• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.821-829
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• 2013

The purpose of this study was to develop 'Science History Based Chemist Inquiry Program' for the science-gifted in high school and investigated the application effects on the understanding toward the nature of science, scientific attitudes, and science career orientation. This study was conducted with one class of 17 scientifically gifted high school students, and the 'Science History Based Chemist Inquiry Program' was applied during 22 class hours. The results of this study were as follows: First, the science gifted students' understanding toward the nature of science showed a statistically significant improvement (approximate significance probability .005). Property of the scientific model, sub-domain of the nature of science, is significantly improved (approximate significance probability .029). This result show that 'Science History Based Chemist Inquiry Program' can improve the scientifically gifted high school students' perception about nature of science. Second, the scientifically gifted students' scientific attitude wasn't changed significantly. However, the openness and creativity in the sub-domains of the scientific attitude showed a statistically significant improvement (p<.05). Third, science career orientation of science-gifted did not show a statistically significant change. But the value of the level of awareness about the science career has been significantly improved (p<.05).

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• School Mathematics
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• v.5 no.4
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• pp.441-457
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• 2003

The purpose of this paper is to compare affective characteristics of mathematically gifted children and average students, by analying self-tests of self-efficacy and attitudes about mathematics. we survey 109 children from Mathematically Gifted Education Institutes located in Busan, and students from 6 elementary schools, each two graded A, B, and C, where schools graded A and B refer to so-called schools with concurrent and general classes and C schools with, semi-special and special classes ones. Those schools are determined through the consideration of geographical, cultural, and environmental conditions of 48 elementary schools under Seobu Educational Office, Busan Metropolitan City. From each of the six schools, a 5th-grade class is selected. That is, 205 students from 6 classes are finally selected. Results of the study can be described as follows. First, mathematically gifted children score higher on whole attitudes about mathematics and interest, preference, and confidence in each subarea than children from schools whose location is classified as A, B, and C. Irrespective of genders, mathematically gifted children are scored higher in the whole attitudes about mathematics than children from schools classified as A, B, and C. Second, mathematically gifted children are higher in score for self-efficacy than children from schools graded A, B, and C. Regardless of gender, mathematically gifted children are scored higher in self-efficacy than other groups of children. But mathematically gifted children's score is not significantly higher than that of children form schools graded A.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.512-523
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• 2014

The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders' Coding system? 2) Flanders' language pattern? 3) Flanders' Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders(AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept student's opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teacher's question ratio, student's speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.265-290
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• 2012

This study try to analyze the effect that personal and social factors affects the interactions among science gifted students. For this, I analyze the interacting role of science gifted students in social co-construction and scientific model constructing class for phase change and rising-sinking time of moon and categorize according to type. I analyze aspects of interaction and association of each elements in the students after I understand character type self conception friendship a parents-children relationship relation with teachers derived from advanced research through questionnaire and depth interview. After analyzing, I find the following-close friendship form or not and usual school class participation appear important factors that have strong connection with the aspect of the interactions. Also, character type, self conception and relation of parents affect the interactions relatively lower. Through this study, We identify two things. Firstly, We must consider individual's inside factors for making animatedly the interaction among the students. Secondly, We get considering factors that devise the strategies for making the interaction animatedly.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.557-580
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• 2017

The purpose of this study is developing the manifestation process model of group creativity among mathematically gifted students. Therefore, I designed the manifestation process model of group creativity by researching the existing literatures on group creativity and mathematical creativity. The manifestation process model of group creativity was applied to mathematically gifted students' class. By analyzing students' response, the manifestation process model of group creativity was improved and concretized. In conclusion, the process of a combination of contributions was concretized and the major variables on group creativity such as a diversity, conflict, emotionally supportive environment and social comparison were verified. In addition, some reflective processes was discovered from a case study.

• Journal of the Korea Society of Computer and Information
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• v.29 no.9
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• pp.307-316
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• 2024

In this paper, we attempted to apply a novel engineering-based artificial intelligence education program to elementary gifted students in computing convergence and confirm changes in their convergence attitudes. To this end, we analyzed previous research on novel engineering and artificial intelligence education for talented students, and based on this, we selected books to learn artificial intelligence concepts and principles for each topic and completed a 15-session educational program. The developed program was applied to 10 giftedness in computing convergence over 15 lessons, and as a result of conducting the same convergence attitude test before and after class, it was confirmed that it had a positive effect on convergence attitude. This study is significant in that it suggests the possibility of novel engineering for artificial intelligence convergence education of gifted students.