• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.455-467
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• 2021

The purpose of this study was to investigate the impact of negotiation-based peer and self-assessment activities on science-gifted students' modeling and students' perceptions of the impact of these assessment activities on modeling. For this purpose, 92 students in the 11th grade of a science high school, in a metropolitan city, were selected to conduct peer assessment, self-assessment, and science writing activities with four topics of Advanced Chemistry. The students' modeling was analyzed in terms of 'structuring scientific concepts', 'logic', 'multiple representations' and 'communication'. Based on the results, the mean scores of modeling increased for each element of evaluation according to the progress of assessment activities. Students' responses in the survey and interviews showed that students perceived the results of student assessment activities as valid, students also recognized the benefit of these assessment activities by referring to the assessment results before their next writing assignment.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.567-592
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• 2013

The purpose of this study is to investigate effective teaching and learning method for teaching decision-making on Socio-Scientific-Issues(SSI) in science classroom. So we carried out new teaching and learning trial for decision-making about Global Warming issues. Our new trial focused on self-directed and cooperative learning in decision-making about SSI. And our participants were science gifted or science high-achieved students in middle school. We analysed students' written decision-making of the last process in our new trial. We can find our instruction made progress in informed decision-making, structure of argumentation, reflective thinking stage, using the scientific information and understanding of the nature of science. As a result, self-directed and cooperative learning in decision-making on SSI leads students to the meaningful decision-making scientifically.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.582-590
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• 2007

In this paper, the activities for scientifically-gifted high school students in the 2006 International Young Physicists' Tournament were analyzed, from the perspective of the social aspects of creativity. To understand this, the process by which the activities were similar to the system model of creativity developed by Csikszen-tmihalyi were analyzed. Our aim was to elicit the educational implications of cooperative science problem solving skills and to discuss the results from their social perspective. It was found that participants interacted consistently with peers, teachers, and the culture that was developed during the course of the tournament. This was found to be very similar to the way in which novel knowledge in the system model of creativity is produced. In the tournament, the juries' assessment was based on students' presentations, discussions, and reviews. This was also very similar to how novel knowledge in the model is selected. Solving problems cooperatively and evaluating the results through group discussion are well reflected the social aspects of creativity. Due to the fact that such tournaments for scientifically-gifted elementary students are rapidly increasing in popularity, such activities will increasingly become more important. It is necessary, therefore, to study the social aspects of creativity for the gifted in elementary and middle school.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.359-384
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• 2014

The purpose of this study is inquire the reaction and adaptability of the mathematically gifted student, in the case of introduce learning materials based on GeoGebra in real class. The study program using GeoGebra consist of 'construction of fundamental figures', 'making animation with using slider tools' (graph of a function, trace of a figure, definite integral, fixed point, and draw a parametric curve), make up the group report after class. In detail, 1st to 15th classes are mainly problem-solving, and topic-exploring classes. To analyze the application effects of developed learning materials, divide students in four groups and lead them to make out their own creative products. In detail, guide students to make out their own report about mathematical themes that based on given learning materials. Concretely, build up the program to make up group report about their own topics in six weeks, after learning on various topics. Expert panel concluded that developed learning materials are successfully stimulate student's creativity in various way, after analyze of the student's activities. Moreover, those learning programs also contributed to the develop of the mathematical ability to thinking that necessary to writing a report. As well, four creative products are assessed as connote mathematically gifted student's creative thinking and meaningful elements in mathematical aspects.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.112-136
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• 2000

In this study, literatures concerning the scientifically gifted/talented were identified through exploration of ERIC(Education Research Information Center) and then categorized. Existing educational programs for the scientifically gifted/talented were analyzed to aid in development and progress of education program of the scientifically gifted/talented. The followings are the results of this study 1. Exploration of ERIC from 1981 to 1997 showed 150 documents related to the scientifically gifted/talented and of those found there were 63 scientifically gifted/talented education program documents which accounts for 42.0%. 2. 42.0% of documents related to the scientifically gifted/talented and 65.1% of education program for the scientifically gifted/talented were in the publication type of journal articles. 3. 60.0% of documents related to the scientifically gifted/talented and 68.3% of education program for the scientifically gifted/talented were in the type of paper of reports. 4. 71.4% of education programs for the gifted/talented was centered around scientifically gifted/talented students in middle or high school. 5. 52.4% of education programs for the scientifically gifted/talented was being carried out as an supplementary enrichment education program such as summer programs or short term projects. Education programs for the scientifically gifted/talented carried out as a regular class accounted for 38.1%. 6. Systems like Mentorship System and Internship System is being well carried out due to good interrelationships between universities and institutions. There were many programs encouraging majors and careers in science related fields. 7. Individualized education, which is effective in teaching the scientifically gifted/talented whose abilities, interests, and attitudes differ, is being well carried out.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.729-738
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• 2019

