• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.671-681
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• 2002

The idea that parental involvement has a positive influence on gifted children is so intuitively appearing that society in general. and educators in particular, have considered parental involvement as the remedy for many problems in education. However the vast proportion of the literatures in this area give results qualitatively. Among the empirical studies that have investigated this issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literatures about the relationship between parental involvement and gifted development. The findings reveal a moderate relationship between parental involvement and gifted development. We focused on the effect between parental involvement and gifted development, and conducted meta-analysis involving correlation coefficients between the two constructs. Using correlation coefficients, We can get the effect size, and explain the influence. We initially identified 539 articles over twelve-year period. Based on abstracts of these 539 articles, 463 studies were used for analyzing the current stream of the study. Finally, 15 studies met our inclusion criteria, and were subsequently used in this meta-analysis. From the 15 studies, 37 variables influenced on gifted development were collected. Using meta-analysis, it is revealed that internal effects for gifted development have stronger relationship than parents' socioeconomic status. In addition, the differences between female and male student have been reducing.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.961-977
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• 2011

The purpose of this study was to investigate the relationship between learning motivation and task commitment and find sub factors of learning motivation that affect task commitment. For this study 30 science gifted student (4th and 5th grade in elementary school) participated. The survey instruments used for this study were Academic Motivation Scale and Task Commitment Scale. The statistical methods employed for data analysis were the correlation analysis and multiple regression analysis. The result of this study were as follows: First, the learning motivation and task commitment of science gifted students showed similar levels. But there was differences of strength each sub factors of learning motivation and task commitment. Second, there was a significant positive correlation between learning motivation and task commitment. Also, learning motivation has the explanatory power of predictive variable for the task commitment approximately 49.3%. Expecially learning motivation has significant positive correlation with responsibility and self-control that sub factors of task commitment. Among the sub factor of learning motivation, confidence has most correlations with sub factors of task commitment and significant impact on task commitment. This result indicate that we need to develop learning motivation to improve task commitment and especially develop learning motivation program to grow up confidence of science-gifted.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.69-85
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• 2003

This study verified the differences of thinking styles between science highschool students and general students in reference to academic achievement. The subjects of this study are 211 high school students, who were composed of 122 science school students and 93 general school students. The significant results of this study are as follows: First, science highschool students showed more distinguishable differences in thinking style than general highschool students. Second, the former rather than the latter is revealed to be more variable in thinking styles explaining academic achievement. Next, in case of science highschool students, thinking style which is affected by intelligence is turned out to be an indirect factor influencing academic achievement. Finally, I verified the importance of distinction of science highschool students and the usefulness of thinking styles, gave suggestions on the reformation and direction of current school education of science-gifted students.

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.169-178
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• 2008

This study investigated the relationship between science high school teachers' beliefs of gifted education and classroom practices. The data of this case study were collected from three science teachers who worked in a science high school through qualitative research methods such as interviews and classroom observations. The other various data related to science high school management and the teachers' teaching were collected and analyzed using the constant comparative method. The results of the study are as follows: the teacher of long period in-service experience in science high school had teacher-centered belief, and his classroom practices were matched with his beliefs. The teacher of short period in-service experience in science high school had student-centered belief, and her classroom practices were matched with her beliefs, also. The teacher of medium period in-service experience in science high school had student-centered belief, but her teacher-centered classroom practices were mismatched with her beliefs. From the results, it could conclude that school culture affects on teachers' classroom practices stronger than beliefs. The longer career period of science high school changed easier teachers' beliefs into knowledge education for university entrance examination removed from gifted education. To solve these problems, we suggest the needs of teacher education programs for science high school teachers.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.257-276
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• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.296-306
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• 2006

