• 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.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.1-11
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• 2014

In this study, contents of programming curriculum were designed as instrumental subjects for scientifically gifted students, not for IT gifted ones. Firstly, the programming curriculum consisted of 3 sections; Programming Understanding, Object-Oriented Programming, and Simulation Programming as a result of two semesters. Then, the lectures including project-based and problem-solving tasks were given to scientifically gifted students in a high school during one semester to verify whether they could apply the contents to studies and researches in math or science or not. As a result of this study, the students could improve numerical analysis and simulation program development capabilities in math or science as well as the problem-solving ability based on computational thinking. Moreover, it was proved that the students changed their perception about programing learning. They started to think that programing learning was necessary to studies and researches in math or science. The results of this study propose guideline to design programming curriculum as instrumental subjects for scientifically gifted students.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.133-144
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• 2021

The purpose of this study is to explore the teaching and learning experiences to improve the positive experiences about science (PES) of scientifically-gifted elementary school students. For this study, 36 students in grades 5~6 at a gifted science education institutes in Seoul were selected and conducted pre-test and post-test for 'Test for Indicators of Positive Experiences about Science (TIPES).' After the weekly science classes of the institutions were over, individual in-depth interviews were also conducted with some students to explore the teaching and learning experiences for improving their PES. The analysis of the results reveals that the science classes for scientifically-gifted students have been shown to improve PES of scientifically-gifted elementary school students. The teaching and learning experiences to improve their PES included eight teaching and learning experiences that appeared in general elementary school students of previous study such as 'practice-centered exploratory activities,' 'student-led class,' 'positive and professional feedback,' 'construction of knowledge through exploration,' 'class considering student's interest and aptitude,' 'use of materials related to real life,' 'smooth communication and collaboration in group activities,' and 'appropriate difficulty in learning content.' There were also six teaching and learning experiences that newly emerged from science-gifted students: 'Learning experience through the strategies for improving scientific creativity,' 'inquiry experience as a little scientist,' 'advanced or accelerated learning experience,' 'learning experience with excellent students,' 'experience helping other students,' and 'experience with high or low achievement'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.477-501
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• 2009

The Purpose of this study is to investigate the general trends of research on gifted education in Korea, by analyzing the articles published during the last thirty years. A total of 347 articles from 14 academic journals which are registered were yearly and synthetically analyzed. The articles were examined in terms of their topics, domains, and age and grade. The most widely researched topic was the cognitive characteristics of the gifted followed by curriculum and affective characteristics of the gifted. Studies on scientifically, generally and mathematically gifted students occupied 86% of total researches. Researches utilized elementary students as their subjects more than middle school or high school students. There is a lack of research on the problems that the gifted students face and on the assessment of gifted education institutes. Moreover, there is hardly any longitudinal study.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.729-755
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• 2012

As an effort to understand alienated gifted students, we investigated learning characteristics and learning tactics of a scientifically gifted student with economic difficulty and physical disadvantage. The student we studied is attending the Saturday Physics Class which is an after school science activity offered by our university. We adopted techniques of qualitative case study. Participant observation was carried out at the field and the interview was done with the participant, his mother, and his teacher of 5th grade. Field documents and self-reports were used to understand the student synthetically. As a result, learning characteristics of the participant could be summarized as a spontaneous learning which originated from the internal motivation and struggle for learning to overcome the sense of inferiority and isolation from the peers. The participant adopted a strategic method for learning to satisfy his learning desire given the circumstance of socioeconomic and physical disadvantage: the three tactics we found were various learning routes, meta-cognitive ability and fervent response.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.313-333
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• 2014

The purpose of this study was to examine self esteem and reactions on LMT projective technique to a group of scientifically gifted high school students and general high school students. For that purpose, 113 participants from scientifically gifted high school and general high school were asked to fill out self esteem questionnaire and draw a LMT. The results were analyzed by using SPSS.PASW18. The results are as follows: First, overall self esteem of gifted students were higher than general students. Second, reactions on LMT of gifted students and general students were examined. As a result, there were statistically significant differences in four items; integration of landscape composition, expression of distance and space, number of additional items, existence of doors and windows. The result of this study showed significant differences between the two groups in self esteem and LMT scores.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.139-149
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• 2008

The purpose of this study is to develop a valid and reliable instrument for measuring scientific problem-finding ability for the scientifically-gifted student. On the basis of an operational definition of scientific problem-finding ability, this instrument consists of five sections(appropriateness, flexibility, originality, elaboration, and valuation) which are designed for measuring the ability of the scientifically-gifted. This instrument was checked the validity of content and evaluation criteria by the five experienced specialists in science education, and then was administered to 38 students of science high school. Because the validity of content and evaluation criteria, construct validity, inter-rater reliability, item difficulty, and item discrimination are suitable for the criteria of good test, this developed instrument in this study is considered valid and reliable.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.161-185
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• 2016

The purpose of this study was to investigate for gifted elementary students in science the feature of character, life goals and happiness, and the effect relationship on happiness based on the relationship between factors. For this, independent t-test, multi-linear regression analysis and hierarchical regression were conducted. The results from this study are as follows. First, scientifically gifted elementary students show higher level of responsibility, ethics, positive self-understanding and contribution goal, but lower in material and image goal than general students. Second, character, life goal and happiness are correlated. Third, female students rather than male students and students with consideration/service character have intrinsic goals. While, the students with higher level of consideration/service and lower level of sympathy show extrinsic goals. The higher the level of consideration/service and the lower of self-control they have the higher their happiness are. Fourth, as scientifically gifted elementary students have more consideration and relationship goal, their happiness go up. While, the more they have self-growth and material goal, the lower the happiness. Fifth, the character of scientifically gifted elementary students is the factor that explains the effect on happiness more easily than life goal, relatively. The factor of life goal mediates the consideration/service and happiness. In conclusion, I hope that this study contribute to raise the happiness of scientifically gifted elementary students, and considerate the character education and counseling program for character development.