• Title/Summary/Keyword: 과학영재학생

Search Result 665, Processing Time 0.023 seconds

The Relationship between Orientations toward Scientific Inquiry Learning and Coping Strategies for Anomalous Situations in Elementary Students: A Comparison between General and Science-Gifted Students (초등 일반 학생과 과학영재 학생의 과학 탐구 학습 지향과 불일치 상황에 대한 대처 전략의 관계 비교)

  • Jiyoung Yoon;Hunsik Kang
    • Journal of The Korean Association For Science Education
    • /
    • v.44 no.2
    • /
    • pp.155-166
    • /
    • 2024
  • This study investigated and compared orientations toward scientific inquiry learning among general and science-gifted elementary students. It also investigated and compared the relationship between their orientations toward scientific inquiry learning and their coping strategies for anomalous situations. To realize this, 61 general elementary students and 53 science-gifted elementary students in Seoul were selected, and questionnaires were administered to investigate their orientations toward scientific inquiry learning and coping strategies for anomalous situations. In addition, semi-structured in-depth interviews were conducted individually with some of the general and science-gifted students. The results showed that among orientations toward scientific inquiry learning, regardless of grade level, the general students were most likely to possess 'concept understanding' and second most likely to exhibit 'scientific practice'. On the other hand, the science-gifted students demonstrated the highest frequency of 'scientific practice', with 'concept understanding' and 'complexity' also being relatively common. 'Activity driven' was found only among some of the general students and 'engineering practice' was found only among some of the science-gifted students. 'Process skills' were not found. No clear relationships between orientations toward scientific inquiry learning and coping strategies for anomalous situations were found. However, some differences in the choice of coping strategies for anomalous situations between the general and science-gifted students were discovered, even when they had the same orientations toward scientific inquiry learning. The educational implications of these findings were discussed.

Intellectual, Emotional, and Creative Characteristics of Mathematically Gifted Students (수학영재학생들의 인지적, 정의적, 창의적 특성 분석)

  • Choi Younggi;Do Jonghoon
    • School Mathematics
    • /
    • v.6 no.4
    • /
    • pp.361-372
    • /
    • 2004
  • This study is designed to investigate intellectual, emotional, and creative characteristics of mathematically gifted students. In this paper, we analyze their proof examples, responses to questionnaire on mathematical aptitude and social coping, and scores for Torrance creativity test(figure) in comparison with scientific gifted and general students.

  • PDF

Differences in Conception of Science Learning in Accordance with the Science-giftedness, Gender and Subject Preference (과학영재성, 성별, 과목 선호도에 따른 과학학습에 대한 개념의 차이)

  • Park, Ji-Yeon;Jeon, Dong-Ryul
    • Journal of The Korean Association For Science Education
    • /
    • v.31 no.4
    • /
    • pp.491-504
    • /
    • 2011
  • We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.

Middle School Science Gifted Students' Perceptions of the Effectiveness of Science Classes Using Science Writing Heuristic (탐구적 과학 글쓰기를 적용한 과학 수업의 효과에 대한 중학교 과학 영재들의 인식)

  • Shin, Eunji;Choi, Wonho
    • Journal of the Korean Chemical Society
    • /
    • v.64 no.5
    • /
    • pp.277-290
    • /
    • 2020
  • In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

A Study of Gifted Students' Peer Relationship in an Elementary School's General and Gifted Classes (초등 영재학생의 영재학급과 일반학급에서의 교우관계 분석)

  • Kwon, Hyeok-Cheon;Ha, Min-Su;Chung, Duk-Ho;Lee, Jun-Ki
    • Journal of Gifted/Talented Education
    • /
    • v.22 no.3
    • /
    • pp.757-777
    • /
    • 2012
  • Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.

