• Journal of Environmental Science International
• /
• v.19 no.5
• /
• pp.655-663
• /
• 2010

Today, the importance of environmental education is a matter we are all concerned about. The environment surrounding us, such as the air we breathe, the water we drink, and the soil plants grow in, is critical for our survival. Currently there is a lot of interest in environmental education at the elementary, middle, and high school levels. This is a result of the deep recognition of the importance of the environment. However the environmental education being conducted in schools is not yet at a satisfactory level. The practical issues, including an entrance exam-oriented atmosphere, student' and parents' lack of understanding, and teachers' lack of expertise in environmental education, interfere with the stability of environmental curriculum in the schools. Accordingly, we need to devise an alternative environmental curriculum due to the fact that it hasn't been included as a regular subject in the curriculum of many national schools. This study, carried out from April to December 2009, was an examination of the effect of volunteer work at the place of ecology experience on the environmental sensitivity & state-trait anxiety of the 61 Gifted Students. The students were divided into two groups. The test group consisted of 30 gifted students who did volunteer work at the place of ecology experience run by Ulsan Science High School, in Ulsan Metropolitan City. The control group consisted of the rest of the students. The following are the study results: First, the volunteer work at the place of ecology experience was influential in increasing the environmental sensitivity of the gifted students. Second, the volunteer work at the place of ecology experience was influential in decreasing the state anxiety of in gifted students. Third, the volunteer work at the place of ecology experience was influential in decreasing the trait anxiety of in gifted students. Fourth, the volunteer work at the place of ecology experience positively influenced not only the gifted students' view of environmental education, but also their overall character.

• Journal of Gifted/Talented Education
• /
• v.13 no.1
• /
• pp.1-19
• /
• 2003

The purpose of this study is to investigate the self-efficacy of gifted students in the area of sciences. For this purpose, The Self-efficacy Beliefs Inventory was administered to 220 5th and 6th gifted students and high achievers. The research findings were as follows; First, there was no statistically significant difference in the general, academic, self regulated learning, and others’ expectation self-efficacy beliefs between gifted students and high achievers as well as among groups of gifted students. Second, the gifted students in mathematics were higher than other groups in the mathematics self-efficacy beliefs. Third, the high achievers were higher than other groups in the language art self-efficacy beliefs. Fourth, the gifted students in mathematics were higher than other groups in mathematics self-efficacy beliefs. Fifth, the gifted students in science were higher than other groups in science self-efficacy beliefs. Sixth, the gifted students in IT were higher than other groups in computer self-efficacy beliefs. Seventh, the gifted students in IT were lower than other groups in social self-efficacy beliefs.

• Journal of Gifted/Talented Education
• /
• v.14 no.4
• /
• pp.71-91
• /
• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• Journal of Korean Elementary Science Education
• /
• v.30 no.1
• /
• pp.51-60
• /
• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• International Journal of Computer Science & Network Security
• /
• v.22 no.5
• /
• pp.245-249
• /
• 2022

This paper explored gifted students' perspectives on using educational technologies in their schools in the Saudi context. Adopting a descriptive research approach, a questionnaire was used to collect information from a sample of 196 gifted secondary school students in Jeddah. Findings showed that educational technology was used to a high degree, with an overall mean of 3.74 and 4.06 for the degree of importance of technological usage. Based on the findings, the researcher forwards some recommendations for effectively using such technologies to promote gifted students' abilities and talents.

• Journal of Gifted/Talented Education
• /
• v.22 no.2
• /
• pp.411-426
• /
• 2012

The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.2
• /
• pp.163-177
• /
• 2006

A new teaching-learning method is needed to improve creative problem-solving ability of the gifted students at mathematics. In response to this demand, I applied mentor-project studying to the mathematically gifted class students of Chungnam Science High School. The purpose of this monograph is to analyze in what situations they demonstrated mathematical creativity and whether the interactions among the gifted in the process of studying were of great help toward improving creativity. The effectiveness of mentor-project studying was especially verified by the analysis of creative problem-solving test results.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.897-916
• /
• 2014

In this study, we presented a teaching-learning method that can apply process-focused assessment for mathematical creativity of problem solving process of the gifted student, By necessity of appropriate teaching-learning program development to the level and ability of students who belong to high school gifted classes and courses evaluation for students who participated in education programs for the gifted. In the construction implementation process of students utilizing a kind of teaching-learning software, GeoGebra. We analyzed process of a variety of creative constructing figures using interfaces of GeoGebra and algebraic calculation. Utilizing 'Construction Protocol' and 'Navigation Bar' of GeoGebra, We identified computer languages, construction order, run times used in construction process of individual student and found mathematical creativity of students in the process. Comparing this result with prerequisite learning degree of individual student, We verified that this teaching-learning method can apply at the high school gifted classes as well as institutes for the gifted education in the city office.

• Journal of Gifted/Talented Education
• /
• v.18 no.1
• /
• pp.139-165
• /
• 2008

This paper is focused on the development of sea wave experimental module for the science gifted students and the potential of its application in high school earth science. Sea wave experimental module for the gifted was characteristics by five phases: Engagement, Exploration, Explanation, Elaboration, and Expansion. Subjects were 16 gifted students, who were 10th graders and have been taught in the adjacent Education Institute for the gifted of Education Districts, Daejeon Metropolitan Office of Education The changes of inquiry ability and knowledge achievement were analyzed according to analysis of experimental report and pre-test and post-test. Experimental module for the gifted was very effective on inquiry skills as follows: control of variables, experimental designing, and selecting tools of experimental process. And also it was positively effective on achievement. The result of this study suggested that experimental module for the science gifted should be very meaningfully to improve scientific ability of them, and the development and application of experimental module for the science gifted be needed for them.

• Journal of the Korean Chemical Society
• /
• v.53 no.2
• /
• pp.189-201
• /
• 2009

The purpose of this study was to find out whether scientifically creative students were selected as science-gifted class students and whether their creativity improved after class for the science-gifted students by comparing the science gifted class students to general class students in the first grade of high school. This was achieved by comparing science-gifted class students with general ones on creative personality and creative thinking ability. For this study, science-gifted class students and general class students were surveyed using Khatena-Torrance creative perception inventory and Torrance test of creative thinking with words of form A, before and after class for the science-gifted group. The results showed that science-gifted class students scored significantly higher than general class students on the creative personality. However, there was no significant difference between the two groups in their creative thinking ability. Also, in this study, the sub-factors of creative personality and those of creative thinking ability showed very low levels of correlation, which implies that the two variables are highly independent. In addition, science-gifted class students did not show significant improvement in their scores on the creative personality and the creative thinking ability after class. Therefore, further research and development on the selection of science-gifted students and teaching-learning methods which can improve the creativity of these students are needed.