• East Asian mathematical journal
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• v.25 no.3
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• pp.379-397
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• 2009

In this paper we apply to Renzulli's Teaching and Learning models for mathematically gifted students based on the gifted science education center in university. Gifted students were very positive reaction in solving problems creatively using this program, and they were challenging and very confident performing new tasks. They reacted variously in debates with their classmates, in self-initiative studying. So more positive changes are needed for the activities using the gifted learning-teaching program to let each student have full use of his or her possibility and potential.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.304-322
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• 2022

This study investigated a case of a gifted Saudi student, X, who was early detected through Mawhiba (The Saudi Institution of Gifted) when he was eight years old. Then, the journey continued until he became a Tamayuz member and received a scholarship in 2022 to pursue his bachelor's at one of the prestige, high-ranking universities in the USA to study Mathematics and Economics. Lack of information about the status of Saudi verbal gifted maked X case a model to explore the roles of Mawhiba's programs in supporting Saudi verbal giftedness in general and particularly in learning the English language, plus seeking the opportunities Mawhiba provided for Saudi verbal gifted to enrich their giftedness in the English language through providing extended social networking and finally stating the sample's perspective about the opportunities and services Mawhiba provided him. The three core instruments to accumulate elaboration and interpret qualitative and quantitative data were academic records, writing samples, family observation, and a written interview.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.29-46
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• 2004

This study investigated a 7-week summer science research apprenticeship program for gifted high school students in U.S. The purpose of the study was to examine the reasons why the high school student participated in the program, the students' perceptions on the benefits of the apprenticeship program, and to investigate mentors' perceptions on assessment and mentorship of the students' projects. For this study, laboratory works and group meetings were observed, students' journal and research products were analyzed, and interviews were administrated with student apprentices and some mentors. The result revealed that the main reasons of students' participation were to perform research with university professionals, to understand the scientific research, and to explore their college/career decisions. Students' participation was strongly associated with their internal motivation and interests. The students perceived the benefits of the apprenticeship program as providing them with the experience of the nature of real scientific research, of learning of scientific knowledge on the focus area, and wiser college/career decisions. Students' projects were assessed and guided through on-going interactions and cognitive apprenticeship between mentors and student apprentices.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1145-1157
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• 2011

The purpose of this study was to analyze and extract the features of verbal interactions between teacher and science-gifted students in their classes. For the purpose of this study, authors observed 27 elementary science classes for the science gifted of three elementary teachers. To analyze the verbal interactions in the classes, the authors have adopted the theoretical background, which was based on Sinclair & Coulthard's Initiative-Response-Feedback pattern. Verbal interactions in the classes were analyzed by Kim's framework, which modified Jeong's framework. IRF patterns were derived from the verbal interactions of science classes for the science gifted. As a result, authors obtained some important features in IRF pattern. The most commonly used IRF pattern was the teacher's managerial question-student's short answer pattern, which was due to the regional policy for the science gifted. The teacher's delayed feedback as well as the teacher's question was meaningful for student's thinking ability. If elementary teachers consider the pattern, the strategy should be applied, which is depending on student levels and levels of contents. But three teachers did not show the characteristic verbal interaction regarded as a pattern strategy. In the future, inservice programs about verbal interaction are needed for the science gifted classes.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.95-117
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• 2003

This study is to suggest the alternative to limits of intelligence focused on Psychometric tests. Through this study, it was found that triarchic theory of intelligence and thinking styles, which were suggested by Sternberg, were useful. The subjects are 122 student who are at three science-high-schools. The results show that the subjects preferred judicial, executive, and hierarchical rather than conservative styles of thinking, and they had strong analytical, creative, and practical ability. The correlation between academic achievement and triarchic intelligence except automation was significant. The difference of academic achievements was not significant by styles of thinking related to creativity and pattern of triarchic intelligence. There was no interaction between two variables as we expected. The practical ability illustrated the total academic performance very well. And executive, judicial thinking styles were prediction variable in case of considering with triarchic intelligence. Through the results, it could be suggested that triarchic intelligence and thinking styles of non cognitive concept could be important standard referred to selection for the science-gifted, and argued that the reform of the science-high-school was needed to produce the creative-productive science-gifted student.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.353-363
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• 2005

