• Journal of Engineering Education Research
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• v.10 no.2
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• pp.87-105
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• 2007

In this research, Integrated program base on heat transfer & numerical analysis was developed. Also, reaction of gifted student and possibility of application of this program was surveyed. This program consist in three parts. The first part is computer programing language, the second part is numerical modeling of physical phenomena, and the third part is numerical analysis. 4 students are selected who belong to mathematic class of CNUE(Cheoungju National Univ. of Edu.)'s Gifted Student Education Center. The Program consists in 15th lessens, and each lessen need 4hr. Application possibility and student's satisfaction of the program are studied through the interview and report of the student. Three of four students are accomplish the goal of the progarm. Computer programing and numerical analysis parts were relatively well understood, but numerical modeling part was difficult to students. The satisfaction of the program is dependent on the characteristics of the student. Most of the student thought that this program was one of the science education program. The student who have interested in only mathematics shows that low satisfaction but the one who have interested in science or information technology shows that high satisfaction.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.639-652
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• 2009

This projects was carried out under the assumption that an appealing leadership program would lead to students' increased leadership abilities. This leadership program is comprised of 16 materials based on seven factors of leadership for the gifted and talented. More than 46% of the gifted and talented have a positive response to leadership program, and some of these gifted and talented students (14.7%) reacted negatively. According to the result of the T-Test, a survey about leadership of gifted and talented, there are meaningful differences between before and after implementing this leadership program (p<.01). Especially, the leadership quality of the gifted and talented improved effectively in communication skills(p<.01), individualized considerations(p<.01), and interpersonal skills(p<.05). But there aren't statistical differences between the primary school students and the middle school students except leadership total score(p<.05) and communication skills(p<.01). Comprehensively, the primary school students scored slightly higher than did middle school students on the seven factors of leadership. So, we need an effective guide in planning a leadership program for middle school students.

• Korean Journal of Food Science and Technology
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• v.53 no.2
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• pp.133-138
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• 2021

In this study, the leaves of aronia (Aronia melanocarpa) across different stages of maturity were collected and their chlorophyll content, antioxidant content, and activity were analyzed. The leaves of the selected aronia cultivars ('Viking', 'McKenzie', and 'Kingstar K1') were harvested in June (young-stage leaf) and in August (old-stage leaf). The antioxidant content and activity of all three aronia cultivar leaves were significantly higher in the young-stage leaves than in the old-stage leaves. The main polyphenols in aronia leaves were catechol and chlorogenic acid, which tended to decrease as maturation progressed. As a result, the young-stage aronia leaves contained more abundant flavonoids, phenolic compounds, and polyphenols with higher antioxidant activity than those in the old-stage leaves. Overall, our findings indicate that aronia leaves contain potential bioactive compounds that could be used to develop functional food ingredients.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.6-14
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• 2006

The study investigates mental models of scientifically gifted, middle school students when it comes to tides. This was done by analyzing facet of conceptual types for two contexts. We carried out two performance tasks of tide with different context. A large number of students showed different conceptual types by context. As a result of analyzing facet of conceptual types by context, there was a slight difference in content-specific facet, but a remarkable one in strategic facet. We classified four mental models about tide by configuring facets of conceptual types: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. The Tide model is scientifically accepted model, but Force model and Phase model are incorrect models, and Hybrid model is mixed model. In cases of Force model and Phase model, conceptual types concur with each other, but these types of students comprehend tides as a result of joined forces of Moon & Sun and phase change of Moon, respectively. Arranging low mental models in proportional order, Tide model (45.0%), Hybrid model (30.0%), Force model (12.5%), and Phase model (7.5%).

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.1-10
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• 2005

Overexcitaility (OE) as a concept that is related to developmental potential, has been shown to differ by intelligence, gender, involvement in school programs and artistic interest in American populations of students. Overexitability, used to describe the five ways that people might experience developmental potential for emotional growth, are emotional, intellectual, imaginational, sensual, and psychomotor. Little is known about the profiles of groups of gifted learners outside of studies conducted in the United States. In order to better understand the emotional needs of Korean students, the purpose of this study was to determine the overexcitability profiles of students enrolled in four high schools, each with a different domain focus: math and sciences, visual and performing arts, and foreign languages. 341 subjects of this study completed the Overexcitability Questionnaire II. Multivariate Analysis of Variance (MANOVA) was conducted to determine statistical differences. The results showed that Mean scores of psychomotor, sensual and imaginational are highest in the Art High School, intellectual is highest in the Science High School and emotional is highest in the Foreign Language High School. There were significant differences among the schools. Each major also showed significant difference. The results showed that mean score of psychomotor is highest in the Dance major, sensual, imaginational and emotional are highest in the Drama majore and intellectual is highest in the Science major. The results showed that the mean scores of psychomotor, imaginational and intellectual are higher in the male students than female students. On the other hand the mean scores of sensual and emotional are higher in the female students than in the male students.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.63-72
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• 1986

