• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.279-302
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• 2009

This paper was to examine the effects of university-based science gifted education program on scientifically gifted students' science problem finding ability and cognitive-affective factors. For this study, 69 scientifically gifted students with previous Silted education experiences at the university-based science gifted education centers and 91 scientifically gifted students without any previous gifted education experiences were compared. Both groups of students were currently enrolled at a specialized science high school. To compare both groups, scientific problem finding ability, science anxiety, science related attitude, self-efficacy, intrinsic motivation, test anxiety, cognitive strategies, and self-regulation were measured. The results indicate that there was no significant difference on scientific problem finding ability between these two groups. The comparison between the past and now in the aspects of variables observed in the study showed that both groups of students were decreased in the science anxiety and self-efficacy. But the test anxiety was significantly increased compared to the past in both groups. Implications of the study were discussed in depth.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.289-297
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• 2004

정보들을 잘 다루는 소수의 인재들만으로도 국가의 경제적 부가가치가 크게 높아지고 있는 지금, 이러한 변화에 맞추어 고급 두뇌인력을 배출하는 영재교육에 대한 관심이 높아지고 있다. 특히 수학, 과학영재에 관한 연구는 무수히 많이 이루어져 있으나 정작 21세기 정보화 사회를 이끌어갈 정보영재에 관한 연구는 미흡한 실정이다. 그러므로 현재 우리나라 정보영재교육에서 무엇보다 시급한 것은 정보영재들의 인지적 정의적 특성에 대한 실증적인 자료의 분석과 이에 대한 연구이다. 그렇다면 정보영재들의 특성은 실제로 어떠할까 라는 의문이 제기된다. 영재관련 연구 중 많이 인용되며 정의적 요소가 포함된 Renzulli(1978)의 삼원모델(Three-ring model)을 보면 영재의 특성을 극단적으로 높을 필요는 없는 '평균 이상의 능력', '높은 창의성', '높은 과제 집착력'으로 보고 있다. 본 고에서는 정보영재들의 특성을 Renzulli(1978)의 삼원모델(Three-ring model)에 의거하여 두 가지 관점에서 분석해 보았다. 첫째, 정보영재집단의 특성은 일반학생집단과 비교해 보았을 때 어떠한 점이 다른가? 둘째, 일반영재집단과 정보영재집단을 비교해 보았을 때 어떠한 차이점이 있는가? 본 고에서 분석 제시되는 연구결과들은 정보영재성을 정의하고, 그에 따른 판별도구 및 정보영재교육프로그램 개발을 위한 실증적 자료가 되어 우리나라 실정에 부합하는 정보영재교육을 수립해 나가는 데에 주춧돌이 될 것이다.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.223-237
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• 2019

There is a close interaction between the linguistic-syntactic representation system and the affective representation system that appear in the mathematical process. On the other hand, since the mathematical conceptual system is fundamentally metaphoric, the analysis of the mathematical concept structure through linguistic representation can help to identify the source of cognitive and affective obstacles that interfere with mathematics learning. In this study, we analyzed the problem-solving protocols of mathematical gifted children from the perspective of cognitive language and meta-affect to identify the relationship between the functional characteristics of the text and metaphor they use and the functional characteristics of meta-affect. As a result, the behavior of the cognitive and affective characteristics of mathematically gifted children differed according to the success of problem solving. In the case of unsuccessful problem-solving, the use of metaphor as an internal representation system was relatively more frequent than in the successful case. In addition, while the cognitive linguistic aspects of metaphors play an important role in problem-solving, meta-affective attributes are closely related to the external representation of metaphors.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of Science Education
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• v.33 no.2
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• pp.321-335
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• 2009

The purpose of this study was to design of instructional models for underserved science gifted students, especially developing the thinking skills. We made orientation and methodology to design of instructional models. According to these orientation and methodology, we designed instructional models that improving cognitive thinking and affective attitude of underserved science gifted students. Particularly, we designed instructional models that is composed of objective, activity, evaluation. According to the Bloom's cognitive educational objective taxonomy(cognitive thinking process) and Krathwohl's affective educational objective taxonomy(affective attitude), we designed integrated(cognitive and affective) and progressive 4 stages or steps instructional models.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.173-196
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• 2012

