• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.307-317
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• 2006

Those students with ability and interest in science should be supported to develop their potential and to reach high levels of achievement in science and technology. In order to ensure that gifted pupils are able to enhance their creativity as well as research abilities, appropriate learning programs and environments are essential. One of the various teaching and learning models for the gifted in science is the discovery learning model based on inductive science activities. There is a clear line of continuity between knowledge discovery at the forefront of research and student's learning activities. If students receive excellent training in organizing scientific concepts for themselves, they will be able to skillfully apply appropriate scientific concepts and solve problems when facing unfamiliar situations. It is very important to offer an appropriate learning environment to maximize the learning effect whilst, at the same time, understanding individual student's characteristics. In this study, the authors took great pains to research effective learning environments for gifted science students. Firstly, appropriate classroom learning environments thought by the teacher to offer the most potential were investigated. 3 different classes in which a revised teaching and learning environment was applied in sequence were examined. Inquiries were conducted into students' activities and achievement through observation, interviews, and examination of students' worksheets. A Science Education expert and 5 elementary school teachers specializing in gifted education also observed the class to examine the specific character of gifted science students. A number of suggestions in discovery learning classes for elementary students gifted in science are possible; 1) Readiness is essential in attitudes related to the inquiry. 2) The interaction between students should be developed. A permissive atmosphere is needed in small group activities. 3) Students require training in listening to others. In a whole class discussion, a permissive atmosphere needs to be restricted somewhat in order to promote full and inclusive discussion. 4) Students should have a chance to practice induction and abduction methods in solving problems.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.46-57
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• 2015

The purpose of this study was to analyze the writing styles and features of science writing by using science notebook for elementary school science gifted. The subject of this study was 37 sixth grade elementary school science gifted in P city. The preliminary 1 hour instruction was conducted to explain the usage of science notebook. The summarized activity using science notebook was conducted for 20 minutes following 4 hour lesson. These activities were performed for 8 times. As the result of this study, in The content which is learned today (main learning content)' which is one of components of science note, the writing appears the most frequently in external expression types and features of scientific writing, followed by writing+drawing, drawing, cartoon, writing+cartoon, mind map, table. Science writing which uses inductive thinking appears the most frequently in internal expression types and features of scientific writing, followed by deductive thinking, creative thinking. Among the components of science note, 'thinking and feeling', 'question,' 'one's own thinking of question' which are the components of science note promote the reflective thinking of elementary school student gifted for science.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.91-98
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• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.55-72
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• 2019

The purpose of this study is to find out what kind of difficulties teachers face in the management of the elementary gifted institutions in the rural area of Chungbuk province. In this study, rural area was defined that the area where gifted education is difficult to access due to geographical accessibility or where gifted education service is restricted. The participants of the this study were three elementary gifted teachers who manage elementary gifted education institutions and is teaching science to disadvantaged gifted students. We collected data about the difficulties and support needs for the management of the gifted institutions in the rural area through the questionnaire and the interview. The results of this study are as follows. First, the common difficulty that teachers expressed was the lack of parental attention and awareness of gifted education. Second, the teachers who participated in this study perceived different difficulties according to their area, experience, and environment. Teacher A is the lack of awareness of the managers, teacher B is the difficulty of student selection, teacher C is the most difficult factor in teacher quality management. This difference in perceptions also led to differences in the support improvements required by gifted class teachers in the rural area. Third, the three teachers commonly referred to difficulties to access due to geographical accessibility, and demanded the integrated management of the gifted class in the rural area and the support for the expansion of the class.

• 한국초등과학교육학회지:초등과학교육
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• 제30권3호
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• pp.340-352
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• 2011

The purpose of this study was to analyze effects of teaching materials for elementary science gifted conception about object recognition. Elementary science gifted have misconceptions that they can see in lightness. They can not explain how a shadow is made. This paper reports in-depth investigation on elementary science gifted's understanding of object recognition focusing on process of light. A program is developed to elementary science gifted in the subject matter. The tutorial emphasizing the process of light consists of pre-test, worksheet, and post-test. The Tutorial has 4 steps; darkness and light, light on things, light reached eyes, structure of the eyes. Each steps has 2~4 experiments. Through the tutorial, we expect their misconceptions can be changed into scientific conceptions. For the research and analysis, a questionnaire is posed to 39 elementary science gifted at M Elementary School in D Metropolitan City. The first method of product analysis makes a comparative study of pre-test, post-test score, and hake gain each test. As a result, total score of all student was raised. And hake gain of pre-test(II) is 0.6, hake gain of post-test is 0.68. It is Medium gain. Also, elementary science gifted could understand how we see through the tutorial emphasizing process of light. And their misconceptions can be changed into scientific conceptions.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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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.

