• Title/Summary/Keyword: Science Gifted Education

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A Case Study on the Learning Characteristics of Science-Gifted Students in Jeonnam Province -Focused on Verbal and Nonverbal Interactions in Small Group- (과학영재 학생의 학습 특성에 관한 사례연구 -소집단에서의 언어적, 비언어적 상호작용을 중심으로-)

  • Han, Kwang-Lae;Park, Hae-Gyun;Ryu, Jae-In
    • Journal of Korean Elementary Science Education
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    • v.30 no.1
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    • pp.51-60
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    • 2011
  • The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

Teacher's Perception of Influence of Behavioral Characteristics of Scientifically-Gifted Students on General Students in Elementary School Science Classes (초등학교 과학 수업에서 과학영재 학생의 행동 특성이 일반 학생에게 미치는 영향에 대한 교사의 인식)

  • Yun, Suhjung;Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.39 no.3
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    • pp.353-368
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    • 2020
  • This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

Comparing Characteristics and Perceptions of Writing Science Poems for Scientifically-Gifted and General Elementary Students (초등 과학영재 학생과 일반 학생의 과학 동시 특성 및 과학 동시 쓰기에 대한 인식 비교)

  • Kim, Minji;Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.38 no.1
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    • pp.130-148
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    • 2019
  • This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

A Comparison of Resilience and Task Commit between Elementary Gifted Students in Science and Non-gifted Students (영재교육기관별 초등과학영재와 일반학생의 회복탄력성 및 과제집착력 비교)

  • Lee, Kyung-Mi;Sung, Seung Min;Jang, Nak Han;Yeo, Sang-Ihn
    • Journal of Science Education
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    • v.39 no.3
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    • pp.307-320
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    • 2015
  • This study aims to compare resilience and task commitment between the elementary gifted students in science and non-gifted students. The subjects in this study were 132 gifted students belonged to gifted education centers or gifted classes and 147 non-gifted students, all of whom were in the 6th grade. In order to examine resilience and task commitment, a 5-point Likert scale-style questionnaire survey was conducted to the subjects. With the aim of identifying the difference between resilience and task commitment among groups, data were analyzed by one-way ANOVA and $Scheff{\acute{e}}$ test. And in order to investigate the relationship between resilience and task commitment among groups, Pearson correlation analysis was carried out. The results of this study were as follows; First, resilience was found to have a significant difference between scientifically gifted students belonged to gifted education centers and non-gifted elementary students, and between students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. Second, task commitment was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and non-gifted students. Third, there were very high correlation between resilience and task commitment among the groups.

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Importance-Performance Analysis (IPA) of the Core Competence of Gifted Education Teachers (영재교육 담당교원의 핵심역량 인식에 대한 중요도와 실행도(IPA) 분석)

  • Lee, Mina;Park, Sung Hee
    • Journal of Gifted/Talented Education
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    • v.25 no.6
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    • pp.927-949
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    • 2015
  • The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

A Comparison of Grit, Failure Tolerance and Psychological Well-Being between Elementary Science-Gifted and the General Students (초등 과학영재와 일반학생의 그릿(Grit)과 학업적 실패내성 및 심리적 안녕감과의 비교)

  • Youn, Sang-Chon;Choi, Sun Young
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.439-446
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    • 2017
  • The purpose of this study was to compare Grit, failure tolerance and psychological well-being between elementary science gifted and general students. The subjects of this study were 48 science gifted students and 70 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, Grit, failure tolerance and psychological well-being of science gifted students were higher than those of the general students, there was a statistically significant difference. Second, science gifted students showed higher correlation between grit and failure tolerance, grit and psychological well-being than general students. Grit of science gifted students had a positive correlation with all sub-factors of academic failure tolerance and psychological well-being. In general students, there was a positive correlation with all sub-factors of Grit, academic failure tolerance, and psychological well-being except for the emotion sub-factor of academic failure tolerance. Thirdly, as a result of the regression analysis on the elements of failure tolerance affecting the Grit, science gifted students showed emotional factor but general students had behavioral factors. Also, as a sub-factor of psychological well-being on Grit, both science gifted and general students showed autonomy.

