• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.411-426
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• 2012

The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.64-81
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• 2019

The purpose of this study is to analyze elementary science gifted students' characteristics of the thinking in the problem solving process through a MEA(Model Eliciting Activity)activity. The subjects of this study are 40 elementary science gifted students who passed the first screen for the admission to the science gifted education institute in P university in 2018. The MEA activity was 'Coffee cup challenge', which is to find the best way to place cup side and bottom to save paper in a given material. Three drawings from each student and explanations of each drawing through out the design process were collected as the main data source. The data were analyzed by statistically (correlation coefficient) and qualitatively to find the relationship between; 1) the intuitive thinking and visual representation and 2) analytical thinking ability and communication skills that reflect MEA activities. In conclusion, first, intuitive thinking plays an important role in the ability of visual representation through pictures and the whole problem solving process. Second, the analytical thinking and elaboration process which are reflected through reflection on the arrangement of the drawings have a great influence on the communication skills. Therefore, this study investigated that MEA activities are useful activities to stimulate both intuitive and analytical thinking in elementary science gifted students, and to develop communication ability, by organizing their own ideas and providing learning opportunities for various solutions.

• Journal of Science Education
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• v.39 no.3
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• pp.376-388
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• 2015

The purpose of this study was to develop the experiment-based problem for evaluating scientific ability of elementary scientifically gifted students, and to examine its potential of application for them. The problem for evaluating scientific ability was related to the plant vascular structure of 'the structure and function of plants' unit of elementary school science, and consisted of three components such as observing and inferring, designing an experiment, and concluding. In order to apply for scientifically gifted students, scoring criteria were detailed. For the observing and inferring domain, the arrangement and structure of vascular bundles of the dicotyledon and the monocotyledon, xylem position, reason of putting plants in ink were included. Those of designing an experiment domain were method of dissecting stems of plants, and design experimental procedures, those of concluding were the prediction of experimental results, and comparison and verification with prediction and results. Finally, the scientific ability evaluation problem was applied for 22 scientifically gifted students, who had been taught in the Science Education Institute for the Gifted adjacent University, and we had found the potential of utilization for scientifically gifted students.

• Journal of Science Education
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• v.33 no.2
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• pp.271-289
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• 2009

The purpose of the research was to analyze the characteristics and the process elements which appeared to the process of designing experiment for biologists and gifted students in science. Four biologists and thirty-two gifted students were participated in this study. The findings indicated that (a) the researcher figured out the process elements could constructed in fifteen elements such as confirming questions, arrange materials, consideration for experimental subjects, searching variables, eliminating variables, selecting variables, planning operation of variables, planning control environmental variables, planning control biological variables, planning the methods of observation and assessment, planning the methods of collecting data, planning the interpretation of data, planning the repetition of experiments, planning the repetition of assessment, safety regulations as well. The biologists concentrated in the particular process elements related with variables, since the science-gifted students concerned the performance whole process elements themselves without deeper consideration, (b) the characteristics of biologists and science-gifted students in the process of designing experiment were as follows; 1) biologists and students showed the process elements which include the domain specific process skills as well, 2) biologists accurately conducted the designing experiments processes with repetition of specific process, since students designed experiments conventionally, and 3) biologists possessed the domain specific skills and know-how about their experiments, but students did not. The results show that the programs of designing experiment activity should be constructed with the process elements which were concentrated by biologists, should provide feedbacks to design experiment more accurately, and should be developed with concern of the process skills and know-hows of biologists.

• Korean Journal of General Education
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• v.4 no.1
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• pp.237-254
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• 2010

For years, poor research and working conditions in the field of science and engineering in Korea led to the migration of gifted students to seek a better academic environment. The primary reason for such a phenomenon is the lack of a coherent education system for gifted students. With the support from the Ministry of Education, Science and Technology and the Korea Foundation for the Advancement of Science & Creativity, Hanyang University launched an exploring project to introduce an Honors Program, aiming to provide specialized and systematic learning opportunities as well as supporting greater academic achievements for gifted students at university-level. Students admitted to this program were selected not by conventional standards but by competency-based selection process, assessed through an in-depth interview. The specific goal of this program is to prepare gifted and talented students not only for an academic pioneer with the highest caliber in the field of science, but also for a global leader equipped with a creative view as well as integrity and a convergent mind. Distinctive features of this program include emphasis on fundamental science and consilience, problem solving skills, first-hand education, interpersonal skills, and global communication skills as well as individualization of the learning experience, among many others. This paper provides a short glimpse of the focus and methodology Honors Program in Hanyang University offers.

• Journal of the Korean earth science society
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• v.36 no.6
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• pp.580-590
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• 2015

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.257-276
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• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.671-681
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• 2002

The idea that parental involvement has a positive influence on gifted children is so intuitively appearing that society in general. and educators in particular, have considered parental involvement as the remedy for many problems in education. However the vast proportion of the literatures in this area give results qualitatively. Among the empirical studies that have investigated this issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literatures about the relationship between parental involvement and gifted development. The findings reveal a moderate relationship between parental involvement and gifted development. We focused on the effect between parental involvement and gifted development, and conducted meta-analysis involving correlation coefficients between the two constructs. Using correlation coefficients, We can get the effect size, and explain the influence. We initially identified 539 articles over twelve-year period. Based on abstracts of these 539 articles, 463 studies were used for analyzing the current stream of the study. Finally, 15 studies met our inclusion criteria, and were subsequently used in this meta-analysis. From the 15 studies, 37 variables influenced on gifted development were collected. Using meta-analysis, it is revealed that internal effects for gifted development have stronger relationship than parents' socioeconomic status. In addition, the differences between female and male student have been reducing.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.69-85
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• 2003

This study verified the differences of thinking styles between science highschool students and general students in reference to academic achievement. The subjects of this study are 211 high school students, who were composed of 122 science school students and 93 general school students. The significant results of this study are as follows: First, science highschool students showed more distinguishable differences in thinking style than general highschool students. Second, the former rather than the latter is revealed to be more variable in thinking styles explaining academic achievement. Next, in case of science highschool students, thinking style which is affected by intelligence is turned out to be an indirect factor influencing academic achievement. Finally, I verified the importance of distinction of science highschool students and the usefulness of thinking styles, gave suggestions on the reformation and direction of current school education of science-gifted students.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.296-306
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• 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.