• Title/Summary/Keyword: elementary school gifted students

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Analysis on Types of Scientific Emoticon Made by Science-Gifted Elementary School Students and their Perceptions on Making Scientific Emoticons (초등 과학영재 학생의 과학티콘 유형 및 과학티콘 만들기에 대한 인식 분석)

  • Jeong, Jiyeon;Kang, Hunsik
    • Journal of The Korean Association For Science Education
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    • v.42 no.3
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    • pp.311-324
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    • 2022
  • This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

Development Teaching Material for the Korea Information Olympiad Preliminary Round Test -Focusing on Elementary Students- (기출문제 분석을 통한 한국정보올림피아드 경시부문 지역 예선 교재 개발 -초등부를 중심으로 -)

  • Kim, Tae-Hun;Hyun, Dong-Lim;Kim, Jong-Hoon
    • The Journal of the Korea Contents Association
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    • v.11 no.1
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    • pp.448-457
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    • 2011
  • In this study, the teaching material has been developed based on Polya's Problem Solving Techniques for preparing Korea Information Olympiad qualification and studying principle of computer. the basis of discrete mathematics and data structures were selected as the content of textbooks for students to learn computer programming principles. After the developed textbooks were applied to elementary school students of Science Gifted Education Center of J University, the result of study proves that textbook helps improve problem-solving ability using the testing tool restructured sample questions from previous test. We need guidebook and training course for teachers and realistic conditions for teaching the principles of computer.

Research on 'Flow' and Creativity as Observed in the Daily Lives of Science-Gifted Students (과학 영재학생들의 일상에서 나타나는 몰입과 창의성에 대한 연구)

  • Lee, Nam Ju;Paik, Seoung Hey
    • Journal of The Korean Association For Science Education
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    • v.34 no.2
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    • pp.147-153
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    • 2014
  • The purpose of this study is to investigate various types of 'flow' that can be observed in the daily lives of science-gifted students, and the correlation between 'flow' and creativity. For two months, we have gathered data on 'flow' in the main activities of science-gifted students through a qualitative application of the Experience Sampling Method (ESM). We then use correlation analysis to determine whether there have been correlations between 'flow' and creativity. Among the four channels, activities involving 'flow' have been the most common (40.4%) in the daily lives of the students. The types of tasks done by the students are, in descending order of frequency, productive activities, social activities, leisure activities, and basic activities. The students have shown the least interest in tasks that do not require specific skills or pose significant challenges; thus the least interest show in basic activities and the most interest has been shown in productive activities. 'Flow' and creativity are significantly correlated at the level of 0.01, which means that the more the students experience 'flow,' the more they express creativity. Based on the results above, we have found that there is a need for the development of science programs or environments, including productivity while at the same time, to reduce uneasiness and patience raising activities, where students can experience more 'flow' in daily life.

An Analysis on Shortest Path Search Process of Gifted Student and Normal Student in Information (정보영재학생과 일반학생의 최단경로 탐색 과정 분석)

  • Kang, Sungwoong;Kim, Kapsu
    • Journal of The Korean Association of Information Education
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    • v.20 no.3
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    • pp.243-254
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    • 2016
  • This study has produced a checker of the shortest path search problem with a total of 19 questions as a web-based computer evaluation based on the 'TRAFFIC' questions of PISA 2012. It is because the computer has been settled as an indispensable and significant instrument in the process of solving the problems of everyday life and as a media that is underlying in assessment. Therefore, information gifted students should be able to solve the problem using the computer and give clear enough commands to the computer so that it can perform the procedure. In addition, since it is the age that the computational thinking is affecting every sectors, it should give students new educational stimuli. The relationship between the rate of correct answers and the time took to solve the problem through the shortest route search process showed a significant correlation the variable that affected the problem solving as the difficulty of the question rises due to the increase of nodes and edges turned out to be the node than the edge. It was revealed that information gifted students went through algorithmic thinking in the process of solving the shortest route search problem. And It could be confirmed cognitive characteristics of the information gifted students such as 'ability streamlining' and 'information structure memory'.

Analysis of the Mathematically Gifted 6th and 7th Graders' Spatial Visualization Ability of Solid Figures (입체도형에 대한 $6{\sim}7$학년 수학영재들의 공간시각화 능력 분석)

  • Ryue, Hyun-A;Chong, Yeong-Ok;Song, Sang-Hun
    • School Mathematics
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    • v.9 no.2
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    • pp.277-289
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    • 2007
  • This research aims to look into the mathematically gifted 6th and 7th graders spatial visualization ability of solid figures. The subjects of the research was six male elementary school students in the 6th grade and one male middle school student in the 1th grade receiving special education for the mathematically gifted students supported by the government. The task used in this research was the problems that compares the side lengths and the angle sizes in 4 pictures of its two dimensional representation of a regular icosahedron. The data collected included the activity sheets of the students and in-depth interviews on the problem solving. Data analysis was made based on McGee's theory about spatial visualization ability with referring to Duval's and Del Grande's. According to the results of analysis of subjects' spatial visualization ability, the spatial visualization abilities mainly found in the students' problem-solving process were the ability to visualize a partial configuration of the whole object, the ability to manipulate an object in imagination, the ability to imagine the rotation of a depicted object and the ability to transform a depicted object into a different form. Though most subjects displayed excellent spatial visualization abilities carrying out the tasks in this research, but some of them had a little difficulty in mentally imagining three dimensional objects from its two dimensional representation of a solid figure.