A Case Study on the Scientifically-Gifted Students' and Average Student's Creative Science Problem Solving Processes and Skills (과학 영재 아동과 일반 아동의 창의적 과학 문제 해결 과정에 대한 사례 연구)

  • Shim, Hye-Jin;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.25 no.spc5
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    • pp.532-547
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    • 2007
  • The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

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Analysis of Interaction between the Science Gifted Education Teachers in the In-service Teachers Training Program (동료간 상호작용이 강조된 연수 프로그램에서 과학영재 담당교사의 상호작용 분석)

  • Park, Jieun;Lee, Bongwoo
    • Journal of Korean Elementary Science Education
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    • v.31 no.2
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    • pp.135-145
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    • 2012
  • In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

The Secondary Gifted Education Teachers' Perceptions of the STEAM and the Convergence Gifted Education (중등 영재 지도교사들의 융합인재교육(STEAM)과 융합영재교육에 대한 인식)

  • Seo, BoKyoung;Maeng, HeeJu
    • Journal of Gifted/Talented Education
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    • v.26 no.1
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    • pp.53-76
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    • 2016
  • This research studies the perception to gifted education teachers between the middle school gifted education for STEAM and Convergence Gifted Education for revitalizing Convergence Gifted Education. The conclusions according to the analysis, it shows that the awareness of gifted education teachers for Convergence Gifted Education is lower than the level of the awareness for STEAM, and it appears that the Gifted education teachers especially has the experience adapting Convergence Gifted Education who awareness for Convergence Gifted Education is the highest. On the other hand, not only teachers has the experience adapting Convergence Gifted Education and the very poorly recognition for the task of Comprehensive Plan for Gifted Education promotion including the development of an creative and convergence content, a they has the very low experience for the development. And it analyzes that although there is no meaningful differences, teachers who are in science gifted teachers and the mature experienced man realizes very optimistically the necessity need of Convergence Gifted Education. Therefore, it analyzes that recognition to the necessity need of Convergence Gifted Education is reinforced through the training for the gifted teachers in the mathematics gifted education and in less teaching experience. But it points out that answers over the majority cognized to resemble the Convergence Gifted Education and STEAM, though the object is only different. Furthermore, it suggests that the differentiated Convergence Gifted Education curriculum providing the suitableness for the characteristic and level is needed for the desirable fixedness.

Design and Validation of Leadership Curriculum in Education for the Gifted Elementary Students of Computer Science (초등정보과학영재를 위한 리더십 교육내용의 설계 및 검증)

  • Lee, Jae-Ho;Bae, Gi-Taek
    • Journal of Gifted/Talented Education
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    • v.20 no.1
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    • pp.79-106
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    • 2010
  • Leadership education is part of the goals of special education for the gifted of computer science. However, there has been little research effort on leadership curriculums and programs specially designed for the gifted of computer science by reflecting their characteristics. Thus this paper was conducted to design educational contents of leadership for the gifted of computer science as follows:First, common elements were extracted from the goals and characteristics of special education for the gifted of computer science and from the previous studies through analysis. Then basic data were selected helpful to choose educational contents of leadership for the gifted of computer science. Second, the definitions and characteristics of leadership were analyzed along with the previous studies to find common elements. By defining relations between the gifted of computer science and leadership, the investigator also examined the leadership characteristics to be considered when choosing educational contents. Third, educational contents of leadership for the gifted of computer science were selected and designed based on the leadership elements developed by the Korean Educational Development Institute(2005). Fourth, leadership activity logs and reading materials were developed of the education for the gifted of computer science based on the educational contents for their leadership. And fifth, Delphi analysis was carried out to test the validity of the leadership activity logs and reading materials developed in the study in two sessions; the first one tested the overall design of the educational contents, and the second one did the detailed contents of the activity logs and reading materials.