• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.37-51
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• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.789-800
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• 2013

This study investigated the characteristics of elementary science-gifted education teachers' reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of 'productive reflection'. The results revealed that most of reflective journals included the aspects of 'instructional strategies and instruction for science-gifted education (100.0%)' and 'science-gifted students (90.9%)'. 'Curriculum for science-gifted education (42.4%)' was also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (81.8%)' or 'instructional strategies and instruction for science-gifted education (81.8%)' and the other aspects were most frequent. The integrations between 'Curriculum for science-gifted education (30.3%)' and the other aspects were also frequently included. However, the integrations between 'subject matter knowledge (6.1%)' or 'assessment in science-gifted education (0.0%)' and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.

• Journal of Science Education
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• v.35 no.2
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• pp.240-249
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• 2011

The purposes of this study is to compare the beliefs in the nature of science, science teaching and learning of the elementary teachers in charge of the gifted and the general teachers. For this study, a survey on beliefs of the nature of science, science teaching and learning was conducted to 88 elementary teachers for the gifted and 90 elementary general teachers. Data was analyzed by their academic career and major. The results of this study were as follows: There were no significant differences in beliefs in the nature of science and science teaching between the elementary science teachers in charge of the gifted and the general elementary teachers, but the former has a more constructivism in science learning than the latter. In the some sub-domains of the beliefs of the nature of science, science teaching and learning, there were statistically significant differences according to their academic career and major. Implications from findings of this study were suggested, such as recruiting and in-service training system for teachers in charge of the gifted.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.252-268
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• 2024

This study developed a field trip program called "Planning a science exhibition" and explored elementary science-gifted students' perceptions of the program and learning experiences influencing them. To this end, 56 elementary science-gifted students in grades 4-6 from in an university-affiliated science-gifted education institute in metropolitan area were selected to participate in the field trip program. After the program, the students answered a survey regarding their perceptions of the program. Additionally, 19 students were selected for group interviews to further explore their survey responses. Results showed that many elementary science-gifted students perceived the program positively in various cognitive and affective aspects. Some students also pointed out certain limitations of the program. Five interconnected learning experiences were identified as influencing the students' perceptions: "experiences fostering creativity", "non-residential camp-type project-based learning experiences", "self-directed learning experiences", "experiences utilizing digital devices", and "collaborative experiences". Educational implications regarding these results were discussed.

• 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.34 no.3
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• pp.346-356
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• 2015

The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.

• 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.29 no.3
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• pp.252-261
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• 2010

The purpose of this study is to devise a teaching and learning strategies of leadership for the gifted in science, to develop a leadership reinforcement program using the strategies, and to verify the effectiveness of the program. We designed teaching and learning strategies of leadership for the gifted in science as follows; to give a chance to exercise the essential elements of leadership life skills through science activities. The activities based on students' interest should stimulate reflective thinking and cooperation with each other. We found out that the teaching and learning program for leadership improvement for the gifted in science was effective, especially group management skill, communication skill, decision-making skill, human relations skill, and self-understanding skill.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.145-161
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• 2021

This study analyzes the characteristic of elementary science-gifted education winner programs in Gifted Education Database (GED) focusing on scientific creativity. For this purpose, an analysis framework to analyze the programs was developed and a total of 840 inquiry activities from 55 winner programs were analyzed according to the analysis framework. The analysis of the results reveal that 'scientific inquiry skill' of the five scientific creativity components was most frequently included in the activities. 'Scientific knowledge content' and 'creative thinking' were also frequently included. However, 'problem solving ability' and 'common factor' were a little included. In the aspects of integration, the integrations between two or three components with five or eight types were frequently found. No integrations were also frequently included although less than the previous categories. The integrations among four with four types or five components were also slightly found. 'Scientific knowledge content', 'scientific inquiry skills', and 'creative thinking' with other components were more frequently found. However, the integrations of 'common factor' or 'problem solving ability' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.93-101
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• 2011

The purpose of this research is to find out the change in graduate students' perceptions before and after they take a class on qualitative research. The class on qualitative research was held by the researcher in the winter semester of 2009. The subjects are nine graduate students (two male and eight female) and all elementary school teachers. An open-ended questionnaire with 5 items was used. The responses were interpreted, analyzed and categorized into several main conceptions. The results are as follow: First, some students perceived qualitative research as the counterpart for quantitative research, some perceived that qualitative research supplements quantitative research, while the rest of them had no concept of either before they took the class. Second, they all agreed that qualitative research is necessary in gifted education after they took the class. In order to better understand what is happening in classrooms, in terms of gifted education, a well organized curriculum for gifted education should be developed and conducted in graduate schools.