• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.495-505
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• 2008

The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1025-1038
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• 2014

The purpose of this study the creative problem-solving of gifted children for elementary school science in order to improve and develop learning programs and STEAM projects by applying that effect would be to provide. To develop this STEAM program, we utilized the steps of the Project Learning method and the KOrea Foundation for the Advancement of science and Creativity(KOFAC) proposed STEAM program, learning the principles and criteria in configuration, the methodology. In order to verify the effectiveness of the developed STEAM program Elementary Science for gifted students with creative problemsolving Questionnaire were used. The program was developed a total of 18 classes, consists of first project to create a solar car, second project to create elastic car. The primary project was selected as one of the topics with the students and selected topics related to previous activities in accordance with articles examining the actual quest, consultation, representation activities in class and finishing with the deliverables and evaluation consisted of 12 classes. The second project is the first project based on a given problem to generate a deliverable by outlining a solution which consists of 6 classes. All of this project was composed by teachers and students to select a common topic on the subject of themselves through a process of problematization, the student-led science, technology, engineering and arts of the area so that the content can be made convergence. The results of the study indicate that this developed STEAM program has a positive effection creative problem solving in a gifted students.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.969-978
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• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.

• 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 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.

• Communications of Mathematical Education
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• v.17
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• pp.31-48
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• 2003

영재교육이 우리나라의 미래를 좌우한다는 생각은 이제 매우 설득력을 얻고 있지만 구체적인 학습자료와 이론이 여전히 부족한 상태이다(1999,김주봉). 수학 캠프의 활동에 관한 교육 프로그램은 더욱더 찾아보기 힘들다. 대구광역시 동부교육청 시범영재학급에서는 03년 1월 9일부터 11일까지 2박3일간 동부 계명대학교 자연과학부 백은관에서 영재캠프를 개최하였다. 이번 캠프는 주제탐구중심의 캠프로서 협동심과 창의력중심으로 전국 최초로 이루어졌고, 4학년 22명, 5학년 21명, 6학년 24명 총 67명과 담당장학사1명, 진행도우미 8명, 운영교수진 8명, 체험학습 강사10명 총94명이 참가하였다. 프로그램은 영재교육의 전문가인 교수와 초 중등 현직교사들에 의하여 운영되었고, 프로그램 계획 수립 및 진행총괄은 담당장학사와 본 연구자가 진행하였다. 학생들의 수준의 차이가 적지 않는 데다가 본 연구자는 4개월 동안 캠프를 준비하여 학생들로부터 캠프에 대한 소감을 통하여 결과가 긍정적인 내용이 많아서 매우 성공적인 캠프가 이루어 졌다고 생각한다. 본 고에서는 캠프일정과 운영. 교육프로그램, 주제탐구물 결과에 대하여 살펴볼 것이다.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.582-590
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• 2007

In this paper, the activities for scientifically-gifted high school students in the 2006 International Young Physicists' Tournament were analyzed, from the perspective of the social aspects of creativity. To understand this, the process by which the activities were similar to the system model of creativity developed by Csikszen-tmihalyi were analyzed. Our aim was to elicit the educational implications of cooperative science problem solving skills and to discuss the results from their social perspective. It was found that participants interacted consistently with peers, teachers, and the culture that was developed during the course of the tournament. This was found to be very similar to the way in which novel knowledge in the system model of creativity is produced. In the tournament, the juries' assessment was based on students' presentations, discussions, and reviews. This was also very similar to how novel knowledge in the model is selected. Solving problems cooperatively and evaluating the results through group discussion are well reflected the social aspects of creativity. Due to the fact that such tournaments for scientifically-gifted elementary students are rapidly increasing in popularity, such activities will increasingly become more important. It is necessary, therefore, to study the social aspects of creativity for the gifted in elementary and middle school.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.107-124
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• 2007

This study, at this point where a national attention is being focused on the special education for brilliant children after the enactment of the law regarding the promotion of the special education for brilliant children and the establishments of various policies on the education of excellence, investigated and analyzed the perceptions of students who are participating in the program for elementary school brilliant children on mathematics. First, the understanding of the area of the definition of brilliant students by the teachers with the institutions for the special education for brilliant children that use the program for elementary school brilliant children on mathematics should be increased. Second, the professionality of the teachers should be secured for an efficient operation of the program for elementary school brilliant children on mathematics. Third, the students who participated in the special education lot brilliant children tended to be self-initiative in participating in the program but the self-initiative aspect was insufficient in the lessons. Fourth, the students who are participating in the special education for brilliant children have positive opinions on the contents and methods of the lessons. Fifth, as for the materials for brilliant children's learning supplied to the program for elementary school brilliant children on mathematics, the brilliant students perceive them as the teaching materials for brilliant children. In this thesis, the program for special education for brilliant children was assessed and analyzed through the questionnaires to the teachers and students participating in the program. More abundant brilliant children programs should be developed so that the programs suitable the brilliant students can be provided to the students and the studies to improve the programs with regards to the effectiveness etc should be continually done from now on.

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.572-584
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• 2014

The purpose of this study was to find out the effects of astronomical STEAM program using co-teaching on self-directed learning attitude. For this purpose, we developed an astronomical STEAM program and applied it to elementary science gifted students. Thirty six, $5^{th}$ and $6^{th}$ grade elementary science gifted students were participated in this study in total having 16 students in experimental group and 20 students in control group. The results were described as follows. First, astronomical STEAM program using co-teaching was effective in improving self-directed learning attitude. Second, the program was effective in improving participants' openness to learning opportunities and problem-solving. Third, students were satisfied with the co-teaching that provided ample feedbacks and detailed explanations, and teachers perceived that co-teaching was helpful to overcome a lack of professional knowledge, and to solve difficulties of evaluation and preparing teaching materials for STEAM classes. With findings, we discussed implications for co-teaching of STEAM lessons to improve students' self-directed learning attitude at the end of paper.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.252-259
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• 2007

The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.