• Title/Summary/Keyword: gifted student education program

Search Result 124, Processing Time 0.019 seconds

Development and Application of Systems Thinking-based STEAM Education Program to Improve Secondary Science Gifted and Talented Students' Systems Thinking Skill (중등 과학 영재학생들의 시스템 사고력 향상을 위한 융합인재교육 프로그램의 개발 및 적용)

  • Park, Byung-Yeol;Lee, Hyonyong
    • Journal of Gifted/Talented Education
    • /
    • v.24 no.3
    • /
    • pp.421-444
    • /
    • 2014
  • In STEAM education, contents that has been extracted from a variety of areas, so it can work closely and systematically. Therefore STEAM education requires systems thinking that can be grasped effectively these different disciplines. The purposes of this study are to develop a STEAM program based on systems thinking, and apply the program to the secondary science gifted student in order to investigate the educational effect. A model of the Program developed from previous research and theoretical contents of systems thinking and STEAM. A draft of the STEAM program was developed on the theme of "rocket". A total of 113 students was participated in this study. 100 seventh and 13 eighth graders were enrolled at seigy. A single group pre-post test paired t-test was conducted on them in systems thinking skills. Result of applying the program to the students as follows. The systems thinking ability was improved after the application of the program. 'Mental Model', 'Personal Skill', 'Team Learning', and 'System Analysis', 'Shared Vision' emerged for both improved significantly. In conclusion, the STEAM program based on system thinking improves students' systems thinking skills. This program of results can be helpful in cultivate human resources with the problem solving ability based on system thinking and STEAM literacy by used in public education curriculum.

The Effectiveness of Purdue GERI Program on Science Learning and Creativity Development of Korean Gifted Students (미국 퍼듀대학 하계 GERI (Gifted Education Resource Institute) 프로그램에 참가한 한국 영재 학생들의 과학 학습과 창의성 개발에 대한 효과 분석)

  • Chae, Dong-Hyun;Kwon, Kyong-Ah;Son, Yeon-A
    • Journal of Korean Elementary Science Education
    • /
    • v.25 no.3
    • /
    • pp.296-306
    • /
    • 2006
  • The purpose of this study is to examine the effectiveness of the summer enrichment programs on Korean gifted students' science learning and creativity development. This program is organized by Purdue University Gilled Education Resource Institute (GERI) in U.S.A. Researchers conducted semi-structured interview with 6 Korean students and observed 12 Korean students and GERI teachers for teacher-student interaction and teaching strategies during science-related classes. From the results, GERI program developed from Purdue 3 stage enrichment model that emphasizes creative teaching strategies, group discussions, and individual research were effective to foster creative thinking of Korean gilled students. Despite their language barriers, Korean gilled students found GERI program experience fun, creative, easy, relaxing, and thereby satisfying for their psychological and academic needs. They expected the level of stimulation in GERI program to be higher and the class to be organized more systematically; however, they reported that the broad range of topics and diverse content of GERI classes helped them develop creativity more than Korean classes. These findings will make contribution to the improvement of the quality of gifted education curriculum and programming in Korea.

  • PDF

The Analysis of the Educational Objectives, Scientific Models and Cognitive Processes in Scientific Inquiry of the SNU Scientifically Gifted Student Program (서울대학교 과학 영재 프로그램의 학습 목표, 과학적 모형, 과학탐구의 인지 과정 분석)

  • Shin My-Young;Chun Miran;Choe Seung-Urn
    • Journal of the Korean earth science society
    • /
    • v.26 no.5
    • /
    • pp.387-394
    • /
    • 2005
  • We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

The Effect of Science Journal Writings on the cognitive and affective features of the science gifted students (과학일지 쓰기가 과학영재의 인지적 ${\cdot}$ 정의적 특성에 미치는 영향)

  • Lee, Jeong-Hee;Woo, Kyu-Hwan
    • Journal of Gifted/Talented Education
    • /
    • v.14 no.4
    • /
    • pp.15-45
    • /
    • 2004
  • The purpose of this study is to find out the effect of science journal writings on the cognitive and affective features of the science gifted students. In this research, the tasks of on-line science journal writings were assigned for 6 months and the subjects in this study were 21 students of Chemistry Division of the Center for Science Gifted Education, Seoul National University. Consequently in science journals, science concepts are found in various aspects according to the writing formats, and psychological and behavioral characteristics of the science-gifted are revealed in positive or negative aspects. In cognitive prospect, science journal writing equips students with better understanding about science concepts and scientific research. In affective prospect, science journal writing help students improve observation and attitude toward science as wren as writing skills. Accordingly, science journal writing has positive effect on cognitive and affective characteristics of the science-gifted. In conclusion, acknowledged by most of science-gifted students as both beneficial and appropriate in their education program, science journal writing should be emphasized in education for science-gifted students.

