• Journal of Korean Elementary Science Education
• /
• v.35 no.4
• /
• pp.406-415
• /
• 2016

The purpose of this study was to compare self-regulation and sociality between elementary scientific gifted students and general students. The subjective students are composed of fifth and sixth grade elementary school students. A survey on self-regulation and sociality had been conducted to 106 general students, 38 gifted class students and 43 students in science educational institute for the gifted. The results of this study were as follows: First, the results of ANOVA test showed that the scientific gifted students were significantly better than general students on all subscales of self-regulation and sociality. Second, the results of correlation analysis indicated that self-regulation and sociality and their subscales were all highly positive relationship on students in science educational institute for the gifted, gifted class students and general students. Third, the results of multiple regression analysis showed that the motivational factor of self-regulation gave the greatest effect to the sociality of students in science educational institute for the gifted, whereas, the cognitive factor of self-regulation gave the greatest effect to the sociality of the general students and gifted class students.

• Journal of Korean Elementary Science Education
• /
• v.27 no.3
• /
• pp.252-260
• /
• 2008

The purpose of this study was to examine the difficulties experienced by teachers in science gifted education. To fulfill the purpose of this study, 80 science teachers that taught gifted students were requested to write an anecdotal report regarding gifted education and presented 215 difficulties. By means of inductive categorical analysis, these difficulties were grouped into several categories. The results were as follows: The difficulties experienced by teachers in science gifted education fell into three categories: 'difficulties relating to environment (23.7%)', 'difficulties relating to students(16.7%)', 'difficulties relating to teachers(59.5%)'. Most serious difficulty was 'insufficient educational program'. and many teachers felt difficulty in developing the educational materials. Additionally, we discussed some features of each categories of difficulties.

• Journal of Korean Elementary Science Education
• /
• v.38 no.1
• /
• pp.130-148
• /
• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
• /
• v.25 no.spc5
• /
• pp.532-547
• /
• 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 Gifted/Talented Education
• /
• v.26 no.1
• /
• pp.187-209
• /
• 2016

This study reviewed the current state of career education programs, especially for giftd students in humanities and social science, in the public education system of South Korea, and investigated how those gifted students perceive on career education programs for them. Gifted students and their career education teachers were surveyed, and related documents were also widely collected and analyzed. The results showed that (1) 56% of gifted students in mamanities and social science wanted to pursue careers related to language abilities, and that (2) gifted students in humanities and social science find less opportunities, compared to gifted students in math and science, to participate in career education programs related to their talent areas. These findings are expected to be considered when career education programs are designed and implimented for gifted students in the areas of humanities and social science.

• Journal of Science Education
• /
• v.39 no.2
• /
• pp.255-266
• /
• 2015

The purpose of this study is to find out the effects of convergence gifted education program for science-physical education on self-efficacy of the gifted students in elementary school. So, the program was carried out for the gifted students in the 5th grade of elementary school during the 8 hours on two subjects, we investigated the cause and effect through the pre-post test of self-efficacy and interview. The results were as follows. First, it was observed that it would have a meaningful effect to improve the self-efficacy of gifted students who performed gifted education program for science-physical education convergence. Especially, the results of 'confidence', 'difficulty preferences' was statistic meaningful differences. Second, convergence gifted education program for science-physical education enhanced confidence and challenge of consciousness of students. Especially, when products of gifted students are applied to real-world valued the higher confidence. Therefore, we found that in order to increase the gifted students' self-efficacy, gifted education program is configured by applying the products to the actual field.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.3
• /
• pp.242-250
• /
• 2011

The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.935-959
• /
• 2014

This study attempted to examine the significance of experience in the gifted class management. The participants of the this study were teachers of the science gifted classe in elementary school located in Seoul. The study was conducted in interviews with four teachers of the science gifted class that individually used their own gifted programs. The interviews were analyzed by applying a phenomenological method of analysis derived from Giorgi. Data collection focused on the feelings, thoughts, behaviors, and changes in life of the teachers of the gifted in order to analyze the experience of the research participants. As a result, 123 significant statements were deduced; based on these significant statements, 26 themes and 12 focal meanings were examined closely. Then, the focal meanings were combined to propose situated structural descriptions of the significance of experiences from the perspective of participants. At the same time, by integrating the situated structural descriptions of the individual participants, the experiences of the teachers of the science gifted class were organized as a general structural description. This study examined in depth the experiences of the teachers of the gifted who are the subjects of the gifted class management through a phenomenological method, and also attempted to examine what these teachers wanted on site and what their experiences with the gifted education meant to them. The implications in understanding the problems of the science gifted education in individual elementary schools and in improving the gifted class management were suggested.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.881-898
• /
• 2013

The purpose of this study was to compare the difference of semantic network about sedimentary environment between science gifted students and non-gifted students through field trip. The fifteen high school science gifted students and non-gifted students were participated in the field trip for this study. The geological field trip was performed in Chaseokgang, which suitable learning place for sedimentary environments. Data included field trip observation and students' inquiry activity reports. The inquiry activity reports were analyzed using the semantic network analysis method. The results of this study were as follows: First, the semantic network of science gifted students was larger and complex structures than that of the non-gifted students. Second, science gifted students were interpreted that changes of sedimentary environment was connected with the sorting and the roundness. On the other hand, semantic network of non-gifted students were become fragmented because they were not interpreted sedimentary environment related to scientific concepts.

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