• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.7-14
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• 2022

COVID-19 has caused a global disturbance, increased anxiety, and panic, eliciting diverse reactions. While its cure has not been discovered, new infection cases and fatalities are being recorded daily. The focus of the present study was to analyze the reaction of gifted undergraduate students on social media during the quarantine period of the COVID-19. A special group of gifted students, who joined the program of attracting and nurturing talents at the University of Jeddah, University students as were the target sample of this study. To analyze online reactions during the pandemic; the choice of university students was arrived at as they are perceived to be gifted academically. Hence, the analysis of the impacts on their behavior on social media use is imperative. This study presented accurate and consistent data on the effects of social media using Twitter platforms on gifted students during the quarantine occasioned by the COVID-19 pandemic. The behavior of learners due to during the use of social media was extensively explored and results analyzed. The study was carried out between April and May 2020 (quarantine period in Saudi Arabia) to establish whether the online behavior of gifted students reflects positive or negative feelings. The methods used in conducting this study the research were online interviews and scraping participants' Twitter accounts (where most of the online activities and studies take place). The study employed the Activity theory to analyze the behavior of gifted students on social media. The sample size used was 60 students, and the analysis of their behavior was based on Activity theory Overall, the results showed proactive, positive behavior for coping with a challenging situation, educating society, and entertaining. Finally, this study recommends investing in gifted students due to their valuable problem-solving skills that can help handle global pandemics efficiently.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.97-118
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• 2017

This paper aims to provide reference model for directions and objectives of Software(SW) gifted education. In order to achieve the goals introduced above, we conducted the research in the following steps. First, we selected the concept of ICT-based creative talented person as a base model to establish the concept of SW gifted person. The selected base model composed three core competencies which were 'knowledge and technology competencies', 'synthesizing and creativity competencies', and 'personality competencies'. Second, we developed survey tools, like questionnaires, to investigate participant's recognition of SW gifted person. The survey tools composed three components 'computational thinking', 'entrepreneurship', and 'social responsibility'. Each of the components composed seven elements. Third, after selecting the opinion poll participants as an elementary school teacher, we surveyed opinion polling. By selecting an elementary school teacher as the opinion poll participants, we wanted to identify theirs ' opinions which are thought to be the starting point for gifted education. To survey we developed on-line survey system by using Google functions. Fourth, we analyzed the collected opinion data. To identify we summarized and synthesized participant's opinions that average values and agreement level by using frequency analysis. Also, in order to compare opinions that average values and agreement level based on whether or not participant's various experiences and competencies we computed t-value, F-value, and ${\chi}^2$ verification.

• Journal of the Korea Computer Industry Society
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• v.9 no.5
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• pp.197-206
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• 2008

Gifted education has drawn much attention in education in recent years and gifted education in computers in elementary education has been emerged as well throughout the country. Now computer algorithm education is considered as a core subject in the area because computer algorithm is the essence of computer technology on which information society relies technically, and also it provides theoretical basis for problem solving using computers. And we observe that fostering learner's creativity is crucial in learning computer algorithms because problem solving requires creativity in general. In the paper, we discuss the procedure to foster learner's creative problem solving ability which would greatly help students learn computer algorithms, and then we discuss how we can make algorithmic ideas into reality. Furthermore, we note that an appropriate level education is necessary for better results for outstanding students in the program, and lastly we propose ideas to improve current gifted elementary education in computers. The content of the paper is largely originated from experiences of teaching gifted elementary students conducted by a local university and sponsored by its municipal government for six years.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.163-174
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• 2011

As the scientific technology has produced complex problems that required value judgment, science-gifted students need the program for enhancing the critical thinking. Therefore, this study analyzed patterns of claims on scientific technology of the science-gifted for the development of argument program. The data were collected by 60 science-gifted students using writing and e-mail. The result showed that 29% of the participants provided only advantageous factors for their claims, whereas only 10% among the participants who provided both sides used pattern of 'rebuttal.' In addition, the students who fell into the patterns of 'alternative suggestion' and 'overly positive expectation on scientific technology' revealed positive recognition on scientific technology. These results highlight the need of argumentation program for science-gifted students that could be guideline for knowledge or argumentation, help awareness of limitation and role of scientific technology and lead to well-balanced judgment between positive effects and negative ones.

• Journal of Gifted/Talented Education
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• v.14 no.3
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• pp.19-40
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• 2004

This paper reports on current work using the Purdue Three-Stage Model to create enrichment classes in science, technology, engineering, and mathematics (the STEM disciplines). First, the history of the Purdue Three-Stage Model and general principles of curriculum and instruction for gifted and talented learners in math/science are reviewed. Then a detailed description of the Model is presented. Following the general description, five specific teacher applications of the Model are presented and compared with respect to the STEM disciplines and developmental levels addressed, and the relative emphasis of each unit on the different stages of the Model. Finally, the advantages of the Model as a framework for curriculum development in science, technology, engineering, and mathematics classes for talented youth are discussed.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.282-290
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• 2008

The Research and Education (R&E) program was a year-long, apprenticeship and research-based program that was guided by mentors who are scientists or science teachers. The objective of the R&E program was to help scientifically gifted students in Korea Science Academy (KSA) and Science High Schools (SHS) to enhance abilities in creative thinking, scientific inquiry, problem solving, positive attitude towards scientists, and promoting cooperative research and interests in science and technology. In this study, the impact of the R&E program on the goals of 182 gifted college students in KAIST was evaluated using Likert-type items and multiple-choice method approach that provided a more comprehensive evaluation of the program's impact on science attitudes, creative thinking, scientific inquiry, and interests in science and technology. The results indicated a positive impact on cooperative research, gaining knowledge on the research topic, attitude towards scientists, interest in science and technology, scientific inquiry, and creative thinking in that order. There were rather remarkable and meaningful differences in science inquiry (p<.05), and scientific knowledge (p<.01), between the two groups of KAIST freshmen who came from SHS and KSA in 2006. Implications for science apprenticeship or a research-based mentorship program and their respective evaluations are also discussed.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.241-248
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• 2004

Although communication technologies are developing day by day, moral and ethical attitude in using the technologies do not come up with thier development. Because of this, the negative side of development is getting worse. Recently, educational and social institutes are recoginizing the depth of the negative effects of development and are trying to teach communication etiquettes and ethics. However, a systemic education of communication ethics for the gifted students in the information technology field is absent. Education should be done appropriately according to the levels of its recipeints. Thus, it would be necessary that education of commuication ethics be performed suitable for the gifted students. In this paper, We analyze the actual state of Internet usage of the gifted students of elementary school and also to present a plan for teaching the ethics of communications to those students.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.183-188
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• 2022

This paper explores the opportunities for scholarly publishing as part of the educational activities of the system of extracurricular research and experimental education, UNESCO Category 2 Centre, "Junior Academy of Sciences of Ukraine" (hereinafter referred to as the JASU), using Open Journal Systems (hereinafter referred to as OJS) publishing platform. The purpose of the study was to identify and select a publishing model and substantiate the procedures for the launch of an OJS-based open-access student scholarly e-journal with a view of improving scholarly communication between gifted children from Ukraine and other countries.