• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.267-277
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• 2011

The purpose of this study is to examine the effect of IIM-based science writhing lesson on the science process skills and self-directed learning in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National Universty of education : the research group is composed of twenty students who were participated in IIM-based science writing lessons. During 12 weeks, the IIM-based science writing lessons was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the self-directed learning. In conclusion, IIM-based science writing lesson was more effective on science process skill and self-directed learning. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.20-31
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• 2011

The purpose of this study is to examine the effect of PBL-based astronomical observation on the science process skills and scientific attitudes in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National University of education : the research group is composed of twenty students who were participated in PBL-based astronomical observation program. During four weeks, the PBL-based astronomical observation program instruction was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the scientific attitudes. In conclusion, PBL-based astronomical observation program was more effective on science process skill and scientific attitudes. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.

• 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 the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.1-11
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• 2011

This study was carried out to analyze primary gifted education systems in Korea and China. The results of the research are as follows : (1) The objectives of the gifted children education of two countries are same. They intend to dig out hidden talent and giftedness of gifted children. They emphasize the development of creativity in the gifted children through the various special teaching methods. (2) Korea has been doing the gifted education limitedly focused on the 4th grade students in elementary school after regular school curriculum, but China has performed gifted education from primary school to university quite systematically. (3) Korea tend to select the students based on the objective sources such as teachers' observation, recommendation, school scores, but this has limit to find out the real potential genius. China has the similar problems, but they consider of the comprehensive talented and abilities in students at school unit level. (4) Both countries have the teacher training systems for study to make more efficient programs and methods in gited education. It has been emphasized the necessity of gifted education to expand the range and target. Most of all it is very essential to train the teachers to manipulate the gifted education programs. The government should be persue the multiplicity and professionality now. So there are so many things to learn from China since they managed the gifted education in a regular curriculum of the school.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.289-297
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• 2007

The purpose of this study was to analyze the temperament of the science gifted and to identify a relationship between temperament and test-anxiety of the students. The participants were composed of 92 middle school the science gifted who had been educated for the gifted in science educational institution of university and 97 general students in their first-year of middle school. A revised dimensions of temperament survey (DOTS-R) was used for data collection. This study revealed that the science gifted displayed higher concentricity, persistence, and approach-temperament than those of general students. On the other hand, general students were higher than the science gifted at activity, flexibility and positive mood. In the analysis of superior temperament, the science gifted were superior to general students in persistence, while general students were superior to the science gifted in flexibility. The Results of correlation with temperament and test-anxiety was as following. There was close correlation between approach-temperament and test-anxiety of the science gifted. Persistence was the same. While general students were not close correlation between concentricity and test-anxiety. Also science gifted and general students was close correlation between activity and test-anxiety. This mean that activity brings about a disturbing factor of test-anxiety. According to the results of superior temperament frequency analysis, persistence is superior temperament of the science gifted. While flexibility was superior temperament of general students. This study expects to making the use of providing appropriate teaching and learning strategies for the science gifted.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.166-176
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• 2011

The purpose of this study was to examine the effect of the science gifted children's Science Process Skiils and Creativity development by Scientific Writing Program using Thinking maps. To verify research problem, the subject of this study were third-grade students selected from two classes of an elementary scientific gifted students located in Ulsan : the search group is composed of twenty students who were participated in TScientific Writing Program using Thinking maps, and the other is composed of twenty students (comparison group) who were participated in teacher map based instruction in comparison group. Pro-test showed following results: First, the search group showed a significant improvement in the science process skills compared the comparison group. Second, the search group didn't showed a significant improvement in creativity compared in the comparison group. In conclusion, Scientific Writing Program using Thinking maps was more effective than teaching model using the teacher map on science process skill and creativity.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.491-504
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• 2011

We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.

• Journal of the Korean earth science society
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• v.34 no.1
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• pp.81-92
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• 2013

The purpose of this study was to investigate the communication structures that science gifted students used in small group activities, and to examine the relationship between communication styles and their achievement level. Eight small groups,5 members in each, participated in small group activities, in which they discussed how to calculate the average density of the earth. The communication structures and the achievement level presented in the group activities were analyzed using Pajek, Ucinet 6.0. As a result, we classified the communication styles of science gifted students into monopolistic type and co-ownership type according to the degree of dispersion of the interaction. We also classified it into $D_H{\cdot}N_H$ type, $D_H{\cdot}N_L$ type, $D_L{\cdot}N_H$ type, and $D_L{\cdot}N_L$ type based on the density and network centralization of interaction. The achievement levels of gifted students in their group work were affected by the density of interaction and the network centralization in small group activities, not by the dispersion of interaction among the members of the groups. Therefore, we recommend that teachers make the communication relevant to solving problem when they utilize a small group activity in science teaching.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.235-244
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• 2012

This study examined the learning tendency & social characteristics and the science camp participation attitude of the global science talented and the science gifted c. The survey was carried out on children who are taking part in Global Bridge project group and in Science Education Institute for the gifted S National University of education. The results of this study were as follows. First, the science gifted children was more superior to the global science talented, when it comes to task commitment and fluency, creativity, enthusiasm for learning on the learning tendency. Second, the science gifted children have much more sociality than the global science talented in the sense of social characteristics. The global science talented showed lack of interpersonal relationship & confidence for human relationship. Third, both parties were positive in terms of attitude which participating science camp. It was proved that science camp made a positive affect on both groups in several senses such as improving awareness & attitude of science activity and enhancing sociality. As a result, unlike ordinary program for the science gifted children, one for the global science talented in global bridge project is highly demanded that it should be considered the characteristics of the multi-cultural students. Moreover, it might be considered that educational circumstance would be needed, under which it is able to stimulates students' scientific curiosity throughout launching science hands-on program, such as systemized science camp etc.