The purpose of this study is to examine the effectiveness of the summer enrichment programs on Korean gifted students' science learning and creativity development. This program is organized by Purdue University Gilled Education Resource Institute (GERI) in U.S.A. Researchers conducted semi-structured interview with 6 Korean students and observed 12 Korean students and GERI teachers for teacher-student interaction and teaching strategies during science-related classes. From the results, GERI program developed from Purdue 3 stage enrichment model that emphasizes creative teaching strategies, group discussions, and individual research were effective to foster creative thinking of Korean gilled students. Despite their language barriers, Korean gilled students found GERI program experience fun, creative, easy, relaxing, and thereby satisfying for their psychological and academic needs. They expected the level of stimulation in GERI program to be higher and the class to be organized more systematically; however, they reported that the broad range of topics and diverse content of GERI classes helped them develop creativity more than Korean classes. These findings will make contribution to the improvement of the quality of gifted education curriculum and programming in Korea.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.87-98
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• 2016

Our study is composed of Arduino robot assembly, board connecting and collaborative programming learning, and it is to evaluate their effect on improving secondary mathematics-science gifted students' convergence capability. Research results show that interpersonal skills, information-scientific creativity and integrative thinking disposition are improved. Further, by analyzing the relationship between the sub-elements of each thinking element, persistence and imagination for solving problems, interest of scientific information, openness, sense of adventure, a logical attitude, communication, productive skepticism and so on are extracted as important factors in convergence learning. Thus, as the result of our study, we know that gifted students conducted various thinking activities in their learning process to solve the problem, and it can be seen that convergence competencies are also improved significantly.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.986-997
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• 2011

In this study, we developed analogical experimental activities to foster scientific creativity in inquiry learning and applied them to 7th grade science-gifted students. The influences of inquiry learning-based analogical experiments were investigated with respect to the experimental design processes. We classified the patterns of experimental design processes by creative thinking processes and analyzed performance levels by the elements of experimental design processes. The students' experimental design processes were categorized into three kinds of patterns such as reinitiated motion, backward-divergent motion and stationary motion. Those belonging to the reinitiated motion performed precise experimental design from new perspectives by identifying the mapping in depth and considering the elements of experimental design processes. In the case of the backward-divergent motion, they shifted their positions to new directions, but the concreteness of experimental design was insufficient due to the lack of mapping or considering the elements. In the type of stationary motion, maintaining their previous positions, they showed less performance of experimental design without considering the elements sufficiently. Educational implication of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.265-290
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• 2012

This study try to analyze the effect that personal and social factors affects the interactions among science gifted students. For this, I analyze the interacting role of science gifted students in social co-construction and scientific model constructing class for phase change and rising-sinking time of moon and categorize according to type. I analyze aspects of interaction and association of each elements in the students after I understand character type self conception friendship a parents-children relationship relation with teachers derived from advanced research through questionnaire and depth interview. After analyzing, I find the following-close friendship form or not and usual school class participation appear important factors that have strong connection with the aspect of the interactions. Also, character type, self conception and relation of parents affect the interactions relatively lower. Through this study, We identify two things. Firstly, We must consider individual's inside factors for making animatedly the interaction among the students. Secondly, We get considering factors that devise the strategies for making the interaction animatedly.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.427-439
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• 2019

In this study, we investigated how scientists and teachers engaged in mentoring program are conducting research ethics education and how they are creating an ethical educational environment. A questionnaire survey was given to 32 scientists and 44 teachers conducting mentoring programs for gifted high school students. In the content of research ethics education, most of the respondents opined that they should teach against falsification, plagiarism, and fabrication. Teachers were most likely to teach ethical decision-making in each step of the research process. Most of the scientists said that they should teach how to write research note. For the difficulties, the teachers pointed out the challenging system that focuses only on college entrance exams while the scientists answered that it was difficult to recognize research ethics as the problem of the students themselves. For the teachers, the most affective factor in creating an ethical research environment is the amount of time to teach research ethics while for the scientists, it is the ethics of the mentors. For creating an ethical research environment, the teachers responded with making an atmosphere wherein failure is tolerated, and the scientists responded with increasing the degrees of freedom in results. For the difficulties of creating an ethical research environment, the teachers were constrained by research time while the scientists were pressured about the results. These results provide implications for ways to teach research ethics and for ways to create an ethical research environment in the mentoring program for science-gifted students.