• Title/Summary/Keyword: Elementary Gifted Student

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The Analysis on the Creativity Festival (창의력 경연대회에 대한 분석연구)

  • Ha, Jong-Duk;Kim, Do-Youn
    • Journal of Gifted/Talented Education
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    • v.19 no.1
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    • pp.163-186
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    • 2009
  • The Creativity Festival organized by The Korean Society for the Gifted is held Daejeon Metropolitan City contest in 1997 and national contest in 2003 and world Contest in 2005. The purpose of this study is to provide the base data and direction for Creativity Festival in future, by grasping general trends and changes during the last 12 years. The articles were examined in terms of their participant, contest management, question in the examination and end product. The major result of this research are summarized as follows: First, number of participant topped elementary part, followed by middle class part, high grade part, university/general part. Second, contest management is changed partially. Third, the question was mostly taken to evaluate problem solving of student, and instructive, common, times reflect. Finally, elementary student excels middle and high school in both quantity and quality at end product. Also, international student excels internal student in both quantity and quality at end product.

Case Analysis on the Signification Model of Three Signs in a Mathematically Gifted Student's Abstraction Process (수학 영재의 추상화 학습에서 기호의 의미 작용 과정 사례 분석)

  • Song, Sang-Hun;Shin, Eun-Ju
    • School Mathematics
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    • v.9 no.1
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    • pp.161-180
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    • 2007
  • The purpose of this study is to analyse how a mathematically gifted student constructs a nested signification model of three signs, while he abstracts the solution of a given NIM game. The findings of a qualitative case study have led to conclusions as follows. In general, we know that most of mathematically gifted students(within top 0.01%) in the elementary school might be excellent in constructing representamen and interpretant But it depends on the cases. While a student, one of best, is making the meaning of object in general level of abstraction, he also has a difficulty in rising from general level to formal level. When he made the interpretant in general level with researcher's advice, he was able to rise formal level and constructed a nested signification model of three signs. We suggested 3 considerations to teach the mathematically gifted students in elementary school level.

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A Comparison Analysis of Intellectual Characteristics Between Science-Gifted Education Students and General Students (초등과학 영재학급 학생들과 일반 학생의 인지적 특성 비교 분석)

  • Cho, Eun-Boo;Paik, Seong-Hey
    • 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.

Development of an EEG Based Discriminant-Scale for Scientifically Gifted Students in Elementary School (초등학교 과학 영재아의 뇌파 기반 변별 척도 개발)

  • Kwon, Suk-Won;Kang, Min-Jung;Shin, Dong-Hoon;Kwon, Yong-Ju
    • Journal of Korean Elementary Science Education
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    • v.25 no.spc5
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    • pp.556-566
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    • 2007
  • The purpose of this study was to develop an electroencephalogram (EEG) based differential-scale for scientifically gifted students in elementary school. For this study, signals of EEG with 19 channels were recorded during the generation of our scientific hypothesis using 22 scientifically gifted students, and with 49 average students being used as the control group. IQ, TCT and knowledge generation (KG) as constructs of the scientifically gifted were administered for both the scientifically gifted and the normal, control group elementary students. A 'gifted' value was added to paper test scores of the IQ, TCT, and KG constructs in order to make a personal standardization score for the gifted students. As a dependent variable, the groups were divided by means of the standardization scores thus produced and as an autonomous variable, various EEG parameters were presented through linear analysis, nonlinear analysis, and interdependency measures of the EEG. Multiple linear regression analysis was applied successfully to explain the EEG parameters and to show the characteristics of the scientifically-gifted. The discrimination analysis was administered through the results of multiple linear regression of the EEG parameters thus produced. This study represents the foundation of the development of an EEG based discriminant-scale for scientifically gifted students in elementary school, because it will be able to faithfully discriminate between scientifically-gifted and average students. The results of this study indicates that most of the EEG parameters produced can contribute to predicting the characteristics of the scientifically-gifted in that they express the degree of mutual information and the coherence of mutuality. Accordingly, mutual connectivity which appears to originate in the brain seems to the core of discrimination.

