• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.282-290
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• 2008

The Research and Education (R&E) program was a year-long, apprenticeship and research-based program that was guided by mentors who are scientists or science teachers. The objective of the R&E program was to help scientifically gifted students in Korea Science Academy (KSA) and Science High Schools (SHS) to enhance abilities in creative thinking, scientific inquiry, problem solving, positive attitude towards scientists, and promoting cooperative research and interests in science and technology. In this study, the impact of the R&E program on the goals of 182 gifted college students in KAIST was evaluated using Likert-type items and multiple-choice method approach that provided a more comprehensive evaluation of the program's impact on science attitudes, creative thinking, scientific inquiry, and interests in science and technology. The results indicated a positive impact on cooperative research, gaining knowledge on the research topic, attitude towards scientists, interest in science and technology, scientific inquiry, and creative thinking in that order. There were rather remarkable and meaningful differences in science inquiry (p<.05), and scientific knowledge (p<.01), between the two groups of KAIST freshmen who came from SHS and KSA in 2006. Implications for science apprenticeship or a research-based mentorship program and their respective evaluations are also discussed.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.522-531
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• 2007

A Science Camp Program was developed and applied as an intensified course for gifted students. The implications for the development and implementation of out-of-school science activities were also deduced through the analysis of the preliminary application results. The key point of the science camp program is to boost students' science inquiry skills through self-directed activities. Several positive effects in terms of interest and participation in the program were observed and some implications were derived as follows; (1) The program should provide the students with more opportunities for discussion and debate in group activities. (2) The tasks need be divided into two parts; basic tasks and optional tasks in order to ensure that the students engage in fewer tasks more intensively. (3) Each activity needs sufficient orientation taking consideration of the possibility that not all students may be ready for the inquiry. (4) The use of real examples of scientific research processes can help the students develop open inquiry skills and problem posing skills.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.81-89
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• 2019

In order to foster talented people needed for the 4th Industrial Revolution, learner-centered classes that meet the characteristics and needs of students are needed. In particular, the learner-centered student-active class is more meaningful for gifted students who have diverse needs and interests. In order to meet these demands, this study developed a learner-centered science gifted education teaching-learning model based on flipped learning, and analyzed various results revealed after applying the developed program to the gifted class. Based on the results, we proposed a plan for more efficient operation of future learner-centered science gifted education programs.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.289-310
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• 2013

The purpose of the study is to investigate science process skills and suggest several considerations about developing scientific inquiries for secondary science gifted students. To do this, we analyzed scientific inquiries of science gifted programs and evaluated them on the quantity of problem perception, problem finding and inquiry planning that are regarded as high level science process skills, then revised each inquiry to include those high level skills. The result was that the first, there were differences in frequencies and types of science process skills among those inquiries. The second, there were very few problem perception and problem finding and were not many inquiry planning. The third, some of the revised inquiries showed those high level skills. From this, we would like to suggest we should construct scientific inquiries of science gifted program out of many and various themes. And there should be more high level science process skills such as problem perception, problem finding, and inquiry planning. For this, scientific inquiry developers should have intentions to involve such science process skills which is appropriate for science gifted student.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.506-521
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• 2020

This study aims to develop a scientific creativity task which science-gifted elementary students can conduct on a field trip to a botanical garden, and to analyze the results from conducting the task. For this, 38 science-gifted fifth-graders from the Science-Gifted Education Center, located at the Office of Education, participated in a field trip to a botanical garden, as a part of their program. Prior to the program, researchers developed a scientific creativity task for outdoor education program, along with science education specialists and teachers. The tasks were to observe plants, and to create something new and useful, or, in other words, scientifically creative, based on the plants' characteristics. The students could submit at most three ideas. Also, they assessed their own ideas, and selected an idea that they thought was the most creative. The results were analyzed by using the scientific creativity formula. The main findings from this study are as follows. First, it was found that the scientific creativity formula had an upward bias in assessing originality. Second, the students tended to assess the usefulness of their own ideas more generously. Third, the correlation between self-assessment results and scores from the scientific creativity formula for originality was r=.43. Fourth, in formula-based assessments, the correlation between originality scores and usefulness scores was relatively high, at r=.56. Fifth, the correlation between a student's scientific creativity score and the number of his or her ideas was very low, at r=.23. Sixth, when the ideas chosen as the most creative by students were compared with the ideas that had the highest scores in formula-based assessments, it was shown that 8 out of 19 students (42.1%) did not choose the idea that appeared to be the most creative when graded by the formula. This study is concluded by discussing the lessons from the scientific creativity task analysis for primary science education and gifted education.