과학교육은 학생들이 장차 과학 기술분야의 직업을 추구하도록 하는 것을 그 중요한 결실의 하나로 잡고 있다. 현재 한국은 과학과 기술의 발전을 교육의 주요목표의 하나로 삼고 있으며, 정부에서는 보다 많은 영재를 과학 기술분야로 유치하려고 여러 가지 정책을 펴고 있다. 그러나 이러한 정책도 결국은 학생이 과학 기술분야로 모여들지 않으면 그 효과가 없게 된다. 그런 점에서 학생들이 어떤 이유로 과학 기술분야를 선택하는지 혹은 기피하는지 그 원인을 아는 것을 중요한 과제라고 할 수 있다. 본 연구는 과학 및 기술분야의 직업을 갖게 되는데 결정적인 역할을 하는 고교생의 문 이과반 선택에 있어 그 진로결정에 영향을 주는 제 요인들을 규명하는데 목적을 두고있다. 연구대상은 대구시내외 남 녀 고교 1학년생 109명(문과 56명, 이과 53명)이었으며 조사방법은 설문지법을 사용하였다. 조사결과는 학생들의 문 이과반 선택에는 장래직업, 대학전공, 적성, 학과목에 대한 능력, 흥미 선호도, 가족 및 주위의 권유 등이 주요요인임을 보여주고 있다. 그중 문과를 지원한 학생들은 대체적으로 자신의 적성 이과과목에 대한 능력부족 인식, 내신 및 학력고사에서의 성적취득용이성 등 주로 자신의 내적 동기와 관련된 요인들을 들고 있는데 비해, 이과를 지원한 학생들은 밝은 직업전망, 가족 및 주위의 권유 등 외적인 동기도 큰 작용을 하고 있음을 보여 대조를 이루고 있다. 또 문과를 지원한 학생은 이과가 공부하기가 어렵고 성적을 올리기도 힘들어 이과를 기피한 경향을 보이는데 반해 이과 지원자는 문과를 기피하여 이과로 왔다는 응답은 별로 없는 점이 대조를 보였다. 본 논문은 이러한 결과가 던져주는 시사점과 과학교육의 개선책에 관한 제언을 제시하면서 결론을 맺고 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.937-957
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• 2010

The purpose of this study is to discover the features of symbol sense. This study tries to sum up the meaning and elements of symbol sense and the measures to improve them through documents. Also based on this, it analyzes the learning conditions about symbol sense for 6th grade mathematically able students and suggests the method that activates symbol sense in the math of elementary schools. Considering various studies on symbol sense, symbol sense means the exact knowledge and essential understanding in a comprehensive way. Symbol sense is an intuition about symbols that grasps the meaning of symbols, understands the situation of question, and realizes the usefulness of symbols in resolving a process. Considering all other scholars' opinions, this study sums up 5 elements of the symbol sense. (The recognition of needs to introduce symbol, ability to read the meaning of symbols, choice of suitable symbols according to the context, pattern guess through visualization, recognize the role of symbols in other context) This study draws the following conclusions after applying the symbol questionnaires targeting 6th grade mathematically able students : First, although they are math talents, there are some differences in terms of the symbol sense level. Second, 5 elements of the symbol sense are not completely separated. They are rather closely related in terms of mainly the symbol understanding, thereby several elements are combined.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1049-1062
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• 2015

To understand the synergy of collaboration and to apply this understanding to education, an analysis of how a team solves a problem and the sharing of their mental models is needed. This paper analyzed two things qualitatively to find out the source of synergy in a collaborative problem-solving process. First, the sharing contents in team mental model and second, the process of sharing the team mental model. Ten gifted middle school students collaborated to solve an ill-defined problem called sunshine through foliage problem. The gifted students shared the following results after the collaboration: First, scientific concept prior to common idea or the idea that all group members have before the discussions; second, unique individual ideas of group members; and third, created ideas that were not originally in the personal mental model. With created ideas, the team model becomes more than the sum of individuals. According to the results of process analysis, in the process of sharing mental model, the students proposed and shared the most important variable first. This result implied that the analysis of the order of sharing ideas is important as much as finding shared ideas. Also, the result shows that through their collaboration, the gifted students' shared mental model became more refined and expanded as compared to their individual prior mental models. It is recommended that these results can be used to measure shared mental model and develop collaborative learning models for students.

• Journal of Science Education
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• v.45 no.1
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• pp.90-104
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• 2021

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods.

• 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.