• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.37-51
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• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.307-316
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• 2006

The purpose of this study was to analyze intellectual characteristics of elementary students in science-gifted education. For this, 72 science-gifted students were selected. Multiple intelligences, creativity, and the science process skills of these students were tested. To compare these traits with those of general students, 78 general students were also tested. The results of this study indicated that science-gifted students significantly surpassed general students in the areas of logical-mathematics, intra-person, and naturalist. Especially, the intelligences of logical-mathematics and intra-person were strong point of the science-gifted students. But music intelligence among the 8 intelligence was weak point. Creativity and the science process skills of the students in science-gifted education excelled those of general students. Therefore, to enhance the efficiency of the science-gifted education program in elementary school, it is necessary to consider the intellectual characteristics of the students.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.365-384
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• 2024

The purpose of this study was to determine the effect of grit on the resilience of elementary science gifted and general students in their daily lives, and to identify the differences between science gifted students in university gifted centers and elementary school gifted classes and normal students. The grit and resilience test was administered to 154 scientifically gifted students and 98 non-gifted students. Based on the collected data, descriptive statistical analysis, measurement model analysis, and multigroup structural model analysis were conducted. The results of the study were as follows: First, across all sub-factors of grit and resilience, the gifted students showed significantly higher levels of resilience than non-gifted students. Second, the path from making perseverance of effort in grit to resilience showed a positive effect, while the path from consistency of interest in grit to resilience showed a negative effect. Third, in all groups, including regular classes, the school for gifted, and the university-affiliated gifted students, the perseverance of effort in grit exhibited a positive effect on resilience, and the consistency of interest in grit showed a negative effect on interpersonal relationship skills in resilience for both the non-gifted and the gifted students. Lastly, gifted students showed a significant difference in the path from perseverance of effort in grit to the sub-factors of resilience, whereas non-gifted students did not.

• Journal of Science Education
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• v.38 no.2
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• pp.401-414
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• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.935-959
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• 2014

This study attempted to examine the significance of experience in the gifted class management. The participants of the this study were teachers of the science gifted classe in elementary school located in Seoul. The study was conducted in interviews with four teachers of the science gifted class that individually used their own gifted programs. The interviews were analyzed by applying a phenomenological method of analysis derived from Giorgi. Data collection focused on the feelings, thoughts, behaviors, and changes in life of the teachers of the gifted in order to analyze the experience of the research participants. As a result, 123 significant statements were deduced; based on these significant statements, 26 themes and 12 focal meanings were examined closely. Then, the focal meanings were combined to propose situated structural descriptions of the significance of experiences from the perspective of participants. At the same time, by integrating the situated structural descriptions of the individual participants, the experiences of the teachers of the science gifted class were organized as a general structural description. This study examined in depth the experiences of the teachers of the gifted who are the subjects of the gifted class management through a phenomenological method, and also attempted to examine what these teachers wanted on site and what their experiences with the gifted education meant to them. The implications in understanding the problems of the science gifted education in individual elementary schools and in improving the gifted class management were suggested.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.757-777
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• 2012

Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.

• Journal of Science Education
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• v.39 no.3
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• pp.307-320
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• 2015

This study aims to compare resilience and task commitment between the elementary gifted students in science and non-gifted students. The subjects in this study were 132 gifted students belonged to gifted education centers or gifted classes and 147 non-gifted students, all of whom were in the 6th grade. In order to examine resilience and task commitment, a 5-point Likert scale-style questionnaire survey was conducted to the subjects. With the aim of identifying the difference between resilience and task commitment among groups, data were analyzed by one-way ANOVA and $Scheff{\acute{e}}$ test. And in order to investigate the relationship between resilience and task commitment among groups, Pearson correlation analysis was carried out. The results of this study were as follows; First, resilience was found to have a significant difference between scientifically gifted students belonged to gifted education centers and non-gifted elementary students, and between students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. Second, task commitment was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and non-gifted students. Third, there were very high correlation between resilience and task commitment among the groups.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.719-739
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• 2011

The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.527-550
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• 2012

The purpose of this study was to investigate the career awareness, the preference for science and stereotypic image of the scientist between the gifted students and non-gifted students in elementary school. For this study, 52 gifted students and 80 non-gifted students were participated. The results were as follows: First, the career awareness of gifted students was significantly higher than that of non-gifted students. Second, the preference for science of gifted students was significantly higher in all sub-domains than non-gifted students. There was a significant interaction effect between group and gender in the scientific interest and the intention of solving problems. Third, analyzing stereotypic image test for scientist between the gifted students and non-gifted students, it proved that non-gifted students had more stereotypic image comparing with the gifted students. Forth, carrying out the correlation analysis on the career awareness and the preference for science, the career awareness and the stereotypic image of the scientist, it proved that there were significant correlations with each other. It revealed that the career awareness affected the preference for science significantly through multiple regression analysis.