Comparing Types and Creativity Level of Scientific Humors Made by General and Scientifically-Gifted Elementary Students and Their Perceptions for Educational Benefits of Making Scientific Humor (초등 일반 및 과학영재 학생의 과학 유머 유형과 창의성 수준, 과학 유머 만들기의 교육적 효과에 대한 인식 비교)

  • Kwon, Jinhee;Kang, Hunsik
    • Journal of The Korean Association For Science Education
    • /
    • v.39 no.3
    • /
    • pp.415-426
    • /
    • 2019
  • This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

An Analysis of the Attitude Toward Science, Achievements Motivation, and the Peer Relationship, and Parents' Attitudes to Science Gifted Education (과학에 대한 태도, 성취동기, 또래관계, 부모의 과학영재교육에 대한 태도 분석-과학영재와 과학성적우수 일반학생들을 중심으로)

  • Chun, Bok-Hee;Park, Kyung-Bin;Chun, Mi-Ran
    • Journal of Gifted/Talented Education
    • /
    • v.18 no.3
    • /
    • pp.443-464
    • /
    • 2008
  • This study analyzes the surveys of attitudes toward science, the peer relationship, the achievement motivations, and the parents' attitudes to science gifted education. It have been conducted to 53 scientifically gifted and 120 non-gifted students. The findings from the analyses suggest that there exist few meaningful differences in the attitude toward science, the motive for achievements and the peer relationship except in the parents' attitude to the gifted student education. This means that the recognition and the attitude of the parents have great influences on non-gifted students especially female students in the process of resolving to take future directions to science fields and choosing the gifted education center. Accordingly, we are in dire need of the changes in the social recognition of science and it is strongly recommended to seek for the ways of promoting science and supporting engineering graduates at the level of nation, thereby establishing legal and institutional foundations to make effective human resource arrangements.

Comparative Analysis of Successful Intelligence and Learning Strategies for the Scientific Gifted and the Regular Students in Elementary School (초등과학 영재학생과 일반학생의 성공지능과 학습전략의 비교 분석)

  • Park, Young-Hee;Choi, Sun-Young
    • Journal of Science Education
    • /
    • v.38 no.3
    • /
    • pp.612-624
    • /
    • 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)

  • PDF

A Study on the Perception of Art Education for the Gifted in Mathematics or Science (수.과학 영재학생을 위한 예술교육 프로그램 실시에 관한 인식 조사 연구)

  • Kang, Ji-Yeon;Lee, Jae-Ho;Jin, Suk-Un
    • Journal of The Korean Association of Information Education
    • /
    • v.15 no.3
    • /
    • pp.469-481
    • /
    • 2011
  • The purpose of this study was to find the recognition and opinions of gifted students, as well as their parents and teachers, on applying the artistic components to current educational programs for high ability students, gifted in mathematics and/or sciences. Questionnaires were distributed to 84 gifted students, 59 parents, and 23 teachers in elementary schools in Seoul Metropolitan area. Findings of this study include: (a) More than 1/4 of gifted students in mathematics or sciences reported that they are talented in both math/science and arts, (b) most of students, parents, and teachers believe that arts education is useful for cultivating academic talents of gifted students, (c) gifted students and their parents prefer 'Science and Arts School for the Gifted' to 'Science School for the Gifted', if both options are available.

  • PDF

Development and Application of an Scientific Inquiry Program Related to School Science for Elementary Gifted Students; Using the Geological Museum (초등 영재학생을 위한 학교 학습 경험과 연계된 과학 탐구 프로그램 개발 및 적용; 지질 박물관을 이용하여)

  • Lim, Sung-man
    • Journal of Science Education
    • /
    • v.38 no.2
    • /
    • pp.244-256
    • /
    • 2014
  • The purpose of this study was to develop and apply an scientific inquiry program related to school science for elementary gifted students. And development of a program had been used a geological museum. A science inquiry program had developed after verifying a content validity to 3 science education experts about program's design and content selection, and then program applied to 20 elementary gifted students during 4 weeks, 14 hours. The results of this study showed that gifted students interested in an inquiry program using a geological museum, and they were in full activity. Especially gifted students replied that they lodged in their memory that inquired into activities on listening a docent's explanation about exhibits. Gifted classroom teacher also replied that gifted students saw a high level of participation and expectation. And they replied that this program supplied a chance that gifted students can understand a meaning of inquiry.

  • PDF