• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.381-383
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• 2023

본 연구는 2016년 이후 2022년까지의 국내 정보영재 관련 연구를 분석하여 이를 통해 향후 정보영재 관련 연구의 방향을 모색하기 위해 시도되었다. 이를 위하여 한국교육학술정보원에서 제공하는 학술지 수록 총 38편의 논문을 대상으로 발행 연도, 연구 대상, 연구 주제, 연구 방법 등을 분석하였다. 그 결과 활발한 정보영재 관련 연구가 필요하고, 연구 주제 측면에서 정보영재 판별과 선발, 교원의 전문성에 관련된 연구가 필요하며, 내용 체계 기준으로 AI, 데이터 관련 연구가 필요함을 알 수 있었다.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.655-670
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• 2012

As a case study on the changes of beginning science-gifted education teachers' teaching professionalism through coteaching, this study deeply investigated the change processes in the aspects of pedagogical content knowledge. 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 instructions for secondary science-gifted students during nine class hours over three times. We observed coteaching of science instructions of the teachers, and analyzed the taped videos, the materials, the transcripts for discussions between them and in-depth interviews with them, their reflective journals, and researcher's field notes by using the constant comparative method. This study revealed that the coteaching positively changed the two teachers' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science contents although there were some limitations. The results suggest that the coteaching will be useful in improving beginning teachers' teaching professionalism, and provide practical implications in finding the ways to use it effectively in science-gifted education.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.45-55
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• 2015

The purpose of this study was to compare the science philosophical views and instruction strategies for open-inquiry between teachers of science-gifted and teachers of general students. The subjects were 45 teachers of science-gifted and 45 teachers of general students. The major results of this study were as follows: First, there was no differences on the science philosophical views between teachers of science-gifted and teachers of general students by chi-square tests (p<.05). Second, there were no differences on how task assignments, how to guide exploration data, and how to write reports between teachers of science-gifted and teachers of general students (p<.05). But there was meaningful differences on how to proceed with exploration activities between teachers of science-gifted and teachers of general students (p<.05). It is implied that this the results of this investigation will help the focus of future efforts to promote more adequate the science philosophical views and instruction strategies for open-inquiry in teachers of science-gifted.

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

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.22-37
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• 2011

In this study, we investigated the perceptions of elementary school teachers on the use of analogy generation in scientifically-gifted education. The relationships among the perceptions and the self-perception as teacher for scientifically-gifted students were also investigated. A survey was administered to 119 elementary school teachers, and in-depth interviews with some teachers were conducted. The results revealed that the teachers had a relatively good understanding of the advantages/disadvantages of analogy generation in cognitive, affective, and learning environmental aspects. Their perceptions on the usability of analogy generation and their willingness to practice of it in scientifically-gifted education was also positive. They highly perceived on the various factors related to effective uses of it in scientifically-gifted education. Their self-perception as teacher for scientifically-gifted students was comparatively low, and significantly related with the perceptions on the advantages of it, the usability, the practical methods to use, and the various factors related to effective uses in scientifically-gifted education. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.497-518
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• 2008

This study aims to examine how Science Gifted Education Center(SGEC) affect the decision of graduates of gifted education institute in applying for science-related Special high school. To this end, the study investigated factors that affected their decision on applying for higher SGEC, such as career goal prior to their admission to a SGEC, motivation for the admission, and curricular activities at SGEC. A questionnaire survey was administered on 30 students, and resulting data were used as basic information to construct interview questions. Selected 22 students among them were interviewed separately, with transcripts of the recorded interviews being analyzed. The results of the study indicate that among many factors of SGEC for the gifted which affected student's choice of special-purpose high school of science, activities of the center putting an emphasis on open research activities and social interaction had a positive effect on the students' choice of special high school.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.54-67
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• 2010

The purpose of this study was to investigate research trends in the area of science education for the gifted through the analysis of articles published from 1999 to 2009. The articles were analyzed by subjects, topics and study method. In the analysis according to year, we discovered that the number of articles has increased since 2005. Most research subjects were middle school students. Other research subjects included elementary and high school students. The first topic that was researched in general was the characteristics of the scientifically gifted. The second topic was the curriculum and program of science education for the gifted. It was also found that the method most employed was surveys, followed by experimental study.

• Journal of Science Education
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• v.46 no.3
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• pp.266-277
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• 2022

We analyzed the responses of 152 science-gifted high school students by surveying the status and recognition of writing and keeping laboratory notebooks to develop guidelines and education plans. Science-gifted students did not write laboratory notes diligently, despite recognizing that it is crucial to do so. Mentors also tended not to provide faithful guidance and inspection. There was an insufficient practice in using research evidence in laboratory notebooks, such as including names and dates for authentication. In addition, while a high ratio of students owned their own laboratory notebooks, there was not a high level of recognition regarding the retention period, ownership, and responsibility. Based on these results, we propose suggestions for improving educational institutions for gifted students in science. First, it is necessary to strengthen the guidance for science-gifted students to faithfully write laboratory notebooks. Second, education on writing laboratory notebooks should be provided. Third, science-gifted high schools should prepare regulations for the management of lab notes and conduct education based on them.

• Journal of the Korean earth science society
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• v.34 no.2
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• pp.148-161
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• 2013

The purpose of the study was to investigate the relationship between the communication status in group and the semantic network of science gifted students. Seven small groups, 5 members in each, participated in small group activities, in which they discussed the calculation of earth density. Both the communication status in group and the semantic network of science gifted students were analyzed using KrKwic, Ucinet 6.0 for Windows. As a result, the semantic network of prime movers in group represented more frequently used words, lesser rate of component, and higher density than that of out lookers. It means that the prime movers have coherent knowledge compared to out lookers, and they output more knowledge for problem solving than out lookers. Therefore, the results of this study may be applied to evaluating the cognitive level of science gifted students and group organization for small group activity.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.763-786
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• 2016

This study aims to examine the significance of experience in the secondary science gifted education. The participants of the this study were 7 respondents who were admitted secondary science gifted education program from 2001 to 2004 in Busan. The research data was collected through in-depth interview. This qualitative study applied the phenomenological method of Giorgi. The gifted person experiences of gifted education were clustered into 7 specific themes and 21 general structures for achievements. And they were clustered into 5 specific themes and 11 general structures for careers. It showed positive effects on individual achievements and careers. The result will provide implications for setting the direction of gifted education.