• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.152-162
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• 2016

This study attempted to present a better direction for the development of STEAM education in science gifted and talented education by making a comparative analysis of the trends date and discussing the implications based on that through Korea Education & Research Information Service(KERIS) The results were as follows: First, the results of the analysis in the order of the published year(2011) showed that since one paper appeared in a journal, the number of the papers has continued to increase. Second, the analysis by research objects found the highest number of the studies on elementary school gifted students; followed by on middle school gifted students; on elementary school gifted students and general school students and teachers; and high school gifted students, middle school gifted students and general school students, and elementary, middle school gifted students, respectively. However, research targeted at infants and college students did not exist. Third, the analysis by research subjects found that science gifted education consists of mainly programming/curriculum and creativity. In addition, the higher number of the researches on creativity suggests that science gifted education is closely associated with not only scientific creativity but science education's nature of increasing the interest and understanding of science and technology. Fourth, the analysis by research methods revealed that the number was the highest regarding development and research studies, followed by experimental research, survey research, qualitative research, and literature research.

• 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 Gifted/Talented Education
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• v.20 no.1
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• pp.369-388
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• 2010

A Discourse Analysis tool has been developed and has been applied in the cooperative group inquiry activities in order to derive the characteristics of elementary gifted students in science. We recorded and videotaped the whole group problem-solving processes where 4 elementary students worked together to solve given problems as a group for one year in a gifted education center attached to a university in Seoul. We analyzed recorded discourses using systemic functional linguistics with a focus on the structure of information and topic. The discourse analysis tool was developed with the cooperation of science education and gifted education experts. In discourse analysis, we focused on meaning development processes rather than grammatical analysis. Through application of newly developed discourse analysis tool, we confirmed that the tool is useful in understanding the characteristics of science-gifted elementary students. We also founded that the interaction between students has significant effects on problem-solving processes by comparing two students who showed contradictory features in the share of dialogue. In addition, the result suggested that we need to provide students with proper training for ways to communicate with others for effective science-gifted instruction.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.476-486
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• 2009

The purpose of this study was to investigate elementary gifted students' characteristics of observing and inferring in the inquiry activities. For this study, 40 students of the 4th and 5th grades participated in inquiry activities where the strata were developed well, Haenam Uhangri province. And we analyzed the outcomes of students' inquiry activities. The results are as follows. First, 119 units as observing results were obtained, but most of them showed that they were not focused on the portion of stratus, but that they were implicated in whole stratus as observing object. Second, 90 units were collected with reasoning results, but 4 units of them were wrong in constructing of inferring. Based on outcomes of students' inferring, elementary students preferred to apply deductive inferring method rather than use abductive inferring. Third, only 39 of 119 units acquired from observing were used for constructing inferring and 80 which were discovered from observing activities were discarded without applying of inquiry activities. Fourth, about 42% of students' inferring results were in accord with them of the geologists. But 58% views which didn't agree with geologists showed that they were applied to misconceptions among constructing inferring.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.743-765
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• 2010

The purpose of this study was to provide and analyze the fundamental data on leadership skills and to analyze leadership skills among giftd elementary students according to grade, subject and gender. The main research questions in order to achieve the purpose of research are as follow. First, are there any differences of gifted elementary students' leadership skills in gifted groups? Second, do leadership program have an effect on improvement of gifted elementary students' leadership skills? The subjects for this study were 488 gifted elementary in 4th-6th grade in Busan. The students in the experiential group went thought 16 session do leadership program. After that, they had pre-tests and post-tests. the devices used to verify the effectiveness of the program were leadership skill scales. For this research analysis, MANOVA was used to investigate the first research questions and MANCOVA was used to investigate the second research question. Results from this study are as follows. Firstly, students in higher grades received fewer leadership skills points. This fact suggests that the leadership programs from the fourth grade should be implemented in 5th and 6th grade gifted education as well. Secondly, in the analysis of the results from gifted mathematics and gifted science, little significant statistical difference was shown. Thirdly, the analysis of leadership skills according to gender showed statistical significance. Finally, the study showed that the leadership education program had a positive effect. So the gifted 4th, 5th, and 6th grade students improve their leadership skills points by the end of the 16 week programs. Consequently, it is suggested that leadership education program on gifted elementary education was significant to improvement of leadership skills.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.39-47
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• 2005

It's one of the most important problem for modern society to find the information-science gifted students and educate them systematically. However, We have only initial phase researches on this matter and a few results. This paper researches and analyzes the attitudes and attractiveness toward computers and moral senses of information-communication of the information-science gifted elementary school students. One object is analysis of 100 information-science gifted students living in Busan in respect of school grade and gender. The other object compares them to a group of 100 ordinary students and 100 high-achieving students that consists of 5th and 6th grade students from A-class elementary school of 6 local office of education in Busan. The result of this paper may help in future the research on education for the information-science gifted students.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.401-420
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• 2015

The purpose of this study was to perform a comparative analysis of the research trends in STEAM education in gifted education and suggest educational implications to improve the current STEAM education for the gifted. The results were as follows. First, STEAM education has been increasing in the past couple of years and gifted and talented education took up relatively high proportion of it. This demonstrates that gifted education closely related to creative and versatile individuals plays a leading role in STEAM education. Second, researches on STEAM education and STEAM education for the gifted targeted elementary school students the most. Third, researches on the development of STEAM program for the gifted have been mainly addressing science-oriented convergence programs. Among them, programs including all the five combined factors(Science, Technology, Engineering, Arts and Mathematics) were the most common. In terms of learning types, a criterion-referenced teaching-learning model has been developing and there were diverse learning types which applied teaching-learning models tailored to characteristics of a gifted child. The researches related to STEAM programs'application effects on creativity were most dominant.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.437-461
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• 2011

The purpose of this study was to examine the metacognition of mathematically gifted students in the problem-solving process of the given task in a bid to give some significant suggestions on the improvement of their problem-solving skills. The given task was to count the number of regular squares at the n${\times}$n geoboard. The subjects in this study were three mathematically gifted elementary students who were respectively selected from three leading gifted education institutions in our country: a community gifted class, a gifted education institution attached to the Office of Education and a university-affiliated science gifted education institution. The students who were selected from the first, second and third institutions were hereinafter called student C, student B and student A respectively. While they received three-hour instruction, a participant observation was made by this researcher, and the instruction was videotaped. The participant observation record, videotape and their worksheets were analyzed, and they were interviewed after the instruction to make a qualitative case study. The findings of the study were as follows: First, the students made use of different generalization strategies when they solved the given problem. Second, there were specific metacognitive elements in each stage of their problem-solving process. Third, there was a mutually influential interaction among every area of metacognition in the problem-solving process. Fourth, which metacognitive components impacted on their success or failure of problem solving was ascertained.

• Journal of Science Education
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• v.39 no.2
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• pp.278-289
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• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).