In this thesis, the cognition of students gifted in science on pseudo science was studied in order to acquire basic data to develop a learning program. As a first step, the difference of cognition on pseudo science between science-gifted students and general students in elementary, middle and high schools was studied. Findings revealed that science-gifted students had more negative thought on pseudo science than general students. In addition, there was no progress in their cognition on pseudo science as entered higher grades. Secondly, the cognition of students in a science high school, three times over a 6-month period, was studied. Through this study, it was found that student concepts of pseudo science was not firm, and it is quite possible to induce students to think logically and rationally with the help of a well-organized learning program. Lastly, the factors that might affect student ideas on pseudo science were researched. Students were affected by media such as television and books and also by personal experience. Therefore, students should be trained to correctly judge information presented in the media as authentic or false. Moreover, they should also be provided chances to look back on positive astrological experiences.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.110-118
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• 2014

The purpose of this study was to compare the career awareness and social contribution consciousness between the elementary science gifted students and the general students. For this, survey was taken by 201 gifted students and 216 general students. Methods used are Cronbach alpha, frequency, percentage, independent t-test and Pearson's correlation coefficient. The results are as follows : 1. The gifted students have higher career awareness than the general students. The gifted students recognize their own interests, aptitudes and talents which they are concerned. 2. The gifted students have higher social contribution consciousness than the another. This shows that the gifted students have desire to be respected and positive view of social contribution. 3. There is a positive correlation between career awareness and the social contribution consciousness. According to the past studies, students' household economic status affect their view or grade which they get.. Based on these results, we suggest that a development of educational program for career awareness and social contribution consciousness which can improve gifted students' social responsibility consciousness is necessary.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.513-531
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• 2012

This study was to analyze the characteristic of scientific argumentation in the classes for the gifted of elementary school. The participants of this study were 5 fifth graders and 9 sixth graders, 14 in total, from the basic unit schools for gifted students of J elementary school in Incheon city. And it constituted small scale groups made up of 2~3 students with similar or identical ability in scientific reasoning. It had set up hypothesis for each group before the experiment, and students had a group discussion as a whole after the experiment. Classes were conducted 4 times, all courses were recorded as a sound/video. The ability in scientific reasoning of the students was inspected, making use of SRT II by means of pre-survey, and their argumentation levels were analyzed, utilizing 'Rubric for scientific argumentation course assessment.' As a result, argumentations did not incurred in every class. Analysis in argumentations of the students resulted in low level argumentation. This means argumentation cannot incur based on that with the limit in understanding the principle of experiments over the threshold of textbook no matter that he is an gifted student or not. The student both in formal operational period and transition period (2B/3A), the ability of scientific thinking in upper level, was improved of his argumentative ability in an overall aspect. However, a student of concrete operational period, the ability of scientific thinking in lower level, had argumentation with still lower level even after the experiment at the moment of discussing with the students on the upper level of scientific thinking ability.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.27-38
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• 2006

The purpose of this study was to develop a test of a creative problem solving (CPS) for the selection of gifted science students in elementary school. For this, the methods and procedures of the selection of gifted science students was investigated through the internet homepages 23 gifted science education centers of universities and 16 city. province offices of education. The results of this study were as follows: Most of the gifted science students were selected through a multi-step examination process. They were selected on the basis of their records by recommendation of a principal or a classroom teacher in their school, by operation of standardized tests (ex. intelligence quotient score, achievements in science and mathematics, interest and attitude/aptitude for science as well as through other means), as well as through intensive observation of those gifted science students who are selected by interview and oral tests. The selection of gifted students was not evaluated through creativity testing; giftedness in city. province office of education. Testing of CPS was found to be especially lacking in these organizations. For the development of the test items of CPS in science, the five elements were extracted through the framework for the content analysis of the CPS: problem exploration, problem statement, solution thinking, experiment design, and assesment. In addition, suggestions were made regarding an appropriate scoring system for the test of the CPS. As the result of the developed test was applied to the 4th grade of the gifted and general student, we found that gifted students were superior to general students. In conclusion, it was that the CPS test developed in this study should be used to evaluate the CPS for the selection of gifted students.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.15-45
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• 2004

The purpose of this study is to find out the effect of science journal writings on the cognitive and affective features of the science gifted students. In this research, the tasks of on-line science journal writings were assigned for 6 months and the subjects in this study were 21 students of Chemistry Division of the Center for Science Gifted Education, Seoul National University. Consequently in science journals, science concepts are found in various aspects according to the writing formats, and psychological and behavioral characteristics of the science-gifted are revealed in positive or negative aspects. In cognitive prospect, science journal writing equips students with better understanding about science concepts and scientific research. In affective prospect, science journal writing help students improve observation and attitude toward science as wren as writing skills. Accordingly, science journal writing has positive effect on cognitive and affective characteristics of the science-gifted. In conclusion, acknowledged by most of science-gifted students as both beneficial and appropriate in their education program, science journal writing should be emphasized in education for science-gifted students.