• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.703-728
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• 2012

The purpose of this study was exploring instructive methods to make each gifted child's ability develop as more by selecting the dynamic method instead of existing static method in teaching and evaluating science-gifted students in elementary school and by analyzing conceptual change of electric circuit. In this research, 11 science-gifted students in primary school were chosen, and Dynamic Science Assessment(DSA) intended to comprehension of scientific electric circuit concept was performed as focusing on scaffolding aspects in order to find the transition process. And then, the features on transition process of students' concept were analyzed in quality. The results of the study were checked that the features of useful scaffolding input with respect to comprehending concepts of science gifted-students by using DSA. The less familiar to approach the subjects, the more presented numbers of scaffolding showed. As coming toward transition and same questions, scaffoldings (interactions) were declined because their level of transition was higher than before. Various ways were used in helping the students comprehend the concept on the method of connecting electric circuit and the emitting amount of current, which acted to adapt to daily life.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.556-566
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• 2007

The purpose of this study was to develop an electroencephalogram (EEG) based differential-scale for scientifically gifted students in elementary school. For this study, signals of EEG with 19 channels were recorded during the generation of our scientific hypothesis using 22 scientifically gifted students, and with 49 average students being used as the control group. IQ, TCT and knowledge generation (KG) as constructs of the scientifically gifted were administered for both the scientifically gifted and the normal, control group elementary students. A 'gifted' value was added to paper test scores of the IQ, TCT, and KG constructs in order to make a personal standardization score for the gifted students. As a dependent variable, the groups were divided by means of the standardization scores thus produced and as an autonomous variable, various EEG parameters were presented through linear analysis, nonlinear analysis, and interdependency measures of the EEG. Multiple linear regression analysis was applied successfully to explain the EEG parameters and to show the characteristics of the scientifically-gifted. The discrimination analysis was administered through the results of multiple linear regression of the EEG parameters thus produced. This study represents the foundation of the development of an EEG based discriminant-scale for scientifically gifted students in elementary school, because it will be able to faithfully discriminate between scientifically-gifted and average students. The results of this study indicates that most of the EEG parameters produced can contribute to predicting the characteristics of the scientifically-gifted in that they express the degree of mutual information and the coherence of mutuality. Accordingly, mutual connectivity which appears to originate in the brain seems to the core of discrimination.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.421-433
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• 2023

This study examined the reasoning of gifted elementary science students in a socioscientific issues (SSI) classroom discussion on COVID-19-related trash disposal challenges. This study aimed to understand the characteristics of evidence use and decision-making difficulties in each type of SSI-related reasoning. To this end, the transcripts of 17 gifted students of elementary science discussing SSIs in a classroom were analyzed within the framework of informal reasoning. The analysis framework was categorized into three types according to the primary influence involved in reasoning: rational, emotional, and intuitive. The analysis showed that students exhibited four categories of evidence use in SSI reasoning. First, in the rational reasoning category, students deemed and recorded scientific knowledge, numbers, and statistics as objective evidence. However, students who experienced difficulty in investigating such scientific data were less likely to have factored them in subsequent decisions. Second, in the emotional reasoning category, students' solutions varied considerably depending on the perspective they empathized with and reasoned from. Differences in their views led to conflicting perspectives on SSIs and consequent disagreement. Third, in the intuitive reasoning category, students disagreed with the opinions of their peers but did not explain their positions precisely. Intuitive reasoning also created challenges as students avoided problem-solving in the discussion and did not critically examine their opinions. Fourth, a mixed category of reasoning emerged: intuition combined with rationality or emotion. When combined with emotion, intuitive reasoning was characterized by deep empathy arising from personal experience, and when combined with rationality, the result was only an impulsive reaction. These findings indicate that research on student understanding and faculty knowledge of SSIs discussed in classrooms should consider the difficulties in informal reasoning and decision-making.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.527-550
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• 2012

The purpose of this study was to investigate the career awareness, the preference for science and stereotypic image of the scientist between the gifted students and non-gifted students in elementary school. For this study, 52 gifted students and 80 non-gifted students were participated. The results were as follows: First, the career awareness of gifted students was significantly higher than that of non-gifted students. Second, the preference for science of gifted students was significantly higher in all sub-domains than non-gifted students. There was a significant interaction effect between group and gender in the scientific interest and the intention of solving problems. Third, analyzing stereotypic image test for scientist between the gifted students and non-gifted students, it proved that non-gifted students had more stereotypic image comparing with the gifted students. Forth, carrying out the correlation analysis on the career awareness and the preference for science, the career awareness and the stereotypic image of the scientist, it proved that there were significant correlations with each other. It revealed that the career awareness affected the preference for science significantly through multiple regression analysis.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1039-1051
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• 2014

This study aims to measure intelligence (cognitive characteristics), self-esteem, mathematical attitudes, and scientific attitudes (affective characteristics) of gifted students from low-income families, and to identify the relationship among these variables. 147 students in the lower grades of elementary schools who were enrolled to university-based gifted education centers were participants of the study. The results showed that the percentile scores of each variable were 85% for intelligence, 75.6% for self-esteem, 73.3% for mathematical attitudes, and 71.3% for mathematical attitudes. There was no statistically significant relationship between intelligence and the affective characteristics (i.e., self-esteem, mathematical attitudes, and scientific attitudes), while statistically significant relationships were shown between self-esteem and mathematical attitudes (r=.448, p=.000), between self-esteem and scientific attitudes (r=.522, p=.000), and between mathematical attitudes and scientific attitudes (r=.448, p=.000). The results suggest that although the gifted students from low-income families show lower levels compared to other gifted student groups, their potential level of giftedness is considerably high, which calls for appropriate educational support systems designed for this population.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.113-130
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a reports on student's investigating and thinking ability was investigated. While designing diverse experimental procedures, the students had. an opportunity to improve their observation attitude and way of scientific thinking. Such improvement was possible, only because the present web-based distant learning model consists of requiring an interaction between the students and a report and evaluation system which can put together such effort. Still, it was acknowledged that, as being in lack of teacher's direct support and supervision, the present web-based distant learning model might be somewhat ineffective in guiding the students in accordance with their own characteristics. For example, the students had a tendency to maintain their basic idea and style even when their reports are individually examined and corrected in terms of the format of the report.

• 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.

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.