• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.245-270
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• 2001

Math and Science Olympians participated in a study of the role of environmental influences in their talent development. The questions they got was about family and school factors contribute / or hinder to the development of their scientific talents, and the parents' child rearing styles. The questionnaires were originally developed by Campbell(1996) for cross-cultural studies. The major findings were as follows: ⑴ The professional job of the Olympians'father, the high SES, Their parents'discovering their child's talents were positive factors, ⑵ Their family support and learning environment were reported strong and positive, especially books and reading atmosphere, ⑶ The Olympians participated in the accelerated and enriched educational programs, ⑷ The quality of the class and the rigidity of the curriculum were hindering factors, ⑸ Their parents'rearing style were permissive, affective, and supportive.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.33-44
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• 2016

In this study, learning preferences of the informatics gifted participating in on-line programming practice has been investigated and the tutoring strategy based on learning styles was developed and verified its effectiveness. On-line programming learning is the environment in which learning is done through interaction with a tutor. For determination of the students' learning styles, Grasha-Reichmann's learning style was utilized. Key elements, learning activity and feedback, of tutoring strategy were derived based on learning style and developed on-line programming learning tutoring strategy. To verify the effectiveness, six-class period of learning C-language of 173 middle and high school students based on learning styles was applied for 12 weeks. As a result, the experiment group applied with a tutoring strategy based on the learning style showed significant improvements in terms of satisfaction and achievement than the control group.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.

• Journal of Science Education
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• v.43 no.3
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• pp.271-283
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• 2019

This study examines the effects of virtual reality learning materials on the learners' learning motivation. For this study, we developed a virtual reality learning material for geological learning that allows observation of the characteristics of rocks in Korean topography that is closely related to learning contents. A 15-hour class was conducted with 91 students using virtual reality learning materials developed for first-year science high school students in D city. ARCS learning motivation strategy was used. Pre-test was conducted before the start of the classes and post-test was conducted after the classes. Statistical processing was analyzed using R-3.5.1 version program. As a result, the utilization of virtual reality learning materials has significant effects on attention concentration, satisfaction, and confidence in the learner's motivation factors. Using virtual reality in geological classes, students' interest in learning activities improve their immersion and concentration, which helps them understand the learning contents better.

• The Mathematical Education
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• v.51 no.4
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• pp.351-375
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• 2012

This research is a case study of the changes of students's problem solving ability and affective characteristics when we apply to general students MG-CPS model which is creative problem solving model for gifted students. MG-CPS model which was developed by Kim and Lee(2008) is a problem solving model with 7-steps. For this study, we selected 7 first grade students from girl's high school in Seoul. They consisted of three high level students, two middle level students, and two low level students and then we applied MG-CPS model to these 7 students for 5 weeks. From the study results, we found that most students's describing ability in problem understanding and problem solving process were improved. Also we observed that high level students had improvements in overall problem solving ability, middle level students in problem understanding ability and guideline planning ability, and that low level students had improvements in the problem understanding ability. In affective characteristics, there were no significant changes in high and middle level classes but in low level class students showed some progress in all 6 factors of affective characteristics. In particular, we knew that the cause of such positive changes comes from the effects of information collection step and presenting step of MG-CPS model.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.255-264
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• 2019

In the previous study on the effectiveness of SW education, the educational goals were mainly focused on developing computational thinking ability and researching changes in computational thinking ability. But the word "computational thinking" is difficult to the public. Also the definition of computational thinking is varies from scholar to scholar. Therefore, this study aims to inform the public of the excellence and effectiveness of SW education through the change of "writing ability" which is more familiar to us. To achieve this goal, 10 lectures of SW training materials were produced and conducted in elementary science gifted class. As a result, significant changes have been made in the fluency and quality of writing skills, proving that SW training improves students' writing skills. Through this, we confirmed the visible results through SW education, which can be called justification of SW education. Furthermore, it is expected that various educational attempts will be developed using SW in other subjects.

