• Journal of Gifted/Talented Education
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• v.16 no.1
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• pp.43-60
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• 2006

This study mainly intended to investigate the relation between scientific inquiry and several entrance exam results of the gifted in earth science gifted program. The scientific inquiry was tested with their experiment designs. Entrance exams included achievement scores, creativity scores, problem solving, and oral test of high ability students. Student entrance scores were used to judge the level of students' competency in science. Recently students' ability of 'doing science' as measured by their designing experiments has been highly appreciated as a criteria of scientifically gifted students. One of the well known tests was Diet Cola Test developed by Fowler(1990). We used it as a test to figure out students' experiment design ability. We selected 22 gifted students in earth science. We compared their entrance test scores and Diet Cola Test results. Based on the comparison results we proposed several guideline of science education program for high ability students.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.440-454
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• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of the Korean earth science society
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• v.26 no.5
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• pp.387-394
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• 2005

We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.497-518
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• 2008

This study aims to examine how Science Gifted Education Center(SGEC) affect the decision of graduates of gifted education institute in applying for science-related Special high school. To this end, the study investigated factors that affected their decision on applying for higher SGEC, such as career goal prior to their admission to a SGEC, motivation for the admission, and curricular activities at SGEC. A questionnaire survey was administered on 30 students, and resulting data were used as basic information to construct interview questions. Selected 22 students among them were interviewed separately, with transcripts of the recorded interviews being analyzed. The results of the study indicate that among many factors of SGEC for the gifted which affected student's choice of special-purpose high school of science, activities of the center putting an emphasis on open research activities and social interaction had a positive effect on the students' choice of special high school.

• Journal of Information Processing Systems
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• v.15 no.2
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• pp.320-330
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• 2019

This study analyzed changes in sociality and democratic-citizenship among elementary school students in the information class and the science class at the Science Education Institute for the Gifted, who were divided into an experimental group and a control group. The experimental group engaged in the Learning Together (LT) cooperative form of learning for which the remix function of Scratch, an educational programming language, was applied, while the control group was given general instructor-led lessons. Members in the experimental group were able to modify processes during projects through the usage of the remix function, thereby actively participating in the projects and eventually generating team-based results. The post-class t-tests showed a greater degree of improvements in sociality and democratic citizenship for the experimental group that was offered the remix-function-based cooperative learning than the control group. Statistically significant differences were present between two groups particularly in "cooperative spirit" sub-domain of sociality and the "community" and "responsibility" sub-domains of democratic citizenship.

• Journal of Science Education
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• v.38 no.2
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• pp.401-414
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• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.443-464
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• 2008

This study analyzes the surveys of attitudes toward science, the peer relationship, the achievement motivations, and the parents' attitudes to science gifted education. It have been conducted to 53 scientifically gifted and 120 non-gifted students. The findings from the analyses suggest that there exist few meaningful differences in the attitude toward science, the motive for achievements and the peer relationship except in the parents' attitude to the gifted student education. This means that the recognition and the attitude of the parents have great influences on non-gifted students especially female students in the process of resolving to take future directions to science fields and choosing the gifted education center. Accordingly, we are in dire need of the changes in the social recognition of science and it is strongly recommended to seek for the ways of promoting science and supporting engineering graduates at the level of nation, thereby establishing legal and institutional foundations to make effective human resource arrangements.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1075-1083
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• 2015

The purpose of this study is to develop a checklist for helping students write scientific inquiry reports after conducting open inquiry. To do this, eight scientifically gifted middle school students' worksheets for open inquiry, inquiry activities during conducting open inquiry, and final scientific inquiry reports were analyzed. Parts that were considered unsuitable in the writing inquiry reports as well as good parts were identified, and using this result, a checklist for helping students write good inquiry reports was developed. The checklist consisted of five categories and 46 items. The checklist was applied to inquiry reports written by seven other gifted students. Analyzing agreement rates of the checklists with two evaluators, high reliability could be obtained. Finally, recommendations for more effective use of the developed checklist were discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.796-813
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• 2008

A good understanding of how gifted science students understand physics is important to developing and delivering effective curriculum for gifted science students. This dissertation reports on a systematic investigation of gifted science students' reasoning model in learning physics. An analysis of videotaped class work, written work and interviews indicate that I will discuss the framework to characterize student reasoning. There are three main groups of students. The first group of gifted science students holds several different understandings of a single concept and apply them inconsistently to the tasks related to that concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the manifold model. The second group of gifted science students hold a unitary understanding of a single concept and apply it consistently to several tasks. Most of these students hold a Newtonian Model about Newton's second law. In this case, I define this reasoning model as the coherence model. Finally, some gifted science students have a manifold model with several different perceptions of a single concept and apply them inconsistently to tasks related to the concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the coherence model.

• Journal of Science Education
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• v.34 no.1
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• pp.113-123
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• 2010

The purpose of this study is to survey its characteristics through analyzing brain-wave activity in the scientifically-gifted and general children in the problem-solving process. The subjects of this study were 6 elementary school students, who are attending the institute of education for the gifted belonging to the regional office of education and 6 general children in the same region. The analysis was performed targeting total 12 people. As the task for measuring brain wave is Hanio tower, it is the effective task of researching into the problem-solving process. As the equipment of measuring brain wave is EEG System, it used equipment that was developed in Australia. The analysis of data was minimized noise. As a result of research, the gifted children are excellent in stable level compared to general people in a stable situation with opening the eyes, thereby being able to be known to be high in preparatory level for learning. This can be seen to be indicated as a result that the effect of learning is excellent due to being high in preparatory level for solving problem. Also, even in the process of performing task, the brain-activity level in the gifted children is high, thereby having been able to know that ${\alpha}-wave$ is formed that is significantly high in the regions of frontal lobe and occipital lobe. Accordingly, given developing task that is high in brain activity level of the gifted children, the higher educational effect will be able to be expected.