• Research in Mathematical Education
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• v.14 no.1
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• pp.19-31
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• 2010

Introduced in this paper is one of the most remarkable Ottoman institutions, the Ottoman Palace School-Enderun, with a focus on the life story of Matrak$\c{c}{\i}$ Nasuh, one of its most noted graduates and teachers. Matrak$\c{c}{\i}$ Nasuh's life and work as a prominent mathematician and a teacher of mathematics are investigated as a case study. It shows how young boys and girls were selected because of their academic potential, brought to Istanbul, and educated in Enderun to serve the Empire. This research articulates the mathematics education on the first institutionalized gifted education system of the world and discusses its implications for today.

• The Mathematical Education
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• v.50 no.4
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• pp.429-440
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• 2011

This paper analysed gifted middle students' conception of the definitions of point and line and the uses of definitions in proving. The findings of this paper suggest that the concept of mathematical definitions is very unnatural to students, therefore teachers and textbooks need to explain explicitly the characteristics of mathematical definitions which are different from dictionary definitions using common sense. Also introducing undefined terms in middle school geometry would give students a critical chance to deal with the transition from dictionary definitions to mathematical definitions.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.666-679
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• 2009

The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.537-548
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• 2015

This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.283-295
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• 2021

This study attempts to explore the nature of science anxiety experienced by science-gifted middle school students based on Giorgi's phenomenological research method. Among the first-year middle school students selected by the University-affiliated Science Education Institute for the Gifted, six science-gifted students with high levels of science trait anxiety and science state anxiety experience were selected. Two interviews related to experience of science anxiety were conducted with participants. As a result of the analysis, science anxiety experienced by science-gifted students was caused by setting the ideal self-concept, lack of confidence, past experiences, difficulty in contents, and something valuable. Students complained of physical·physiological, cognitive, emotional·psychological discomfort when they felt science anxiety, and recognized it as an opportunity for growth. In addition, science-gifted students were shown to cope with various ways such as confronting uneasy situations directly or refining their minds to overcome various uncomfortable symptoms that arise when science anxiety is triggered. Some students thought that no special efforts were required to lower their level of anxiety because anxiety was relieved over time. The students had both negative and positive meanings for science anxiety. The results of this study will help teachers in-depth understanding of middle school science-gifted students who experience science anxiety and provide a theoretical basis for what kind of educational environment should be created and educational programs should be provided in relation to science anxiety.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.503-527
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• 2009

The purpose of this research is to compare and analyze differences in modern 'Hyo' concepts and behaviors between the gifted and the general students of the elementary school. In this study, two groups(the gifted and the general students of the elementary school) were compared, in grade, birth-order, family members, education and religion factors in family, to seek for a better way to teach the Korean gifted students. The results are, as follows. First, the gifted had higher 'Hyo' concepts than the general students, because developments of the gifted in the field of intellect, emotion and will are faster than the general. The gifted had many interests in values and moral decisions. There are no meaningful differences between boys and girls in the gifted group. But in the general group, girls have higher 'Hyo' concepts than boys. This is because girls emotional developments are faster than boys. Second, in the gifted group, 5th graders have higher 'Hyo' concepts than 6th graders. On the other hand, in the general group, there are no meaningful differences between 5th graders and 6th graders. Third, there were no differences between the groups(gifted/general) by birth-order, family members and having religions or not. However, the comparison between nuclear families and large families shows that Korean traditional ethics - 'Hyo' is still in existence as a basic concept in the family, in spite of the changing family size and unit. In addition, in the family with a religion, the' Hyo' concept is revealed stronger than the other group. This is caused by the power of commanding love and affection which are emphasized through religions. From the results of this research, the gifted students of the elementary school have high consciousness concerning 'Hyo' concepts and behaviors. It is very essential for them to improve their 'Hyo' concepts until adulthood. Therefore, teachers and parents should pay more attention to help them improve their senses of Korean traditional morality - 'Hyo'.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.11-36
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• 2005

Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.