• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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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.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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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.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.169-189
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• 2014

The purpose of this study was to compare elementary gifted student's academic stress, stress coping and academic burnout with those of general students and investigate the relationships between academic stress, stress coping and academic burnout. There is a significant meaning in promoting healthy growth and development by reducing academic stress and academic burnouts, as well as providing fundamental data to understand and mentor elementary gifted student and general students emotionally. The results obtained in this study were as follows. First, the results showed that the gifted students' academic stress, school stress, and after school academic stress were significantly lower than general students'. Second, the results showed that the elementary gifted students used more of active and socially supported ways to cope with stress while the general students use more of passive/evasive and aggressive ways to cope with stress. Third, the results showed that the score of gifted students' academic burnouts was significantly lower than that of regular students', and among general students, the students who spent more time than average time in the private education per week had significantly higher academic burnouts compared to the students who didn't. Fourth, the results showed that the elementary gifted students with high academic stress used more passive/evasive and aggressive ways to cope with stress. As a result of correlation analysis, it appeared a positive correlation between academic stress and academic burnout. Hierarchical multiple regression showed that academic stress and stress coping affected on academic burnout significantly.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.337-358
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• 2012

The purpose of this study is to find out the relation between co-cognitive factors, personal affective and characteristic features as the basis that prompts talented behaviors and leadership. The subjects of the study were 77 elementary mathematically gifted students attending at the gifted education center affiliated with University of Education in D metropolitan city and 110 elementary students in metropolitan city and provinces. The results of this study are as follows. First, elementary mathematically gifted students had higher levels than general students in every subdirectory of co-cognitive factors and the difference was statistically significant. Second, there was a difference between leadership of elementary mathematically gifted students and that of general students. Also, the level of gifted students' leadership was higher than the latter. Third, when it comes to the relation between co-cognitive factors and leadership, both of gifted students and general students showed positive correlation between subdirectory of co-cognitive factors and that of leadership. Consequently, development of co-cognitive factors will lead to improvement of leadership since co-cognitive factors positively influence on leadership. Therefore, it is desirable that co-cognitive factors are considered when developing a program for leadership.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.316-325
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• 2016

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.217-239
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• 2010

This study is to understanding characteristics of Mathematical gifted children by comparing and analyzing of the learning strategies between gifted children and average students. The result of this study is as below. First, the mathematical gifted children's application ability on the cognitive meta-cognitive strategies and learning resources management strategies was higher than average students. Second, in case of learning resources management strategies between gender, male mathematical gifted students's t-test showed higher than female gifted students. Also, in case of average students, male student's t-test for the learning motive was higher than average female students. Third, mathematical gifted children are positive correlation among the learning motive, self-efficacy, cognitive meta-cognitive strategies, and learning resources management strategies. And in case of average student, it had a positive correlation among the learning motive, self-efficacy, and cognitive meta-cognitive strategies. But there is no correlation between learning strategies and cognitive meta-cognitive strategies.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.175-183
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• 2010

The purpose of this study was to examine about effect for class of disadvantaged gifted student. For this, twenty-one item-questionnaires were giver to fifty three students at third graders in four elementary gifted schools located in Ulsan. The result of this study were as follows: First, the elementary school cognitive aspects of disadvantaged gifted class from the result of the effectiveness, 3rd grade students surveyed were all positive. Most of the students about help in learning, record enhancement, presentation skills, resources utilization, problem solving, study skills, creativity and confidence in learning in 77.3% of students answered that they had a positive influence Second, the elementary school affective aspects of disadvantaged gifted calss from the result of the effectiveness, 3rd students surveyed were all positive. Most of students about study habits, attitude, interest in studying, studying aspects related to the confidence and positive in 67.3% of students answered that they were affected. Third, the elementary school social and cultural aspects of disadvantaged gifted class from the result of the effective, 3rd students surveyed were all positive. Most of the students about teachers, students, parents, and efficient use of time for study 70.9% of students answered that they had a positive influence. Fourth, the elementary school private aspects of disadvantaged gifted class from the result of the effective, 3rd grade students surveyed were all positive. Most of the students about reliance on private tutoring classes, interest, record enhancement in 65.1% of students answered that they had a positive influence.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.439-452
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• 2014

The purpose of this study is to find out the effect of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. The main findings of this study are as follows: First, STEAM program that mathematical, technical, engineering and art factors were combined based on basic concepts of science were developed. Seconds, the change in the scientific communication skills of experimental group applying STEAM program had statistically meaningful difference (p<.05). Third, the flow of experimental class improved, but it had no meaningful difference statistically (p>.05). But it is expected that continuing level adjusted STEAM program might have positive effect on improving the flow with the following three reasons: 1) The gifted students' flow level on learning before experiment was rather too high to expect short term effect. 2) It was hard for them to achieve flow experience because topic difficulties and students' capacities were not balanced. 3) topic commitments and autotelic behaviors of gifted students were observed during classes. Fourth, by the result of the student satisfaction questionnaire survey on this program, students actively participated in the STEAM program with interest and curiosity. As achieved self-directed problem solving, versatile communication activities and success experiences, their class satisfaction was high. Based on such results, it was expected that the gifted class applied of STEAM program could enhance scientific communication capacity of the elementary gifted students and would further positively influence flow of learning as well. In addition, it was considered to have integrated approach value to elementary gifted and talented education in the aspect that it could satisfy various educational demands of gifted students.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.