• 과학교육연구지
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• 제38권2호
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• pp.401-414
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• 2014

다양한 형태의 자극에 대해 더 많이 더 오래 그리고 더 강렬하게 반응하는 내적 경향으로서의 민감성을 의미하는 과흥분성과 한 개인이 사회생활, 특히 학교생활에서 어떠한 방법으로 어떻게 행동할 것인가를 알아보기 위한 개념인 사회적 자아개념은 과학영재의 매우 중요한 정의적 특성이라고 할 수 있다. 따라서, 본 연구에서는 영재교육기관별 초등과학영재와 일반학생의 과흥분성과 사회적 자아개념을 비교하여 어떤 특성이 있는가를 알아보고자 하였다. 이 연구를 위해 초등학교 5, 6학년의 영재교육원 및 영재학급 학생 135명과 일반학생 91명을 대상으로 과흥분성 검사와 사회적 자아개념 검사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 과흥분성의 5개 하위 영역에서 일반학생보다 초등과학영재의 모든 점수가 통계적으로 유의하게 높았다. 둘째, 영재교육기관별로는 대학부설영재교육원 및 지역공동영재학급의 초등과학영재의 과흥분성이 단위학교 영재학생 및 일반학생에 비하여 통계적으로 유의하게 높았고, 단위학교영재학급은 일반학생과 차이가 없었다. 셋째, 사회적 자아개념에서는 대학부설영재교육원 과학영재가 단위학교영재학급의 과학영재 및 일반학생보다 통계적으로 유의하게 높은 점수를 나타내었다. 연구 결과를 토대로 초등과학영재의 지도에서 영재교사가 유념해야 할 시사점과 영재교사의 연수 등에서 고려해야 할 점 등을 논의하였다.

• 한국과학교육학회지
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• 제41권2호
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• pp.133-144
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• 2021

이 연구에서는 초등 과학영재 학생의 과학긍정경험 향상을 위한 교수-학습 경험을 탐색하였다. 이를 위해 서울특별시의 한 초등 과학영재교육원에서 과학영재교육을 받는 초등학교 5-6학년 학생 36명을 선정하였다. 선정한 학생을 대상으로 과학긍정경험 지표에 관한 사전 검사와 사후 검사를 시행하였다. 또한 토요일에 진행되는 과학영재수업이 끝난 후에 일부 학생을 대상으로 과학긍정경험 향상을 위한 교수-학습 경험을 탐색하기 위해 개별적인 심층 면담을 시행하였다. 연구 결과, 해당 초등 과학영재교육원의 과학영재수업은 초등 과학영재 학생의 과학긍정경험을 향상시키는 것으로 나타났다. 과학긍정경험 향상을 위한 교수-학습 경험으로는 선행연구의 일반 학생에게서 나타난 '체험 중심의 탐구 활동', '학생 주도적 수업', '긍정적이고 전문적인 피드백', '탐구를 통한 지식 구성', '학생의 흥미와 적성을 반영한 수업', '실생활과 관련된 소재 활용', '모둠활동에서의 원활한 협업과 소통', '학습 내용의 적절한 난이도'의 8가지 교수-학습 경험과 과학영재 학생에게서 새롭게 나타난 '과학적 창의성 향상 전략을 통한 학습 경험', '꼬마 과학자로서의 탐구 경험', '심화 또는 속진 학습 경험', '우수한 학생과의 학습 경험', '다른 학생을 도와준 경험', '높거나 낮은 성취 경험'의 6가지 교수-학습 경험을 추출할 수 있었다. 이를 바탕으로 과학영재 학생의 과학긍정경험 향상 방안에 대한 실제적인 시사점에 대해 논하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.216-226
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• 2012

The purpose of this study was to examine the effects of the creative problem solving and scientific attitude through the science-based STEAM program for the elementary gifted students. For the purpose of this study, a teaching plan and worksheet for students based on STEAM was developed and applied. The objects of this study were the fourth grade of both an experimental class (18 students) and a comparative class (20 students) at the gifted class located in Gyeonggi Province. The results of this study were as follows: First, the change in students' science creative problem solving in the experimental group applying science-based STEAM program has statistically meaningful difference (p<.05). Second, the scientific attitude score of the experimental class improved, but it has no meaningful difference statistically. Third, according to the analysis of questionnaire for evaluating the program, experimental class students had a positive recognition in respect of the STEAM program and got higher satisfaction about the lesson. Therefore, science-based STEAM program applied in this study might be useful to improve the creative problem solving, and can be expected the scientific attitude' improving and better be widely applied to gifted education.