• Journal of Korean Elementary Science Education
• /
• v.25 no.1
• /
• pp.27-38
• /
• 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
• /
• v.22 no.1
• /
• pp.117-139
• /
• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Journal of the Korean earth science society
• /
• v.32 no.3
• /
• pp.294-305
• /
• 2011

This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

• Journal of Korean Elementary Science Education
• /
• v.30 no.1
• /
• pp.51-60
• /
• 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.

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

• Korean Journal of Child Studies
• /
• v.24 no.3
• /
• pp.1-13
• /
• 2003

The present study examined gender differences between science-gifted students and general students in creative thinking, personality, environment and performance in science. Subjects were 171 eighth grade students, 66 gifted in science and 105 general students. Data were analyzed by ANOVA and Stepwise Multiple Regression. Sex differences between the science-gifted and general students were found only in several subcategories of the dependent variables. The most critical predictors of creative performance in science were the title abstraction factor in gifted boys and general girls, and the resistance of enclosing factor in general boys.

• Journal of Korean Elementary Science Education
• /
• v.23 no.3
• /
• pp.219-227
• /
• 2004

This study aims to investigate science teaching and learning for the gifted in comparison with regular classrooms in elementary schools. A questionnaire was developed to survey gifted and general students＇ perceptions to elementary science teaching and teaming with employing a teaching and learning model for the gifted by Maker and Neilson (1995, 1996). The 28 item questionnaire consisted of four categories of content, teaching and teaming process, student product, and learning environment, and each category included six to nine items. Randomly selected 114 students from gifted classes and 99 students for regular classes responded to the questionnaire through the use of five-point Likert scale. It was found that there are significant differences between gifted and regular classes of science at all four categories of the teaching and learning model for the gifted. Therefore, science teaching and teaming for the gifted seemed to be differentiated from regular classes and emphasized students＇ creativity. However, no differences were appeared in a few items: study of gifted people and research methods (gifted=3.0; regular=.21 F=2.54), students＇ freedom of choice for topics of lessons, tasks, etc., (gifted=3.1; regular=3.0, F=0.31), student product addressed to real audience (gifted=2.8, regular=2.6, F=0.96), and students＇ high mobility to seek for data in library, etc. during class periods (gifted=2.3, regular= 2.3, F=0.01). It was concluded that science education for the gifted in Korea calls for quality improvement in terms of teaching and teaming in various aspects.

• Journal of Science Education
• /
• v.39 no.3
• /
• pp.307-320
• /
• 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.

• Journal of Korean Elementary Science Education
• /
• v.33 no.3
• /
• pp.558-565
• /
• 2014

The purpose of this study was to compare thinking styles between the gifted students in science and invention The subjects were 191 gifted elementary students in science and 182 gifted elementary students in invention, who enrolled in gifted education program. They were given the Thinking Style Inventory (TSI) that standardized Korea version by Yun (1997), which constructed 13 thinking styles of 5 dimensions (functions, forms, levels, scopes, and leanings of the mental self-government). The collected data were analyzed by independent sampling t-test and ANOVA with SPSS. The findings of this study were as follows: the gifted in science prefer executive, oligarchic, and global thinking styles rather than the gifted in invention. Meanwhile, the gifted in invention prefer legislative, judicial, local, and liberal thinking styles rather than the gifted in science. Both of the gifted in science and invention prefer legislative, executive, monarchic, anarchic, external, and liberal thinking styles. There was statistically significant differences between boys and girls in executive, oligarchic, local, and liberal thinking styles of the gifted in science.

• Journal of Gifted/Talented Education
• /
• v.26 no.1
• /
• pp.37-51
• /
• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.