• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.313-333
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• 2014

The purpose of this study was to examine self esteem and reactions on LMT projective technique to a group of scientifically gifted high school students and general high school students. For that purpose, 113 participants from scientifically gifted high school and general high school were asked to fill out self esteem questionnaire and draw a LMT. The results were analyzed by using SPSS.PASW18. The results are as follows: First, overall self esteem of gifted students were higher than general students. Second, reactions on LMT of gifted students and general students were examined. As a result, there were statistically significant differences in four items; integration of landscape composition, expression of distance and space, number of additional items, existence of doors and windows. The result of this study showed significant differences between the two groups in self esteem and LMT scores.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.294-305
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• 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 Gifted/Talented Education
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• v.11 no.1
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• pp.43-65
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• 2001

The contents of scribbling made by scientifically gifted students, what is called Sojabo, were analyzed in order to investigate their interests and goals in the future. The scientifically gifted students were those who attended a senior high school of science in Taejeon Metropolitan City. The scribbling shown on a bulletin board in a bookroom were gathered for seven years. The results showed that the gifted students interested in school work and university entrance. And they showed goal-oriented behaviors to achieve self-actualization. They were stressed under competition among friends. They showed difficulties in making good relationship with their teachers. However, they could be characterized as invulnerable students.

• 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.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.835-846
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• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.71-91
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• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• Journal of Science Education
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• v.39 no.1
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• pp.88-98
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• 2015

The purpose of this study was to examine writing characteristics of scientifically gifted students about biological sciences. To do this study, we analysed their scientific writings related to biological sciences, which were written by scientifically gifted students of 16 groups (20 males and 20 females). They were being taught in the Science Education Institute for the Gifted adjacent for University. Scientific writings related to biological sciences were analysed through categories such as biotechnology, bioethics, sciences in a life, and human health and disease. Scientifically gifted students were lacking in the ability to construct writings and to logically express own contentions according to writings of them. Writings related to biotechnology and bioehics of biological sciences were not better than ones related to sciences in a life, and human health and disease. The results of this study suggested that it should be necessary to develop gifted educational programs to strengthen the scientific writing ability. Especially, scientifically gifted students need to be provided with educational contents about biological issues related to bioethics and biotechnology.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.21-34
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• 2003

This study aims to show how scientifically gifted students think in terms of Thinking Style Inventory based on Sternberg's theory of mental self-government and to examine the relationships between their thinking styles, intelligence and creativity. Two hundred and sixty-six middle school students (169 boys, 97 girls) who enrolled in a gifted education program participated in this study. Results indicated that scientifically gifted students prefer legislative, liberal, judical thinking styles, in comparison to general students, known to be related to creative and critical thinking rather than executive and conventional styles. There was no significant correlation between any of thinking style sub measures and Raven' Matrices and Scientific Aptitude Test, but some correlations were found among the sub measures of thinking style and TTCT. Whereas liberal students gained high originality scores, conventional students gained low fluency scores. Also, judical thinking style showed significant correlations with originality and flexibility TTCT sub scores. In sum, this study showed the characteristics of thinking styles of scientifically gifted students and provided implications for gifted education based on the findings presented.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.821-829
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• 2013

The purpose of this study was to develop 'Science History Based Chemist Inquiry Program' for the science-gifted in high school and investigated the application effects on the understanding toward the nature of science, scientific attitudes, and science career orientation. This study was conducted with one class of 17 scientifically gifted high school students, and the 'Science History Based Chemist Inquiry Program' was applied during 22 class hours. The results of this study were as follows: First, the science gifted students' understanding toward the nature of science showed a statistically significant improvement (approximate significance probability .005). Property of the scientific model, sub-domain of the nature of science, is significantly improved (approximate significance probability .029). This result show that 'Science History Based Chemist Inquiry Program' can improve the scientifically gifted high school students' perception about nature of science. Second, the scientifically gifted students' scientific attitude wasn't changed significantly. However, the openness and creativity in the sub-domains of the scientific attitude showed a statistically significant improvement (p<.05). Third, science career orientation of science-gifted did not show a statistically significant change. But the value of the level of awareness about the science career has been significantly improved (p<.05).

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.1-11
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• 2014

In this study, contents of programming curriculum were designed as instrumental subjects for scientifically gifted students, not for IT gifted ones. Firstly, the programming curriculum consisted of 3 sections; Programming Understanding, Object-Oriented Programming, and Simulation Programming as a result of two semesters. Then, the lectures including project-based and problem-solving tasks were given to scientifically gifted students in a high school during one semester to verify whether they could apply the contents to studies and researches in math or science or not. As a result of this study, the students could improve numerical analysis and simulation program development capabilities in math or science as well as the problem-solving ability based on computational thinking. Moreover, it was proved that the students changed their perception about programing learning. They started to think that programing learning was necessary to studies and researches in math or science. The results of this study propose guideline to design programming curriculum as instrumental subjects for scientifically gifted students.