Research and Education(R&E) program has been emphasized for scientifically gifted students since it can improve scientific research abilities and problem solving abilities because it provides scientific research experiences with professional researchers. The purpose of this study is to investigate the effect of R&E program on creative leader competency and science career orientation. For this study, 62 science high school students participated from 78 science high school students participating in an R&E program. Pre and Post surveys of creative leader competency and science career orientation were administered to the students. The results showed that R&E program improved students' creative leader competency in intellectual and affective characteristic. However, there are no differences in science career orientation because science high school students already had high science career orientation. The implications of this study were discussed.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.775-788
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• 2007

This study was aimed to understand the structures of preservice secondary school teachers' alternative conceptions on radioactive isotopes in the interior of earth. The structure of their conceptions were analyzed by the suggestions of Niaz (1988) based on the Lakatosian frameworks. The survey was carried out on a group of seventeen students who were major in science education. The research method was open-ended written questionnaire. The results of this study show that students had apparent alternative conceptions. The high temperature and pressure' explanation for radioactive decay in earth's interior had most import effects on their alternative conceptions. It was also intended to survey their conceptional change by our teaching strategies of the philosophy of science in order to construct science concepts.

• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.19-45
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• 1997

Twenty-three of International Math Olympians raised in Korea were served as the subjects to answer the following questions: (1) What family and school factors contribute to the development of the math talent of the Olympians\ulcorner (2) What impacts have the Olympiad program on the mathematically talented students\ulcorner By means of questionnaire survey and in-depth interview, the related data were collected. The questionnaires were developed by James Campbell for cross-cultural studies. The major findings were as follows: (1) the olympians were mostly 1st-born child and were "discovered" in an early age; (2) most olympians ranked highly in the class; (3) the SES of the Olympians' family were varied, though the majority were high; (4) the Olympians' family support and learning environment were reported strong and positive; (5) the Olympiad experiences were, in general, positive to the subjects, especially in learning attitude toward math and science, self-esteem and in autonomous learning and creative problem solving; (6) there were almost none special program designed for the Olympians during their school years; (7) the degree of computer literacy were varied according to the subject's personal interest and the accessibility to the computer; (8) most Olympians had not yet showed special achievement other than math as there were still students; (9) the Olympians were individuals with unique characteristics.teristics.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.355-371
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• 2013

While many research focused learners as those who excel in mathematics or science, the identification of learners with potential or demonstrated talent in visual art has also been the meaningful research topic. Since these learners exhibit high performance capability in intellectual, creative and artistic areas, they require services or programs not ordinarily provided by the schools. This research tried to clarify what high performance means when speaking of learners with outstanding talent in the visual arts based on the relevant literature. Also, this research introduced the recent trends in the field of art gifted and talented education. In order to demonstrate critical issues and find new directions in art education for gifted learners, this research conducted the survey, and this survey target group was arts high school students. Based on the survey analysis, this research conducted the semi-structured interviews with focal participants including the teachers and an artist. Interviewees generated many meaningful issues, and interview analysis reconceptualized art education for gifted learners as following. 1) Gifted education should consider learners' excellence, equity, troubles, and struggles that often go unnoticed. 2) We should reform the criteria, standards, and strategies in finding art gifted learners. 3) In order to facilitate meaningful and creative art education, higher education institutions need to change the current college entrance exam. 4) The goal of gifted art education is not only raising the world-class artists. 5) Meaningful art education for gifted learners is in interaction with the environment including group dynamics, parents influence, and teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.