• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.348-361
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• 2016

This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.558-565
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• 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 Korean Elementary Science Education
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• v.27 no.4
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• pp.437-445
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• 2008

The purpose of this study was to examine about science gifted class student's effect of education for the science gifted class. For this, 21 item-questionnaires were given to 292 students at the 4th, 5th and 6th graders in 3 elementary gifted schools located in Incheon. The results of this study were as follows: First, science gifted students were positive in effect of gifted class. This was more positive as class is low. Second, gifted students are thinking that it is helped to own learning that study at gifted class in cognitive side but appeared relatively low regarding school record or utterance, study method, thinking faculty, creativity. Third, they did not think that is exerting a lot of effects about own habit that study, interest, pride in emotional side. Fourth, they thought that is effective in relation with new friends more than teachers and parents in sociocultural side. Fifth, in private tutoring side they thought that is not influencing to solve academy taking a course of decrease.

• 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 Korean Elementary Science Education
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• v.23 no.3
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• pp.219-227
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• 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.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.355-372
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• 2022

The purpose of this study was to find out whether the Grit test is valid as a test tool for Identification of mathematically gifted elementary students. For this study, we conducted Grit tests, Mathematical Problem Solving Aability Tests, Mathematical Creative Ability Tests, and Mathematically Gifted Behavior Characteristic Tests on 39 ordinary students at Seoul public elementary school and 20 mathematically gifted students at the Education Center for Gifted Education, and analyzed correlation with each test. In addition, we conducted a discriminant analysis to find out how the Grit test can accurately determine the members of the mathematically gifted student group and the ordinary student group. As a result of Pearson's correlation analysis, the Grit test was .521 with the Mathematical Problem Solving Ability Tests, .440 with the Mathematical Creative Ability Tests, and .601 with the Mathematically Gifted Behavior Characteristic Tests, according to significant positive correlation at p<.01. Through this, it can be confirmed that the Grit test has a high official validity as a tool for determining mathematically gifted students. As a result of conducting a discriminant analysis to confirm the classification discrimination ability of the elementary mathematically gifted student group and ordinary student group of the Grit test, Wilk's λ was .799(p<.001). We confirm that the Grit test is a significant variable in determining the mathematically gifted student group and ordinary student group. In addition, 64.4% of the entire group was accurately classified as a result of group classification through discriminant analysis. This shows that the Grit test can be actually used as a test tool to determine mathematically gifted elementary students.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.464-472
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• 2013

The purpose of this study was to analyze the science inquiry problem finding ability of gifted elementary students of science and general elementary students. For this purpose, this study analyzed the types of science inquiry problems in an ill-structured problem finding situation. Also, this study has compared science inquiry problem finding abilities of those two groups. From the results of this study, new ways of improving student' science inquiry problem finding ability and selection of gifted students of science were suggested. The results of this study can be summarized as follows. First, most of the inquiry problems generated by the scientifically gifted and the general students in an ill-structured problem situation could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, and both group found more problems in scientific context than in everyday context. Regardless of the context of problem, scientifically gifted students found more problems and the type of problems generated by them were more various than those of general students. Second, there were differences in problem finding ability between scientifically gifted and general students. Scientifically gifted students found more problems and the quality of problems were higher than general students.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.353-368
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• 2020

This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.242-250
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• 2011

The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.