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The Changes of Analogies Generated by Elementary Science-gifted Students about Electric Circuit using Algodoo Program (알고두 프로그램을 이용한 전기회로 비유 생성 활동에서 나타난 초등과학영재 학생들의 비유물의 변화 과정)

  • Kim, Ji Seon;Kim, Jung Bog
    • Journal of Korean Elementary Science Education
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    • v.37 no.2
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    • pp.161-172
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    • 2018
  • This study investigated the changes in representation on analogies that elementary science-gifted students generated by using Algodoo program to explain the electric current. After the students were taught about the 'components in circuit and their function' and 'electric current' with teacher centered analogy and PhET program for 4 class hours, they generated analogies to the electric circuit. Then they compared the similarity between generated analogy and target concept and matched it to the target concept. The result revealed that the battery, light bulb, and electric wire were changed according to the change of representations on free electrons. And they generated more proper analogies reflected the target concept when represented the free electrons by the circular particles than the water. From these results, we can say that generating analogy using Algodoo program is the effective education activity to help students understand abstract concept by visualizing it more easily and simply.

The Effects of Leadership Education Program on Leadership Skills of the Primary Gifted Students (초등 영재 리더십 교육 프로그램이 리더십 기술 향상에 미치는 효과)

  • Yang, Kyu-Mo;Kim, Jung-Sub
    • Journal of Gifted/Talented Education
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    • v.20 no.3
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    • pp.743-765
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    • 2010
  • The purpose of this study was to provide and analyze the fundamental data on leadership skills and to analyze leadership skills among giftd elementary students according to grade, subject and gender. The main research questions in order to achieve the purpose of research are as follow. First, are there any differences of gifted elementary students' leadership skills in gifted groups? Second, do leadership program have an effect on improvement of gifted elementary students' leadership skills? The subjects for this study were 488 gifted elementary in 4th-6th grade in Busan. The students in the experiential group went thought 16 session do leadership program. After that, they had pre-tests and post-tests. the devices used to verify the effectiveness of the program were leadership skill scales. For this research analysis, MANOVA was used to investigate the first research questions and MANCOVA was used to investigate the second research question. Results from this study are as follows. Firstly, students in higher grades received fewer leadership skills points. This fact suggests that the leadership programs from the fourth grade should be implemented in 5th and 6th grade gifted education as well. Secondly, in the analysis of the results from gifted mathematics and gifted science, little significant statistical difference was shown. Thirdly, the analysis of leadership skills according to gender showed statistical significance. Finally, the study showed that the leadership education program had a positive effect. So the gifted 4th, 5th, and 6th grade students improve their leadership skills points by the end of the 16 week programs. Consequently, it is suggested that leadership education program on gifted elementary education was significant to improvement of leadership skills.

Review on Science and Invention-gifted Students Having Social and Emotional Problem (사회-정서적 어려움을 겪고 있는 과학영재에 대한 고찰)

  • Lyu, Eun-Joo;Kim, Jung-Eun;Paik, Seoung-Hey
    • Journal of Gifted/Talented Education
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    • v.21 no.3
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    • pp.659-682
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    • 2011
  • The objective of this research is to search the solution for the difficulties of science and invention gifted middle school students with social and emotional problems that they are faced. The result of this research has shown that the gifted students were feeling difficulties of low self-esteem in their peer relationships, communication and cooperation skills. They were feeling less confident in their stress processing capacity and their multi-processing capacity. Some were also troubled with the intense expectations from their environment and theirselves which led them to feel confusion in their identities and their future. Therefore, instead of education focused on academic achievement and cognitive activity, present education for the gifted must focus on helping to solve the student's social and emotional problems and to strengthen social and emotional skills they need. To achieve this, the education for the gifted students should include a social-emotional learning program, and it should also run a continued and personalized consultation program for gifted students.

