• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.575-596
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• 2012

Students' perception on a science program for gifted was investigated. The whole program was designed in consistency and integrity based on the Autonomous Learner Model suggested by Betts & Kercher(1999). 7th, 8th and 9th grade students were enrolled in this program, offered by G Education Institute for Gifted(GEI) located in Seoul. A survey was done to ask students' perception regarding the effect of the program. The survey consisted of statements about the expected effects of the program and students were asked if they agreed with the statements. Most students strongly agreed that GEI's program has positive effects. Students replied that they learned useful and interesting science contents, enjoyed meaningful experience of cooperating with members in small groups, and were challenged by the inquiry tasks. They recognized that they were being trained to become autonomous learners. They also said that their choices and decisions were respected, which resulted in positive effects on their ability to negotiate or to inquire actively. These implies that Autonomous Learner Model had been successfully applied. Although it was not clear autonomy of students was fully grown, the possibility of becoming an autonomous learner was evident. Satisfaction level is higher for the older students, implying that the integrity in the program gave accumulating effect. Students response showed that three sub-programs of GEI, the classes of each subject, conference at the end of the year and autonomous learner training played equally important role for students to learn the process of scientific inquiry and autonomous learning. This was a positive sign that the strategies for scientific inquiry and autonomous learning were embedded and integrated deeply in the program. The results of current research suggests that the integrity of a program based on a specific education model for the gifted could provide better education environment for the gifted students.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.56-62
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• 2009

The main aim of this study is to find out whether an elementary school's science-invention program for gifted pupils has an effect on their attitude towards science-engineering sector or related careers for their future. For hypothesis testing, a class for gifted pupils of 6th grade in D elementary school, J elementary school is chosen. The experiment was implemented 12 times during the period. Major findings were as follows. In career maturity, there weren't statistically meaningful differences found between experimental and controlled group as a result of invention program. This result showed that the invention program is not appropriate to promote the career maturity. However, there were still some evidence of change in their attitudes to science-engineering. Based on the result, an invention program which fails to improve career maturity should be amended.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.147-158
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• 2012

In this paper we introduced the reflection cluster problems. They are not well known in Korea education field. We used two reflection cluster problems and analysed the responses of the gifted students. Finally, we asked how they felt about reflection cluster problems. The results of this paper will help to make new assessment items and develop new programs for the gifted education.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.96-106
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• 2022

The purpose of this study is to investigate the effect of science-centered convergence class program using realistic contents such as virtual reality and augmented reality on class satisfaction, scientific attitudes and the perception of the gifted students in middle school. After developing the convergence class program including realistic contents using smart devices, we applied it to the gifted students. We analyzed the class satisfaction, scientific attitude and perception of the gifted students through questionnaires. In addition, a survey was conducted on the pre-teachers to investigate and analyze the class satisfaction, scientific attitude of the science class program to students and the perception of science classes using realistic contents. As a result, both students and pre-teachers were positively aware of class satisfaction by science class program using realistic contents. In particular, it was positive in that the class can induce learning motivation and interest. On the other hand, it was pointed out that the low-quality App and lack of infra for smart devices were disadvantages. In addition, pre-teachers lack confidence and information about class using the realistic contents, but they recognize the need of classes using realistic contents for students and education for pre-teachers. Based on this, it obtained suggestions on the preparation of facilities and equipment in schools for future education, development of contents that can be used for convergence class, development of programs and teaching·learning materials using realistic contents, and education for pre-teachers.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.743-752
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• 2006

The purpose of this study is to gain an understanding of scientifically gifted students' views on the nature of science. A multiple-choice format questionnaire was administered to 237 Korean 10th, 11th and 12th graders at the Korea Science Academy. The differences and similarities by gender and experience of R&E program on the students' views of the nature of science were investigated. The questionnaire developed by Lim(2004) was implemented for this investigation. We found that the majority of scientifically gifted students had highly possessed the tentativeness of scientific knowledge. The students who experienced R&E program have relatively high apprehension of scientists' motivation for researches and activities in social context compared to the students who did not experience an R&E program. Scientifically gifted students had relatively high apprehension that government should not control researches of scientists and relatively low apprehension of social responsibilities of scientists comparing to general high school students. The experience on R&E program was identified as a factor to effect changes in the students' views on the nature of science. The study has implications for the development of gifted program and curriculum such as running and assessing R&E program, and also the pre-service preparation of science teacher, teacher education reformat in both the practical and the policy levels.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.411-426
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• 2012

The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.611-633
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• 2016

This study analyzed the perception of effectiveness and satisfaction according to learners' background variables and characteristics in online gifted education program. The participants included 630 middle and high school students who attended the 3-months online gifted program. Participants volunteerly surveyed on background and characteristics such as gender, grade, subjects, self-efficacy of internet, and self-regulated learning, and the effectiveness and satisfaction of the online gifted education program. T-test, ANOVA, and MANOVA were conducted to analyze the effect of students' background and characteristics on various dependent variables. The results of this study showed that (1) overall, participants perceived the effectiveness of the online gifted program positively; (2) participants perceived the satisfaction of the online gifted program positively. In specific, they perceived system satisfaction higher than interaction satisfaction. (3) the personal characteristics which impacted on both effectiveness and satisfaction were grade, self-efficacy of internet, and self-regulated learning. Suggestion for the online gifted education program were discussed.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.647-667
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• 2009

This study intends to analyze open-ended inquiry activities of elementary science-gifted students in terms of how similar they are to authentic science inquiry and suggest desirable ways to make more effective programs for the gifted. For this study, we selected a small group with five elementary science-gifted students who had participated in the open inquiry program of summer camp held in the Institute for Science Gifted Education and collected data through recording and video-taping their discussion and performance from planning to coordinating inquiry results. The data was analyzed in terms of epistemological features and cognitive process in authentic science inquiry. The results is as follows. In terms of epistemology, students' inquiry methods were theory laden and they constructed knowledge in collaborative groups. For example, the students often discussed about performing the thought experiment and scientific concept related to inquiry task or their opinion. And in terms of cognitive process, their designing inquiry was similar to authentic science inquiry especially selecting variables, planning procedures, controlling variables, planning measures.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1139-1156
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• 2012

The purpose of this study was to investigate students' and mentors' perceptions of Research and Education (R&E) programs in science high schools and science academies. The sample included 1,466 science high school/science academy students and 310 mentors. They filled out the survey, which consisted of the perceptions of R&E performance procedures (Selecting a topic, Learning topic-related knowledge, Designing and performing the research study, and Evaluating and presenting results), and R&E environment (Research period, meeting opportunities with mentor/subject, learning/experimental environment). The results showed that differences existed in the perceptions of R&E performance procedures and R&E environment, especially on selecting topics and learning topic-related knowledge stages. At the end of the paper, suggestions were included for improving R&E.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.289-310
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• 2013

The purpose of the study is to investigate science process skills and suggest several considerations about developing scientific inquiries for secondary science gifted students. To do this, we analyzed scientific inquiries of science gifted programs and evaluated them on the quantity of problem perception, problem finding and inquiry planning that are regarded as high level science process skills, then revised each inquiry to include those high level skills. The result was that the first, there were differences in frequencies and types of science process skills among those inquiries. The second, there were very few problem perception and problem finding and were not many inquiry planning. The third, some of the revised inquiries showed those high level skills. From this, we would like to suggest we should construct scientific inquiries of science gifted program out of many and various themes. And there should be more high level science process skills such as problem perception, problem finding, and inquiry planning. For this, scientific inquiry developers should have intentions to involve such science process skills which is appropriate for science gifted student.