Design of SW Education Program Using Hamster Robot: Focused on the Gifted student in Elementary Schools (햄스터 로봇을 활용한 프로그래밍 교육 프로그램 설계 제안: 초등학교 영재학생의 학습지속의향을 중심으로)

  • Kim, Eun-Ji;Lee, Young-Jun
    • Proceedings of the Korean Society of Computer Information Conference
    • /
    • 2019.07a
    • /
    • pp.421-422
    • /
    • 2019
  • 본 연구에서는 초등학교 영재학생의 학습지속의향을 향상시키기 위하여 로봇과 학습지속의향에 관한 관련 이론을 탐색하고, 햄스터 로봇을 활용한 프로그래밍 교육 프로그램을 설계하여 제안한다.

  • PDF

Development of a Matrix-focused Instructional Materials for Personal Education for the Gifted Middle School Students of Computer Science (중등 정보과학 영재 사사지도 행렬중심 교수학습 자료 개발)

  • Lee, Hyung-Bong
    • Journal of the Korea Society of Computer and Information
    • /
    • v.16 no.12
    • /
    • pp.139-155
    • /
    • 2011
  • In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

Gifted Students and Advanced Mathematics

  • Barbeau, Edward J.
    • Research in Mathematical Education
    • /
    • v.12 no.4
    • /
    • pp.283-291
    • /
    • 2008
  • The extension to a wide population of secondary education in many advanced countries seems to have led to a weakening of the mathematics curriculum. In response, many students have been classified as "gifted" so that they can access a stronger program. Apart from the difficulties that might arise in actually determining which students are gifted (Is it always clear what the term means?), there are dangers inherent in programs that might be devised even for those that are truly talented. Sometimes students are moved ahead to more advanced mathematics. Elementary students might be taught algebra or even subjects like trigonometry and vectors, and secondary students might be taught calculus, differential equations and linear algebra. It is my experience over thirty-five years of contact with bright students that acceleration to higher level mathematics is often not a good idea. In this paper, I will articulate some of the factors that have led me to this opinion and suggest alternatives. First, I would like to emphasize that in matters of education, almost every statement that can be made to admit counterexamples; my opinion on acceleration is no exception. Occasionally, a young Gauss or Euler walks in the door, and one has no choice but to offer the maximum encouragement and allow the student to go to the limit of his capabilities. A young genius can demonstrate an incredible amount of mathematical insight, maturity and mastery of technique. A classical example is probably the teen-age Euler, who in the 1720s was allowed regular audiences with Jean Bernoulli, the foremost mathematician of his day.

  • PDF

An Investigation of the Types of Analogies Generated by Science-Gifted Student, Mapping Errors on the Chromatography, and the Perceptions on Generating Analogy (크로마토그래피 개념에 대해 중학교 과학영재가 만든 비유의 유형과 대응 오류 및 비유 만들기 활동에 대한 인식 조사)

  • Kim, You-Jung;Moon, Se-Jeong;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
    • /
    • v.29 no.8
    • /
    • pp.861-873
    • /
    • 2009
  • This study investigated the types of analogies generated by science-gifted students, mapping errors on the chromatography, and the perceptions on generating analogy. The subjects were science-gifted eighth-graders (N=68) enrolled at four gifted-education centers in Seoul. Analyses of the results revealed that most science-gifted students represented the analogies using verbal and pictorial forms based on concrete and everyday experiences, and they elaborately explained them including the functional attributes and the causal relationships of the target concept. Science-gifted students selected the analogies having rich similarities or similar structure and principle between the target concept and the analogy as the best of the self-generated analogies. And they used mainly their 'school life' as analogy materials. The results of the mapping test showed that many science-gifted students had mapping errors such as 'failure to map' and 'overmapping'. They were found to have the positive perceptions on generating analogy. The present study will provide the basic information to develop an instructional model in generating analogy in an education program for science-gifted students.

The Development and Application of Girih tiling Program for the Math-Gifted Student in Elementary School (Girih 타일링을 이용한 초등수학영재 프로그램 개발 및 적용 연구)

  • Park, Hye-Jeong;Cho, Young-Mi
    • Journal of Gifted/Talented Education
    • /
    • v.22 no.3
    • /
    • pp.619-637
    • /
    • 2012
  • The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

A Model and Practical Example of the Thinking Extension Education Program for the Elementary Information-Gifted Students Using the Trees (트리를 이용한 초등정보영재의 사고력 신장을 위한 교육 프로그램 모형과 실제)

  • Jung, Deok-Gil;Kim, Byung-Joe;Ahn, Hyun-Jung;Lho, Young-Uhg
    • Journal of the Korea Institute of Information and Communication Engineering
    • /
    • v.11 no.7
    • /
    • pp.1400-1406
    • /
    • 2007
  • The core part of education program of the gifted students in information is the thinking ability extension of the programming. We propose four phases of the education model : (1) problem understanding (2) visualization (3) symbolization (4) algorithmization. This model of four phases is applied to learn the abstract concept of recursion using the data structure of Tree. This model is verified by presenting the example of 'Hanoi Tower' to stimulate intellectual curiosity of the students and help to expand their thinking strength. Also, we show the characteristics of which the teaching subjects and learning activities have, by presenting and clarifying the type of education program, properties of the learning contents, and lower level components. The students can deepen and foster the growth of the learning contents by the students' activities of self-evaluation, and their thinking abilities are increased by the guidances of their teachers.