• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.95-112
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• 2003

The purpose of this study is to look into Various educational supports for the gifted students in science to decide proper career planning through Research of Career Consciousness of the Gifted Students in Science. The subject of this study is new students entered into KAIST from the year of 1996 to 2003. They are approximately 500 students yearly and 3,613 totally and more than 90% of students have answered. The Questions are largely 3 items. One is 5 Q's of entering universities, second is 2 Q's of life plans in the university and the last is 2 Q's of career plans after graduation. As a result, the gifted students in science tend to find out and develop their interest and aptitude early and decide their future much earlier than other students. Nevertheless the gifted students in science worry about their future a lot as well. However they ask their problems to friends, seniors, and parents rather than teachers, professional consultants in general it could say no sufficient systematic guidance and consulting available for them. So it does require that some subjects such as guidance for career planning should be included in university curriculum and furthermore not only schooling but also the systematic structure of persistent consulting about gifted student's general life should be planned as well.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.920-930
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• 2011

This research was executed in order to analyze the factors and strengths of learning difficulties that science-gifted high-school students experienced in Korea Science Academy. The subjects are 284 gifted high-school students from Korea Science Academy who responded to a paper-and-pencil questionnaire survey. The questionnaire used in this research was developed by focusing on the difficulties in the learning situations of science-gifted highschool students based on Rhodes' 4P theory of creative achievement. The data was analyzed using cross-tabulation analysis, frequency analysis, MANOVA by the SPSS 12.0 program. The analysis of the questionnaire survey on the learning difficulties showed (i) a grade difference in interpersonal relationship and (ii) gender differences in learning ability and learning strategies. Also, it was observed that the students tried to solve their learning difficulties most frequently by meeting their school peers except for methods of 'the others' such as relying on religious power.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.101-122
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• 2006

In this study, selecting process for scientifically gifted students was investigated and analyzed to science education institute for the gifted in university and was compared with foreign education institute for the gifted. The number of science education institute for the gifted was unequality located to the regions, comparing with the ratio of students. Therefore it is necessary for balancing location of science education institute for the gifted according to the ratio of students to let various students have the gifted education. Comparing with the ratio of gifted students between elementary school students and middle school students, the shape of ratios seems to be a inversed-pyramid. It is necessary to select students with the shape of the pyramid, supporting them to be educated, systematically and officially. The gifted students were selected through the procedures of creative test, intelligent test and individual interview in science education institute

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.290-307
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• 2017

The purpose of this study is to analyze the research trends related to qualitative research on science education, to provide basic data of qualitative research on science education and to select the direction of follow-up research. The subject of the study is the level of Korean Citation Index (KCI-listed, KCI listing candidates), that can be searched by the key phrase, 'qualitative research', 'science education' in Korean language through the RISS service. In this study, the Descriptive Statistical Analysis Method is utilized to discover the number of research articles, classifying them by year and by journal. Also, the Sementic Network Analysis was conducted to the frequency of key words, Centrality Analysis throughout a variety of research articles using krkwic and Ucinet6.0. The results show that first, 138 research papers were published in 14 journals from 2005 to 2017. Second,, the analysis showed the highest frequency of appearance keyword in each article, 'elementary school teacher', 'gifted student', 'science teacher', 'class' were higher than others. third, according to the results of the whole Network Analysis, 'Analysis', 'elementary school', 'class' were analyzed as a highly influential node. And 'Comparison', 'inquiry', 'recognition', 'gifted students' were not close to the center of network. Fourth, keywords that appear in all sections are analysis, gifted students, and elementary school students, and can be analyzed continuously based on studies, lessons or recognition, and characteristics. Based on the results of this study, we explored the past and present of the study subjects related to the study of science education quality and discussed future direction of study.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.7
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• pp.1400-1406
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• 2007

The core part of education program of the gifted students in information is the thinking ability extension of the programming. We propose four phases of the education model : (1) problem understanding (2) visualization (3) symbolization (4) algorithmization. This model of four phases is applied to learn the abstract concept of recursion using the data structure of Tree. This model is verified by presenting the example of 'Hanoi Tower' to stimulate intellectual curiosity of the students and help to expand their thinking strength. Also, we show the characteristics of which the teaching subjects and learning activities have, by presenting and clarifying the type of education program, properties of the learning contents, and lower level components. The students can deepen and foster the growth of the learning contents by the students' activities of self-evaluation, and their thinking abilities are increased by the guidances of their teachers.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.613-628
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• 2014

The purpose of this study is to compare the differences of the career development and the occupational view between giftedness in computer science and normal students in elementary school, so the results of this study provide assistance to the teacher for the direction and guidance on the career education of the giftedness in computer science in elementary school. This survey is based on 82 giftedness in computer science and 167 normal elementary school students. The questionnaires used in the study contain questions asking regarding the career development and the occupational view. The results of this study were as follows : First, according to the consciousness analysis result about career, the giftedness in computer science choose to be scientific technicians, the normal students choose to be artists. The both groups get career information from their parents, but they usually don't get career counseling from teachers. The education of giftedness in computer science does not contribute to changing their dreams, while normal students have no interest in computer science. Second, according to the career development analysis result, in comparison with non-gifted students, the gifted in information science had more success in all domains of career development. Third, according to the occupational view analysis result, the information science gifted students had higher meaningful rate than the normal students. Intrinsic domain' had higher meaningful rate among the subordinate domains, there is no difference in 'extrinsic domain' and 'incidental domain' between the information science gifted students and the normal students. Fourth, according to the correlation analysis result of the career development and the occupational view, there is a positive correlation in all domains of them. The high they are in the career development, the more they have the certain occupational view. Likewise, if they have the certain occupational view, they will be more successful in career development. Based on the findings of this research, the directing and guidance on the career education of giftedness in computer science in elementary school is same as the followings. We should educate parents regarding information about career for students who are under the influence of parents greatly and indicate them to apply to their children appropriately. In addition, for making them to have the positive image of the computer science, teacher should provide more information about the area of information and form various curriculums to induce more interests about computer science. We need to strengthen the career education for guiding the gifted to assist them to establish their own goal and realize them how to study and choose their career in the future. In school education field, it must develop and manage the definite and empirical program, not the career development program which is focused on only entrance into advanced school, to boost self-realization ability and the suitable career education program based on the correct understanding on giftedness in computer science. For this, through steady trying and research, teachers should be eater to develop the career education for students. Also, we have to implement the internal stability career education program, so it will help students to be aware of their job and career; therefore, students will be able to plan and prepare for their career in this rapid changing world.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.666-679
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• 2009

The purpose of this study was to survey the teachers' view on using argumentation in school science. For the purpose of this study, the questionnaire was designed for in-depth interview with an in-service middle school science teacher with Ph.D. and was completed through pilot testing with elementary and secondary in-service teachers. The data was surveyed from 1,015 teachers; 762 elementary school teachers, 127 middle school science teachers, and 126 high school science teachers. From the frequencies analysis of the data, the results indicated that the first students made some argumentation accord claim with evidence, the second, the teachers gave some opportunities to their students through the theme within their living environment or lab-activities involving argumentation, and lastly, most of the teachers recognized the absolute necessity of argumentation. From these results, recommendations about some post researches were suggested.