• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.22-37
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• 2011

In this study, we investigated the perceptions of elementary school teachers on the use of analogy generation in scientifically-gifted education. The relationships among the perceptions and the self-perception as teacher for scientifically-gifted students were also investigated. A survey was administered to 119 elementary school teachers, and in-depth interviews with some teachers were conducted. The results revealed that the teachers had a relatively good understanding of the advantages/disadvantages of analogy generation in cognitive, affective, and learning environmental aspects. Their perceptions on the usability of analogy generation and their willingness to practice of it in scientifically-gifted education was also positive. They highly perceived on the various factors related to effective uses of it in scientifically-gifted education. Their self-perception as teacher for scientifically-gifted students was comparatively low, and significantly related with the perceptions on the advantages of it, the usability, the practical methods to use, and the various factors related to effective uses in scientifically-gifted education. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1222-1240
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• 2012

The purpose of this study was to compare the differences of the vocational values and the career orientation of science between middle school scientifically gifted students and non-gifted students. The subjects were 85 middle school scientifically gifted students and 139 middle school non-gifted students. For this purpose, the questionnaires about vocational values and science career orientation were administered. The results of this study were as follows: First, the vocational values between two groups were significantly different in 'diversity', 'reward', 'social recognition' and 'autonomy' among all 11 domains. 'Diversity' and 'autonomy' showed the highest scores for scientifically gifted students. On the other hand, for the non-gifted students, 'reward' and 'social recognition' showed the highest scores. Second, the grand mean of the science career orientation between two groups showed significant differences. The average of scientifically gifted students was significantly higher than that of the non-gifted students in all four sub-domains. Third, the main effect of the vocational values according to gender did not exist, but there were main effects, including diversity, reward, stability, social recognition and autonomy, between two groups. There was no interaction effect between group and gender in the vocational values. Fourth, there were interaction effects between group and gender in the science career orientation. The main effects existed in four sub-domains of science career orientation. However, according to gender, the main effect existed in the sub-domain 'job preference for science' between the male students and the female students.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.111-119
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• 2008

We objectively analysis of teacher recommendation on selection process for scientifically gifted program, by having conducted the test of scientific attitude, process skill, logical thinking, creative problem-solving ability and creativity of the students who were enrolled in science gifted-education programs, students who were recommended by science teachers as talented in science and students of ordinary classes. In result, both gifted program students and teacher-recommended students scored much higher than ordinary class students in all test fields, but there was no meaningful difference between the gifted-program students and teacher-recommended students. This result signifies that teacher recommendation is a valuable tool for selecting students for a science gifted-education program.

• Journal of Science Education
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• v.39 no.1
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• pp.88-98
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• 2015

The purpose of this study was to examine writing characteristics of scientifically gifted students about biological sciences. To do this study, we analysed their scientific writings related to biological sciences, which were written by scientifically gifted students of 16 groups (20 males and 20 females). They were being taught in the Science Education Institute for the Gifted adjacent for University. Scientific writings related to biological sciences were analysed through categories such as biotechnology, bioethics, sciences in a life, and human health and disease. Scientifically gifted students were lacking in the ability to construct writings and to logically express own contentions according to writings of them. Writings related to biotechnology and bioehics of biological sciences were not better than ones related to sciences in a life, and human health and disease. The results of this study suggested that it should be necessary to develop gifted educational programs to strengthen the scientific writing ability. Especially, scientifically gifted students need to be provided with educational contents about biological issues related to bioethics and biotechnology.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.556-566
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• 2007

The purpose of this study was to develop an electroencephalogram (EEG) based differential-scale for scientifically gifted students in elementary school. For this study, signals of EEG with 19 channels were recorded during the generation of our scientific hypothesis using 22 scientifically gifted students, and with 49 average students being used as the control group. IQ, TCT and knowledge generation (KG) as constructs of the scientifically gifted were administered for both the scientifically gifted and the normal, control group elementary students. A 'gifted' value was added to paper test scores of the IQ, TCT, and KG constructs in order to make a personal standardization score for the gifted students. As a dependent variable, the groups were divided by means of the standardization scores thus produced and as an autonomous variable, various EEG parameters were presented through linear analysis, nonlinear analysis, and interdependency measures of the EEG. Multiple linear regression analysis was applied successfully to explain the EEG parameters and to show the characteristics of the scientifically-gifted. The discrimination analysis was administered through the results of multiple linear regression of the EEG parameters thus produced. This study represents the foundation of the development of an EEG based discriminant-scale for scientifically gifted students in elementary school, because it will be able to faithfully discriminate between scientifically-gifted and average students. The results of this study indicates that most of the EEG parameters produced can contribute to predicting the characteristics of the scientifically-gifted in that they express the degree of mutual information and the coherence of mutuality. Accordingly, mutual connectivity which appears to originate in the brain seems to the core of discrimination.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.817-827
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• 2015

This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.11 no.1
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• pp.43-65
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• 2001

The contents of scribbling made by scientifically gifted students, what is called Sojabo, were analyzed in order to investigate their interests and goals in the future. The scientifically gifted students were those who attended a senior high school of science in Taejeon Metropolitan City. The scribbling shown on a bulletin board in a bookroom were gathered for seven years. The results showed that the gifted students interested in school work and university entrance. And they showed goal-oriented behaviors to achieve self-actualization. They were stressed under competition among friends. They showed difficulties in making good relationship with their teachers. However, they could be characterized as invulnerable students.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.21-34
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• 2003

This study aims to show how scientifically gifted students think in terms of Thinking Style Inventory based on Sternberg's theory of mental self-government and to examine the relationships between their thinking styles, intelligence and creativity. Two hundred and sixty-six middle school students (169 boys, 97 girls) who enrolled in a gifted education program participated in this study. Results indicated that scientifically gifted students prefer legislative, liberal, judical thinking styles, in comparison to general students, known to be related to creative and critical thinking rather than executive and conventional styles. There was no significant correlation between any of thinking style sub measures and Raven' Matrices and Scientific Aptitude Test, but some correlations were found among the sub measures of thinking style and TTCT. Whereas liberal students gained high originality scores, conventional students gained low fluency scores. Also, judical thinking style showed significant correlations with originality and flexibility TTCT sub scores. In sum, this study showed the characteristics of thinking styles of scientifically gifted students and provided implications for gifted education based on the findings presented.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.567-581
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• 2007

This study examined patterns of reasoning of both the scientifically-gifted and children of average ability as witnessed in their science problem solving skills. Science problem solving skills are one of the significant characteristics of scientifically gifted children, and by using methods such as individual interviews, inductive reasoning, abductive reasoning, and deductive reasoning, the characteristics of these children can be to be further explored and categorized. The study also compared the findings with those of average children. This study sought to determine efficient guidelines fur teaching the scientifically-gifted, to come up with basic materials for developing relevant programs, and to find suggestions for identifying such students. The results of the study are as follows: Firstly, the creative science problem solving skills of the scientifically-gifted were better than that of the average students. Secondly, all of the three reasoning patterns used revealed in creative science solving processes were different between the gifted and the average, especially in terms of abductive reasoning, which was proved to reveal the greatest distinction between the two groups.