Are We Really Open to Creativity?: Elementary Gifted Students' Perceptions on Anti-Creativity Bias (우리는 정말 새로운 것에 열려 있는가?: 초등영재들이 인식하는 반창의성 편향)

  • Lee, Taehee;Han, Ki-Soon
    • Journal of Gifted/Talented Education
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    • v.25 no.2
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    • pp.321-337
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    • 2015
  • The purpose of the present study is to examine elementary gifted students' perceptions on bias against creativity utilizing concept mapping approach. Twelve elementary gifted students participated in the group brainstorming and produced 55 final statements. Based on these statements, the multi-dimensional scale and hierarchial cluster analysis using dissimilarity matrix were performed. Average stress value was .30 which is appropriate for a two-dimensional concept mapping study. In addition, a questionnaire survey using likert 6 points scale was carried out targeting 132 elementary gifted students to analyze the degree of sympathy on their anti-creativity bias perception. The findings are as follow: First, four categories were concluded dividing gifted students' perceptions on bias against creativity from the hierarchial cluster analysis with X-Y coordinate matrix, these were 'Contradictory attitudes to creativity', 'Low evaluation for creativity', 'Forced to predetermined rules and ideas', and 'Aversion to new things'. Second, elementary gifted students were sympathetic to the order 'Forced to predetermined rules and ideas'(M=4.16), 'Aversion to new things'(M=3.68), 'Contradictory attitudes to creativity'(M=3.55) and 'Low evaluation for creativity'(M=3.30). This study aims to examine, analyze and categorize various relevant factors related to elementary gifted students' perceptions on bias against creativity. Implications of the study related to the present and future creative education were discussed in depth.

The Effects of Creative Product Performance on the Scientific Attitude, Scientific Self Efficacy and Creative Problem Solving Ability of Science-Gifted Elementary Student (창의 산출물 활동이 초등 과학영재반 학생들의 과학적 태도, 과학 자기효능감, 창의적 문제해결력에 미치는 효과)

  • Jeong, Hee-jin;Lee, Hyeong-cheol
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.3
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    • pp.193-202
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    • 2018
  • The purpose of this study was to examine the effects of creative product performance on scientific attitude, scientific self efficacy and creative problem solving ability of science-gifted elementary students. The subjects of the study were 20 students who were enrolled in science-gifted class of G elementary school. 8 period lessons of the creative product performance were given to the students after simulated creative product performance lessons. Pre and post tests were done before and after executing lessons to assess the change of students' scientific attitude, scientific self efficacy and creative problem solving ability. The findings and results of this study can be summarized as follows: First, creative product performance had meaningful effect in improving scientific attitude of science-gifted students. Second, creative product performance had meaningful effect in improving scientific self efficacy of science-gifted students. Third, creative product performance had meaningful effect in improving creative problem solving ability of science-gifted students. From questionnaire interview, we could know that subject students had difficulties in carrying out the performance at first but after the performance they came to have favorable impression and high satisfaction level about the performance.

A Study on Development of Curriculum for Convergence Education School for the Gifted (융합형 영재교육기관의 교육과정 개발에 관한 연구)

  • Lee, Jae-Ho
    • Journal of The Korean Association of Information Education
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    • v.16 no.1
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    • pp.123-130
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    • 2012
  • As a sequel of "special improvement act for gifted student education" legislated on January 2000, "regulation act for gifted student education" was published on April 2002 which is the time Korea has settled down its education for the gifted. Announced in the December 2007 "general plan for development of gifted student education" provided a platform for the gifted student education in Korea of growth in quantity, in which a plan of providing gifted student education up to 1 percent of the elementary and middle school level students (approximately 70 thousands) has been established while the education currently provides to 0.59 percent (40 thousands) of all students. Until recently, however, education for gifted students has been performed based on the way of concentrating on academic domains. and it has put more weights on mathematics and english domains. In order to overcome this drawbacks, there have been various attempts for growth in quality of education for gifted students, one of them is the our proposal of convergence of science and art education for cultivating 21 century creative humans through establishment of new type of institution. In this paper, education curriculum and management strategies appliable to the proposed convergence education institutions for gifted students. For this purpose we derived the implication points through analysis on education processes used in korea science school for the gifted students, a representative institution for the gifted students in Korea, and we suggested educational process curriculums for the science and art institute for gifted students along with the detailed contents of convergence subject which is an essential subject to the institute.

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