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Exploring Progression Levels for Science Metamodeling Knowledge of the Science Gifted (과학영재 학생들의 과학 메타모델링 지식 발달 단계 탐구)

  • Kim, Sungki;Kim, Jung-Eun;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.63 no.2
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    • pp.102-110
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    • 2019
  • The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

Case Studies Via Level Classes Of The Convergence Program For Verifying The Center Of Gravity (무게중심 확인 융합 프로그램의 수준별 수업 적용 사례연구)

  • Kim, Su Geum;Ryu, Shi Kyu;Kim, Sun Bae
    • Journal of the Korean School Mathematics Society
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    • v.17 no.4
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    • pp.771-804
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    • 2014
  • The concept of the center of gravity is presently being introduced in elementary school curriculums and is broadly applied to Mathematics, Physics, and the Engineering field in University education which are mostly theoretical classes much separated from actual life in the practical educational field. In 2013, ${\bigcirc}{\bigcirc}$ University of Science and Gifted Education, had developed the multidisciplinary approach program of verifying the center of gravity for gifted students, but this program was reconstructed and applied to ordinary students and the effectiveness was analyzed to lay the foundation and generalize this convergence education. Including experiments for verifying the center of gravity in an object with a hollow interior and the existence of a center of gravity outside an object, I proposed realizing the calculations by considering the weight of the lever, the Principle of the lever being a core factor when finding the center of gravity. We altered the existing 8 step program to a 4 step program for the told 65 students from elementary, Junior and High School students, letting them freely select the class lecture by themselves. The analysis attained from surveys, debates and interviews showed that by precise error analysis, students achieved a higher success experience, showing us the importance of the development of a new convergence program.

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A Microgenetic Study on Scientific Question Generating Ability (과학적 의문 생성 능력에 대한 미시발생적 연구)

  • Oh, Chang-Ho;Kim, Min-Kyeong;Yang, Il-Ho
    • Journal of The Korean Association For Science Education
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    • v.30 no.6
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    • pp.752-769
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    • 2010
  • The purpose of this study was to apply the microgenetic analysis method for development of information on an individual's change in a certain area during a consistent time period to seek change in scientific questions that elementary school students create. The study subjects were six 6th graders in I elementary school located in Kyunggido with the students conducting 6 sessions of two observational tasks about dry grapes contained in soda pop and candlelight. Information were collected through students' scientific question development paper, record of field observation and interviews. The results of this study are as follows: first, the number of scientific questions that the elementary school students developed showed a tendency for reduction; second, the changes in type of scientific questions bring different results, which depend on a particular characteristic of the tasks; third, By observing pattern changes in scientific questions of each individual, it was found that different results show for each time for the same task, which in other words means that there exists variability within an individual. Also, variability between individuals were shown by confirming that the change pattern for each person were diverse. Thus, the result of this study shows the following implications on education of scientific question development. For students, scientific question development mean more opportunities to increase the process of developing and acquiring knowledge. Therefore, it is important to create situations where one can come up with scientific questions. In addition, analysis in tasks' nature when selecting tasks would be necessary to develop diverse scientific questions.

A Validation Study of the Creative School Environment Perceptions Scale and A Study of Group Differences (창의적 학교환경에 대한 인식 척도의 타당성 검증 및 집단 차이 연구)

  • Jo, Son-Mi
    • Journal of Gifted/Talented Education
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    • v.22 no.3
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    • pp.663-677
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    • 2012
  • The purpose of the study was to verify validity of Creative School Environment Perceptions (CSEP) scale developed based on the scale developed in 2010 by Mayfield and Mayfield. Factor analysis was used to assess construct validity. Another purpose of the study was to investigate factors related to students' perception of creative school environment through use of the group differences. The research participants were 203 elementary school students and all of them were 5th and 6th grade students. Factor analysis indicated that CSEP scale consist of three factors: creativity support, work characteristics, and creativity blocks. In addition the correlation between CSEP scale and the previous scale were investigated to verify the validity of CSEP scale. The results showed that the convergent validity were obtained. Independent-sample t test was performed to test for specific loci of significant between group differences in gender, grade, and the level of ideational behavior. The finding showed that 6th grade students said that their environment hinder creativity. Students with the high level of ideational behavior perceived their school environment was supportive while students with the low level of ideational behavior perceived their school environment was obstructive. Therefore teachers should understand students' perception of creative school environment using CSEP scale and should change students' perception of creative school environment through considering grade and the level of ideational behavior.

The Teachers' View on Using Argumentation in School Science (학교과학교육에서의 논증활동 활용에 대한 교사들의 인식)

  • Lee, Hyo-Nyong;Cho, Hyun-Jun;Sohn, Jung-Joo
    • Journal of The Korean Association For Science Education
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    • v.29 no.6
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    • pp.666-679
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    • 2009
  • The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.