• Journal of The Korean Association For Science Education
• /
• v.30 no.1
• /
• pp.54-67
• /
• 2010

The purpose of this study was to investigate research trends in the area of science education for the gifted through the analysis of articles published from 1999 to 2009. The articles were analyzed by subjects, topics and study method. In the analysis according to year, we discovered that the number of articles has increased since 2005. Most research subjects were middle school students. Other research subjects included elementary and high school students. The first topic that was researched in general was the characteristics of the scientifically gifted. The second topic was the curriculum and program of science education for the gifted. It was also found that the method most employed was surveys, followed by experimental study.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.485-510
• /
• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of The Korean Association For Science Education
• /
• v.32 no.4
• /
• pp.655-670
• /
• 2012

As a case study on the changes of beginning science-gifted education teachers' teaching professionalism through coteaching, this study deeply investigated the change processes in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science instructions for secondary science-gifted students during nine class hours over three times. We observed coteaching of science instructions of the teachers, and analyzed the taped videos, the materials, the transcripts for discussions between them and in-depth interviews with them, their reflective journals, and researcher's field notes by using the constant comparative method. This study revealed that the coteaching positively changed the two teachers' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science contents although there were some limitations. The results suggest that the coteaching will be useful in improving beginning teachers' teaching professionalism, and provide practical implications in finding the ways to use it effectively in science-gifted education.

• Journal of Gifted/Talented Education
• /
• v.21 no.3
• /
• pp.719-739
• /
• 2011

The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.337-356
• /
• 2011

The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Korean Journal of Child Studies
• /
• v.23 no.3
• /
• pp.91-108
• /
• 2002

The present study examined differences between students gifted in science and general students in creativity, environment, and academic self-efficacy. Subjects were eighth graders, 66 students gifted in science and 105 general students. Data were analyzed by ANOVA and Stepwise multiple regression. Results indicated that the students gifted in science were higher in creative thinking, creative personality, academic self-efficacy, and home environment than the general students. Self-regulatory efficacy was the most critical predictor of creativity.

• Journal of Science Education
• /
• v.38 no.1
• /
• pp.196-204
• /
• 2014

The characteristics of gifted children includes a non-cognitive characteristics and cognitive characteristics. Until now, the instruction for the affective domain of gifted children have been treated lightly compared to the cognitive instruction. The purpose of this study was to analyze the effects of personality education programs of the moral judgement of science-gifted elementary school students, and which implied that the 6 large virtues of human-centered relationship are 'honesty, commitment, forgiveness, responsible, caring, and owns' was applied to the science-gifted elementary school students for 4 weeks. Then, it was investigated whether there are differences in gender effects and the personality education program's effectiveness through the moral judgment test KDIT. The results of this study are as follows. First, the personality education program was found to be effective to improve the moral judgment of the gifted students. Second, the difference between groups of female students and male students in science gifted elementary school was not significant.

• Journal of Korean Elementary Science Education
• /
• v.34 no.2
• /
• pp.164-182
• /
• 2015

This study aims to analyze science-gifted elementary students' understanding of 'Living Things' with ontological domains. As research subjects, this study selected 80 science-gifted students who belonged to Education Institute for Science-gifted Elementary Students at University of Education, and this study came to the following conclusions. Firstly, the gifted students thought of animals as living things most, out of which humans accounted for the highest rate. They were also found to evaluate the importance of living things depending on benefits and harms to humans. Secondly, when judging 4 domains of living things, animals, plants, static inanimate objects and dynamic inanimate objects, the gifted students did not have difficulty judging animals, plants and static inanimate objects, but 4 of them judged the moon, a dynamic inanimate object, as a living thing. In the aspect of reaction time, they spent more time judging plants than animals. This study classified their standards of judgement on living things into ontological categories. As a result, it was found that 31 and 33 out of them had standards of judgement corresponding to the category of matter and the category of process respectively, and only 16 of them had standards of judgement corresponding to the category of mental states. Thirdly, how to make a waterwheel and images of euglena and paramecium were shown to 10 of the gifted students who suggested simple movements as characteristics of living things. As a result, 7 of them changed their standards of judgement from the category of matter to the category of process, while 3 of them changed from the category of matter to the category of mental states.

• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.497-518
• /
• 2008

This study aims to examine how Science Gifted Education Center(SGEC) affect the decision of graduates of gifted education institute in applying for science-related Special high school. To this end, the study investigated factors that affected their decision on applying for higher SGEC, such as career goal prior to their admission to a SGEC, motivation for the admission, and curricular activities at SGEC. A questionnaire survey was administered on 30 students, and resulting data were used as basic information to construct interview questions. Selected 22 students among them were interviewed separately, with transcripts of the recorded interviews being analyzed. The results of the study indicate that among many factors of SGEC for the gifted which affected student's choice of special-purpose high school of science, activities of the center putting an emphasis on open research activities and social interaction had a positive effect on the students' choice of special high school.

• Journal of Gifted/Talented Education
• /
• v.16 no.1
• /
• pp.43-60
• /
• 2006

This study mainly intended to investigate the relation between scientific inquiry and several entrance exam results of the gifted in earth science gifted program. The scientific inquiry was tested with their experiment designs. Entrance exams included achievement scores, creativity scores, problem solving, and oral test of high ability students. Student entrance scores were used to judge the level of students' competency in science. Recently students' ability of 'doing science' as measured by their designing experiments has been highly appreciated as a criteria of scientifically gifted students. One of the well known tests was Diet Cola Test developed by Fowler(1990). We used it as a test to figure out students' experiment design ability. We selected 22 gifted students in earth science. We compared their entrance test scores and Diet Cola Test results. Based on the comparison results we proposed several guideline of science education program for high ability students.