• 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.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.743-752
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• 2006

The purpose of this study is to gain an understanding of scientifically gifted students' views on the nature of science. A multiple-choice format questionnaire was administered to 237 Korean 10th, 11th and 12th graders at the Korea Science Academy. The differences and similarities by gender and experience of R&E program on the students' views of the nature of science were investigated. The questionnaire developed by Lim(2004) was implemented for this investigation. We found that the majority of scientifically gifted students had highly possessed the tentativeness of scientific knowledge. The students who experienced R&E program have relatively high apprehension of scientists' motivation for researches and activities in social context compared to the students who did not experience an R&E program. Scientifically gifted students had relatively high apprehension that government should not control researches of scientists and relatively low apprehension of social responsibilities of scientists comparing to general high school students. The experience on R&E program was identified as a factor to effect changes in the students' views on the nature of science. The study has implications for the development of gifted program and curriculum such as running and assessing R&E program, and also the pre-service preparation of science teacher, teacher education reformat in both the practical and the policy levels.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.235-244
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• 2012

This study examined the learning tendency & social characteristics and the science camp participation attitude of the global science talented and the science gifted c. The survey was carried out on children who are taking part in Global Bridge project group and in Science Education Institute for the gifted S National University of education. The results of this study were as follows. First, the science gifted children was more superior to the global science talented, when it comes to task commitment and fluency, creativity, enthusiasm for learning on the learning tendency. Second, the science gifted children have much more sociality than the global science talented in the sense of social characteristics. The global science talented showed lack of interpersonal relationship & confidence for human relationship. Third, both parties were positive in terms of attitude which participating science camp. It was proved that science camp made a positive affect on both groups in several senses such as improving awareness & attitude of science activity and enhancing sociality. As a result, unlike ordinary program for the science gifted children, one for the global science talented in global bridge project is highly demanded that it should be considered the characteristics of the multi-cultural students. Moreover, it might be considered that educational circumstance would be needed, under which it is able to stimulates students' scientific curiosity throughout launching science hands-on program, such as systemized science camp etc.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.137-155
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• 2009

The purpose of the present study was to analyse the effectiveness of a gifted education program. To analyse the effectiveness of an education program for the gifted affiliated with a university, the study carried out a quasi-experimental design to compare the 153 gifted students who enrolled in an education center for the gifted and the 131 potentially gifted students who were nominated by teachers for their high achievements and interests in science but without any education services for the gifted. These two groups of students were compared in the aspects of problem finding ability in science, motivation, self regulation, science-related attitudes, and science anxiety through the pre- and post-treatment settings. The results indicated that the gifted group showed a significant improvement in originality and elaboration of problem-finding ability, but the potentially gifted group showed significant decrease in most variables of problem finding. Related to motivation and self-regulated learning, gifted students showed an increase in cognitive strategy use and decrease in intrinsic value, but the potentially gifted students showed significant decreases in most variables related to motivation and self-regulation, except intrinsic value. Related to the scientific attitudes and science anxiety, there were no significant changes between pre- and post-tests in the gifted group, but significant decreases in most variables were found in the potentially gifted group. The results of paired t-test and Ancova indicate that significant differences between the gifted and the potentially gifted groups are mainly due to the significantly lowered performance in post tests in the potentially gifted group, rather than a significant increase in gifted group.