• East Asian mathematical journal
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• v.40 no.2
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• pp.183-207
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• 2024

This study is a case study that considered fractional senses and fraction operation abilities for 107 gifted students in elementary school classes. In order to find out the fractional sense, in the first question comparing the sizes of fractions 2/3 and 4/5, the students showed a variety of strategies, but the utilization rate of strategies excluding reduction to a common denominator did not exceed 50%. The second question can be solved by using the first question. It is a problem of finding two fractions by selecting four from six numbers 1, 3, 4, 5, 6, and 7 to create two fractions of which sum does not exceed 1. The percentage of correct answers to this question was about 27% (29 out of 107). Only 5 out of 29 students found answers using the first question, and the rest of the students sought answers through trial and error in various calculations. It shows that the item arrangement method from a deductive perspective has no significant effect on elementary school students. The percentage of correct answers was about 27% in the questions to find out the fraction operation ability-the question of drawing a 4/3 bar using a given 3/8-sized bar and 30.7% (23 out of 75) of the students who had wrong answers showed insufficient splitting operation. In addition, it has been shown that the operation of partitioning and iterating to form numerical senses and fractional concepts related to the fractions of the students has no significant impact.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.141-151
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• 2009

Inquiry has been emphasized in science classrooms, but the problems shown in the inquiry are somewhat different with ones that students usually meet and experience in everyday life. The purpose of this study is to investigate how attitudes toward the task and thinking skills affect students' problem solving process, especially, the way of creating a problem space and elaborating problem solving strategies when they have little schema. The difference in students' problem solving strategies of Lego Robotics class, one of the summer programs for $4^{th}-6^{th}$ grade gifted students, which is new to them, was investigated. The results are as follows: (1) The difference in attitudes toward the task, or selection and identification of the missions, and the perception of operators, affected creating a different problem space. (2) Different level of thinking skills, or analytical and flexible thinking, efficient elaborative skill, and application of schema affected a different level of elaboration of the problem space and resulted in asuccess rate of problem solving. (3) Different initial problem space resulted in different problem solving strategies. But without thinking skills, students could not elaborate problem solving strategies efficiently. Several instructional recommendations to promote scientific inquiry were suggested based on the results.

• Journal of the Korea Society of Computer and Information
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• v.20 no.5
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• pp.161-169
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• 2015

In this paper, we propose an smart device based robot programming education program and analyzing students' perceptions such as satisfaction, Expectancy-Value of IT convergence learning after the robot education program according to elementary gifted students' level. Smart device based robot programming education program designed based on schematic of the convergence suggested by WTEC and consist of creative phase, integration/fusion phase, innovation phase, outcome phase for learning practical process of the IT convergence. We are conducting a smart device based robot programming education class to consist of 126 gifted students and analysing the difference of perception. According to analysis of the result, core and advanced students' perception on satisfaction score shows also high. However, advanced level students' satisfaction score shows higher than core students' satisfaction score. Also, advanced level students' expectancy-value score on IT convergence learning shows higher than core students' score.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.113-125
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• 2021

In this study, a problem-centered learning based STEAM field experience learning program was developed and the effects of applying it were investigated. The program was composed of 8 sessions by using problem-centered learning education method and integrating STEAM elements between disciplines. The contents of program are as follow. In the step of sharing problems and making a problem-solving plan, they understood the various examples and meanings of endangered species, explored the project activities, and made an inquiry plan. In the search and re-exploration phase, a smart device was used to investigate the appearance, habitat environment and cause of extinction for Clithon retropictus, and a site inquiry plan was established for each group. Then, they moved to the field to explore brackish-headed gallops and discuss ways to protect endangered species. In the step of creating a solution, a web-based report was produced as the final product using smart devices based on the results of the inquiry. In the presentation and evaluation stage, the produced web-based report was used to present each group, conduct mutual evaluation, and organize project activities. The developed program was applied to 6th grade 29 students enrolled in the J University Gifted Education Center. In order to find out the effectiveness of the program, tests of science process skill, creative problem-solving ability, and scientific attitude were conducted before and after of program learning, and the results were statistically analyzed by t-test. In addition, a STEAM program satisfaction test was conducted after project in order to find out the satisfaction of the class. As a result of application of the program, the results were significantly improved in openness, criticism, and creativity among the sub-factors of creative problem-solving ability and scientific attitude. Satisfaction with the STEAM program was also high, but no significant result was found in science process skill. Therefore, the program of this study could be influenced on improvement of creative problem-solving ability and scientific attitude of gifted students in elementary science.