and the general students showed the lowest perception. And gifted students' perception on research ethics was higher than the general students' on the whole. There was a statistically significant difference between two groups(p<.05). Second, the scientifically gifted students' research ethics in 'basic attitude of the researchers' was significantly higher than mathematically gifted students' and IT gifted students' (p<.05). Third, there was a statistically significant difference between the elementary gifted students and secondary gifted students in 'ethics of thought and expression' (p<.05). Fourth, experience in research ethics education and the number of research experience was significantly effect on perception of research ethics. There was a statistically significant interaction effect between gifted students and general students in 'science, technology, biomedical research ethics' items(p<.05).

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.91-108
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• 2002

The present study examined differences between students gifted in science and general students in creativity, environment, and academic self-efficacy. Subjects were eighth graders, 66 students gifted in science and 105 general students. Data were analyzed by ANOVA and Stepwise multiple regression. Results indicated that the students gifted in science were higher in creative thinking, creative personality, academic self-efficacy, and home environment than the general students. Self-regulatory efficacy was the most critical predictor of creativity.

• Journal of Science Education
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• v.39 no.2
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• pp.278-289
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• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.796-813
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• 2008

A good understanding of how gifted science students understand physics is important to developing and delivering effective curriculum for gifted science students. This dissertation reports on a systematic investigation of gifted science students' reasoning model in learning physics. An analysis of videotaped class work, written work and interviews indicate that I will discuss the framework to characterize student reasoning. There are three main groups of students. The first group of gifted science students holds several different understandings of a single concept and apply them inconsistently to the tasks related to that concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the manifold model. The second group of gifted science students hold a unitary understanding of a single concept and apply it consistently to several tasks. Most of these students hold a Newtonian Model about Newton's second law. In this case, I define this reasoning model as the coherence model. Finally, some gifted science students have a manifold model with several different perceptions of a single concept and apply them inconsistently to tasks related to the concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the coherence model.