The relationship of the teacher's recommendation and performance in gifted programs for the selected student by teacher's observations and nominations was analyzed in this study. The teacher's recommendation for 9 students selected by teacher's observations and nominations in institute of Science gifted Education of C National University of Education was analyzed for this purpose. The students were categorized into 4 groups depending on the description style and contents of the teacher's recommendation and 1 student was selected from each group for analysis. It was shown that the student, a1 who was described with cognitive characteristics of the gifted in episode style in the teacher's recommendation showed the aggressive task adherence and problem solving ability. The student, a2 who was described with emotional and social characteristics in episode style attended at the class in active attitude, but the student solved the problem by the assistance of the colleagues or the teacher. The student, b1 who was listed superficially in the teacher's recommendation showed the excellent problem solving ability based on the task adherence, experiment design ability and experiment manipulation ability. The student, b2 who was listed in superficially in the teacher's recommendation attended at the class in positive and upright attitude, but the task solving was lagged behind. It is concluded from the above results that the description on the cognitive area is necessary for the teacher's recommendation to have the usefulness in selecting gifted students.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.381-404
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• 2009

The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed $70{\sim}80$ percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.59-74
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• 2019

According to previous studies, it shows that the metacognitive ability that makes the positive element of the problem solver positively affects the problem-solving process of mathematics. In order to accurately grasp causality, this study investigates the specific characteristics of the meta-affect factor in the process of problem-solving. To do this, we analyzed the types and frequency of data collected from collaborative problem-solving situations composed of 4th~6th grade mathematically gifted children in small group of two. As a result, it can be seen that the type of meta-affect in the problem-solving process of mathematically gifted children is related to the correctness rate of the problem. First, regardless of the success or failure of the problem-solving, the meta-affect appeared relatively frequently in the meta-affect types in which the cognitive factors related to the context of problem-solving appeared first, and acted as the meta-functional type of the evaluation and attitude. Especially, in the case of successful problem-solving of mathematically gifted children, meta-affect showed a very active function as meta-functional type of evaluation.

• School Mathematics
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• v.8 no.4
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• pp.379-396
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• 2006

The purpose of this study is to analyze characteristics of problem solving in mathematics for gifted students through case study on solving the mathematical problem for gifted students, and to investigate what are relationships with the cognitive and affective characteristics. To this end, this study was to analyze the characteristics on the problem solving in mathematics by using qualitative research method after it selected two students who had specific education for brilliant students. As a result, this study has shown that it had high preference for question with clear answer, high preference for individual inquiry learning, high adhesion to answer for question, and high adhesion for assignment on characteristics of process of problem solving, but there was much difference in spirit of competition. As to the characteristics of thoughts in problem solving, this study has shown that it had high grasp capacity, intuitive insight, and capacity for visualization, but there were differences in capacity for generalization and adaptability. However, both two students had low values in deductive thought. In addition, as to the home environment and cognitive and affective characteristics, they were not related to the characteristics on problem solving directly, but it has shown that it affected each other indirectly. As to the conclusion of this study, this researcher thinks that it will be valuable documentation in order to improve curriculum, development of textbooks, and teaching method for special education for the gifted students and education for secondary mathematics.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.19-38
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• 2011

This study aims to apply a teaching-learning model using science oriented UCC created by students themselves(4C model) in a gifted students' project learning and investigate its effects in science-related affective property by gender in order to use UCC systematically in a gifted students' project learning course. After conducting of gifted students' using UCC project learning, We surveyed gifted students' recognition about it. Nonparametric test has done with the results of before and after science-related affective property tests of them. As results, gifted students took an active part in 'using UCC project learning'. Girls are more active and interested than boys whereas more boys felt a difficulty in creating UCC than girls. Girls' creativity was improved and anxiety about science was decreased whereas the results of boys were not statistically significant. Therefore, 'using UCC project learning' is more effective than tha of boys to girls.