• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.437-445
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• 2008

The purpose of this study was to examine about science gifted class student's effect of education for the science gifted class. For this, 21 item-questionnaires were given to 292 students at the 4th, 5th and 6th graders in 3 elementary gifted schools located in Incheon. The results of this study were as follows: First, science gifted students were positive in effect of gifted class. This was more positive as class is low. Second, gifted students are thinking that it is helped to own learning that study at gifted class in cognitive side but appeared relatively low regarding school record or utterance, study method, thinking faculty, creativity. Third, they did not think that is exerting a lot of effects about own habit that study, interest, pride in emotional side. Fourth, they thought that is effective in relation with new friends more than teachers and parents in sociocultural side. Fifth, in private tutoring side they thought that is not influencing to solve academy taking a course of decrease.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.383-393
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• 2017

The purpose of this study is to examine the interpersonal competence of science-gifted students in groups of people with different characteristics. We examined the interpersonal competence and characteristics of students in school and in science-gifted education institute. The subjects of this study were 72 students in a university-based science-gifted education institute. We used a mixed method of both qualitative and quantitative research. The questionnaires were used for quantitative research and the narrative contents and interviews were analyzed for qualitative research. We compared their competence in school with those of gifted education institute students through questionnaire, narrative contents, and interviews. The interpersonal competence questionnaire consisted of 46 questions and their own descriptions about interpersonal experiences in school and in science-gifted education institute. In an interview, they explained their answers on the questionnaires with more details. As a result, generally, the science-gifted students evaluated their interpersonal competence higher in school than those in gifted education institute. They showed different interpersonal characteristics in schools and in science-gifted education institutes. This implies implications for the social meaning of the science-gifted education institutes.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.252-259
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• 2007

The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.

• Journal of Science Education
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• v.38 no.3
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• pp.612-624
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• 2014

The purpose of this study was to analyze successful intelligence and learning strategies for the scientific gifted and the general students in elementary school. For this purpose, we conducted a survey targeting 327(including 159 gifted students) 5th - 6th grader elementary students in Incheon Metropolitan City. We were utilized to evaluate the students' successful intelligence(Song, 2002) and learning strategies(Kim, 2005). The results of this study were as follows. First, successful intelligence and learning strategies of the scientific gifted students in elementary school were higher than the regular class students, it was a significant difference statistically(p < .001). Second, when compared according to grade level, the scientific gifted students class higher than the general class students, it was a significant difference statistically(p < .001). Third, when compared according to gender, the scientific gifted students were higher than the general class in both men and women, it was a significant difference statistically(p < .001)

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.219-227
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• 2004

This study aims to investigate science teaching and learning for the gifted in comparison with regular classrooms in elementary schools. A questionnaire was developed to survey gifted and general students＇ perceptions to elementary science teaching and teaming with employing a teaching and learning model for the gifted by Maker and Neilson (1995, 1996). The 28 item questionnaire consisted of four categories of content, teaching and teaming process, student product, and learning environment, and each category included six to nine items. Randomly selected 114 students from gifted classes and 99 students for regular classes responded to the questionnaire through the use of five-point Likert scale. It was found that there are significant differences between gifted and regular classes of science at all four categories of the teaching and learning model for the gifted. Therefore, science teaching and teaming for the gifted seemed to be differentiated from regular classes and emphasized students＇ creativity. However, no differences were appeared in a few items: study of gifted people and research methods (gifted=3.0; regular=.21 F=2.54), students＇ freedom of choice for topics of lessons, tasks, etc., (gifted=3.1; regular=3.0, F=0.31), student product addressed to real audience (gifted=2.8, regular=2.6, F=0.96), and students＇ high mobility to seek for data in library, etc. during class periods (gifted=2.3, regular= 2.3, F=0.01). It was concluded that science education for the gifted in Korea calls for quality improvement in terms of teaching and teaming in various aspects.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1272-1282
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• 2004

The purpose of this study was to investigate the effect of science journal writing on science-related affects of scientifically gifted students at middle school level. Twenty one gifted students attending a university science gifted program wrote science journals for two months in a web-supported environment. The data sources include student journals, questionnaire and exit interviews. The results indicate that science journal writing has influenced the students positively in the affective domain, and in particular, cognitions of science, interests in science and scientific attitudes.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.831-846
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• 2010

The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.103-110
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• 2005

The purpose of this study was to investigate the relation between the learning styles and science process skills of students of the gifted class in elementary school. Subjects were forty-eight students of the gifted class who are in the fifth grade studying at the gifted class of S elementary school in Bucheon, M and Y elementary school in Incheon on learning styles and science process skills of students. Learning Style Profile (LSP) was used as instrument to survey learning style of students of the gifted class which was developed by NASSP, and consists of four categories (cognitive skills, perceptual response, orientation and teaming preferences) and twenty-four subscales. The results of this study were as follows: 1. In the learning styles test, students of the gifted class have higher scores of spatial skill, sequential processing skill, persistence orientation, manipulative preference, temperature preference and afternoon preference than general class students, but they have lower scores of discrimination skill and lighting preference, and there were statistically significant difference. 2. In science process skills test, there were statistically significant difference between students of the gifted class and general students. 3. In the correlation between the learning styles and science process skills, there was positive correlation of observing skill with spatial skill and manipulate skill of cognitive skill domain. For classifying skill, there was positive correlation with visual perceptual response, but was negative correlations with auditory and emotive perceptual response of perceptual response domain and with evening preference and verbal risk orientation of study preference domain. For measuring skill, there was positive correlation with sequential processing skill of cognitive skill domain. For formulating hypotheses, there was controlling variables, there was positive correlation with sequential processing skill and simultaneous processing skill of cognitive skill domain, and with verbal-spatial preference and early morning study preference of study preference domain. When planning and managing the gifted class, it will be beneficial and effective to consider the meaningful relations between the elements of loaming style and science process skills in order to improve science process skills.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.967-983
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• 2012

The purpose of this study was to find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. For this purpose, this research developed the science camp program. This program was totally consisted 30 lessens. there was 2 part in this program. It contained Astronomic Space Science(14 class), Aerospace Science(16 class). To find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Science Process Skills was used to find the effect of the science camp program And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. the science camp program was a positive effects on Science Process Skills of the Scientific Gifted Students(t=8.649, p=.000). Second, the science camp program was a positive effects on Scientific Attitudes of the Scientific Gifted Students(t=3.431, p=.003). According to this research, the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.283-295
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• 2021

This study attempts to explore the nature of science anxiety experienced by science-gifted middle school students based on Giorgi's phenomenological research method. Among the first-year middle school students selected by the University-affiliated Science Education Institute for the Gifted, six science-gifted students with high levels of science trait anxiety and science state anxiety experience were selected. Two interviews related to experience of science anxiety were conducted with participants. As a result of the analysis, science anxiety experienced by science-gifted students was caused by setting the ideal self-concept, lack of confidence, past experiences, difficulty in contents, and something valuable. Students complained of physical·physiological, cognitive, emotional·psychological discomfort when they felt science anxiety, and recognized it as an opportunity for growth. In addition, science-gifted students were shown to cope with various ways such as confronting uneasy situations directly or refining their minds to overcome various uncomfortable symptoms that arise when science anxiety is triggered. Some students thought that no special efforts were required to lower their level of anxiety because anxiety was relieved over time. The students had both negative and positive meanings for science anxiety. The results of this study will help teachers in-depth understanding of middle school science-gifted students who experience science anxiety and provide a theoretical basis for what kind of educational environment should be created and educational programs should be provided in relation to science anxiety.