• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.290-301
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• 2017

This research aimed to develop problem creating worksheets as a teaching & learning material for problem solving activities and assess its effectiveness. Activity worksheets for creative problem development were established. The effectiveness of the problem-creating classes taught to gifted students in invention was evaluated. In addition, effective strategies for encouraging problem creating and question making in teaching & learning processes were explored. The creative problem identification activity consisted of 5 steps, which are idea creation, convergence, execution, and evaluation. The results showed that elementary and middle school students taught in the classes using this problem-identification worksheet were highly satisfied with the program. This study concluded that it requires an educational environment, government level collaboration, and support to create a mature social atmosphere and educational environment motivating students to keep asking questions and identify problems. Through continual modification, additional ongoing efforts to increase the credibility and the quality of the worksheets as a creative problem solving and learning tool will be needed.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.107-124
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• 2007

This study, at this point where a national attention is being focused on the special education for brilliant children after the enactment of the law regarding the promotion of the special education for brilliant children and the establishments of various policies on the education of excellence, investigated and analyzed the perceptions of students who are participating in the program for elementary school brilliant children on mathematics. First, the understanding of the area of the definition of brilliant students by the teachers with the institutions for the special education for brilliant children that use the program for elementary school brilliant children on mathematics should be increased. Second, the professionality of the teachers should be secured for an efficient operation of the program for elementary school brilliant children on mathematics. Third, the students who participated in the special education lot brilliant children tended to be self-initiative in participating in the program but the self-initiative aspect was insufficient in the lessons. Fourth, the students who are participating in the special education for brilliant children have positive opinions on the contents and methods of the lessons. Fifth, as for the materials for brilliant children's learning supplied to the program for elementary school brilliant children on mathematics, the brilliant students perceive them as the teaching materials for brilliant children. In this thesis, the program for special education for brilliant children was assessed and analyzed through the questionnaires to the teachers and students participating in the program. More abundant brilliant children programs should be developed so that the programs suitable the brilliant students can be provided to the students and the studies to improve the programs with regards to the effectiveness etc should be continually done from now on.