• Journal of Science Education
• /
• v.37 no.3
• /
• pp.525-537
• /
• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Gifted/Talented Education
• /
• v.18 no.2
• /
• pp.239-264
• /
• 2008

The gap in academic achievement owing to entrance age in elementary school has been used as important basic data to formulate policies on school entrance system and other educational policies. Other countries have made further studies to prove the effect on academic achievement of age gap between students in the same grade. This study identified the clear difference in a component ratio in the participants and the successful candidates based on the by entrance age during the entrance examination of the "K" science education center for the gifted. Also, this study analyzed the difference in success in an examination depending on the season of birth between the participants and the successful candidates during the entrance examination. It also compared the birth ratio by season of each group including common students. Some preceding studies with common or backward students show the result that students who entered the school in full age have higher level of academic achievements than students in younger age. But the results of this study proved that gifted students who entered the school in full age did not have a high level of academic achievements. Like these studies, this study show the result that school entrance age works as an important factor of selection of gifted students. Students who entered the school in full age entered much more the "K" science education center for gifted students than students in young age.

• Journal of Science Education
• /
• v.34 no.1
• /
• pp.155-163
• /
• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for elementary school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited matter and interpreting data were dominant. And essay type items consisted of creativity items, evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with matter items, interpreting data and creativity.

• Journal of Korean Elementary Science Education
• /
• v.25 no.2
• /
• pp.118-125
• /
• 2006

The purpose of the study was to research science gifted students' learning styles and perceptions on subject matter content. The data was collected from primary science and mathematics classes of a University Center for Science Gifted Education, science classes of a Metrocity Primary Gifted Education Institute, and classes of a normal school. The results of the study were that gifted students perceived the school curriculum much easier than non-gifted students did, ($X^2(4)=33.180$, p<.001), and that levels of interest in the content did not differ between the groups, but 34.6 percent of the total students responded that they found the content uninteresting. Gifted students did not see the content as being important compared to the non-gifted students, ($X^2(4)=12.443$, p<.05), and gifted students valued the methods used higher than the actual content of the textbook. The most helpful activities for their teaming that gifted students chose were projects, listening to teachers, and conducting experiments, amongst others. They also preformed 'teaming at their own speed in a mixed group'" for the study of social studies, science, and mathematics, whereas non-gifted students preformed teaming at the same speed. The two groups of science gifted students varied especially in their perceptions of most helpful activities. It is suggested that special programs for fulfilling gifted students' needs and abilities need to be developed and implemented.

• Journal of The Korean Association For Science Education
• /
• v.29 no.1
• /
• pp.90-105
• /
• 2009

This study analyzed current programs practiced by science-gifted education centers. This study was based on concerns of 18 science teachers on six science-gifted education centers of the Seoul Metropolitan Office of Education that had local representatives. For this study, we collected data using journals, documents, reports, survey reviews and interviews with science teachers. Science teachers were concerned about the selection and identification of gifted students, education periods, curriculum, and student evaluation. More authentic measurement for students' potential ability were needed for the identification and selection process. If the purpose of science-gifted centers was to be met, the number of students selected should be determined by local differences rather than regional equality. The curriculum and educational period could make good use of time allotted for vacation to increase lesson periods. Lessons based on strategies like contests for improving the students' creativity, free inquiry and communication skills had to be encouraged. A consistent system for science-gifted education from primary school to high school was needed.

• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.123-143
• /
• 2007

In this study, intelligence and creativity of students selected for the mentorship program at the Science-gifted Education Center were tested and those levels were related to the examination for the mentorship program. Diverse psychometric tests(WAIS, RAPM, TTCT-verbal, TTCT-figural) were administered to the students in both courses(biology course: n=19, physics course: n=21) at the Science-gifted Education Center. Students selected for the mentorship program had high intelligence scores(WAIS IQ>98%). On the other hand, their creativity scores were not as high as their intelligence scores. In the correlation analysis between those scores and examinations for the mentorship program, examination for the biology program was correlated with WAIS and TTCT-verbal, whereas that for the physics program was correlated with RAPM. These results show that students for the mentorship program have higher score in intelligence than in creativity and the examination for the mentorship program tests mainly intelligence. Thus, educational effort should include an emphasis on the assessment of creativity.

• Journal of Science Education
• /
• v.36 no.1
• /
• pp.106-119
• /
• 2012

In order to promote national competition on knowledge based-society in 21centuries, it is important for us to train talented people who have much creativity. Comparing curriculums and contents studied in SECG (Science Education Center for the Gifted) and other organizations is object of this thesis. Finding implications of proper GATE(gifted and talented education) by understanding the present conditions is also a part of this thesis. We select 5 Science Education Centers for the Gifted and devise framework for analysis in order to analyze chemical textbooks in GATE programs. The framework consists of 6 categories including the contents, the level of activities, the opening extent of experiments, and the ability to think creatively. In our study of textbooks, we have found that the contents of chapters are divided properly but lacked the field of frontier and convergence science. Their activity types will have to develop programs which consist of various activities such as lectures and experiments. Precedent studies and study activities to promote scientific thinking were rated highly in general ratio. The level of studies that we analyzed lacked creative activities very much. In the opening extent of experiments, activities in the level 2 and the level 3 were low-rate. And in our study of thinking creatively, activities of promotion for expanded and related-ability to think seemed to lack. In order to achieve specific education for the gifted children, developments of GATE program is required. In the in-depth analysis from the questionnaires of Likert's method's descriptions, narrations, and interviews, it is divided into two answers in depth: contents of program, management of program. These also divided into two answers by attitude: positive answer or negative answer. According to the responses of the contents of program, the result of analysis shows that most respondents have positive reactions to not only contents and the managing method of SECG programs, but also to individual enhancing-abilities overall.

• Journal of Korean Elementary Science Education
• /
• v.36 no.4
• /
• pp.379-393
• /
• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• International Journal of Advanced Culture Technology
• /
• v.6 no.3
• /
• pp.22-26
• /
• 2018

The goal of this study was to find out whether early maladaptive schemas (EMS) can be differentiated between the gifted adolescents and delinquent adolescents. Two groups of adolescents were recruited as participants to be surveyed. 144 gifted adolescents were taken from a gifted science and math education center, and 115 delinquent adolescents who had committed crime were taken from 4 police stations in the area of Gyungnam province in Korea. The Korean version of the Schema Inventory for Children was used to measure the level of the early maladaptive schemas (EMS). Stepwise discriminant function analysis yielded a function containing 5 maladaptive schemas (failure, unrelenting standards, vulnerability to harm and illness, loneness/mistrust/abuse, and subjugation), classifying 75.29 accurately into either gifted adolescents or delinquent adolescents. These results suggested that the types of adolescents (gifted adolescents, and delinquent adolescents) can be predicted based on early maladaptive schemas. The findings are discussed from the perspective of Schema Therapy and school counseling.

• Journal of Korean Elementary Science Education
• /
• v.37 no.3
• /
• pp.267-284
• /
• 2018

This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.