• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.921-946
• /
• 2010

The purpose of this study is to devise a model of career decision in the science-gifted by exploring factors of having influence upon career decision in the science-gifted undergraduates of our country, and by examining pattern and path of career decision. By suggesting a model of structure, which synthetically considered factors of parents (parental social support), school (stress of college life, adjustment to college life), and individual characteristics(problem solving ability, career decision-making self-efficacy, conviction for major selection)as for career decision in the science-gifted undergraduates through this study, the aim was to arrange the theoretical frame for career in the science-gifted undergraduates. The research subjects were 93(class of 2007~2009) students who completed education in 2002 and 2003 at the gifted education center affiliated with University, and 264 scholarship students(class of 2005-2008) by the President at home and abroad, who are receiving scholarship by being selected as a science scholarship student by the incumbent President. The measurement tools, which were used in this study for collecting data, are test of parental social support, test of problem-solving ability, test of stress in college life, test of adjustment to college life, test of efficacy in career decision, and test of having confidence in selecting a major. For statistical analysis of the collected data, SPSS Program and AMOS Program were used. As a result, the model showed a good fit to the present data in the science-gifted undergraduates, TLI=.928, CFI=.941, RMSEA=.059. It was confirmed to be a model that is accepted in the group of the science-gifted undergraduates. Also, hypotheses, which were established on the basis of a theoretical quest, could be known to have been all adopted except one path. The results of this study can be offered as basic data for developing program and implementing a system in order to broaden the width of understanding about career and to help the career decision in the science-gifted.

• Journal of Korean Elementary Science Education
• /
• v.39 no.4
• /
• pp.506-521
• /
• 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 The Korean Association of Information Education
• /
• v.17 no.2
• /
• pp.191-198
• /
• 2013

There are many studies about cognitive and non-cognitive characteristics of gifted children in the areas of math and science until now. Also, there is a lot of research for about cognitive and non-cognitive characteristics of gifted children. But, it lacks a lot of research on the characteristics of gifted children for information science area. So, characteristics of gifted children in the areas of information science are defined as structured information recall ability, regularization ability, reasoning ability, efficiency ability, structured ability, generalization ability, and abstract ability. And real problems for each ability are proposed. To make the evaluation questions proposed in this study on the cognitive gifted characteristics when compared with student achievement and prove that there is a correlation. The results of this study can be utilized in the evaluation of information giftedness children and can be utilized in the development of gifted education programs.

• Journal of Digital Convergence
• /
• v.14 no.12
• /
• pp.441-449
• /
• 2016

Today, as a daily routine such as administration/finance is operated under information system and various cyber crime against national, public, and private institutions happen, demand for information security manpower is increasing. Hence, Ministry of Education has formed an Institute of Information Security Education for the Gifted to early discover talent in the field of information security and train professional personnel with specialty and ethics in 4 universities of country in 2014. But the nascent Institute of Information Security Education for the Gifted lack systematic analyses compared to Institute of Mathematics and Science Education for the Gifted that has existed from a long time ago. In this paper, we analyze the state of the Institute of Information Security Education for the Gifted in three parts: operation, selection, education and suggest an improvement to build a practical program for effective operations and education.

• 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 The Korean Association For Science Education
• /
• v.30 no.4
• /
• pp.412-428
• /
• 2010

The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.

• Journal of the Korean Society of Earth Science Education
• /
• v.3 no.3
• /
• pp.175-183
• /
• 2010

The purpose of this study was to examine about effect for class of disadvantaged gifted student. For this, twenty-one item-questionnaires were giver to fifty three students at third graders in four elementary gifted schools located in Ulsan. The result of this study were as follows: First, the elementary school cognitive aspects of disadvantaged gifted class from the result of the effectiveness, 3rd grade students surveyed were all positive. Most of the students about help in learning, record enhancement, presentation skills, resources utilization, problem solving, study skills, creativity and confidence in learning in 77.3% of students answered that they had a positive influence Second, the elementary school affective aspects of disadvantaged gifted calss from the result of the effectiveness, 3rd students surveyed were all positive. Most of students about study habits, attitude, interest in studying, studying aspects related to the confidence and positive in 67.3% of students answered that they were affected. Third, the elementary school social and cultural aspects of disadvantaged gifted class from the result of the effective, 3rd students surveyed were all positive. Most of the students about teachers, students, parents, and efficient use of time for study 70.9% of students answered that they had a positive influence. Fourth, the elementary school private aspects of disadvantaged gifted class from the result of the effective, 3rd grade students surveyed were all positive. Most of the students about reliance on private tutoring classes, interest, record enhancement in 65.1% of students answered that they had a positive influence.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.693-704
• /
• 2016

The aim of this study was to investigate the conditions and strategies of interaction for the school adjustment for the early entrance students of science academy for the gifted. To know their concerns and process of school adjustment, we interviewed six early entrance gifted students of the science academy and two gifted students preparing for their early entrance with a semi-structured questions. Using the grounded theory, a paradigm model was organized and a core category was abstracted through the open, axial, and selective coding. Based on the open coding analysis, 75 concepts, 21 sub-categories, and 10 categories were derived. In the axial coding, the paradigm model was organized by the link between 10 categories derived from open coding. Through the selective coding, this study discovered the core category about early entrance student's school adjustment was overcoming difficulties by using academic, social, and emotional strategy for school adjustment. Through this, we understand the school adjustment process of the students of early entrance to science academy for the gifted.

• Journal of The Korean Association For Science Education
• /
• v.38 no.6
• /
• pp.853-864
• /
• 2018

In this study, we surveyed the 68 teachers from eight science high school and four science academy for the gifted through questionnaires about research ethics education and ethical research environment in Korea. First, we examined the current state of research ethics education. Half of the responding schools included research ethics education in their curriculum. Although only half of the schools have this in their curriculum, more than half of the total number of teachers surveyed personally taught research ethics in class, and almost 90% of the teachers said they taught the research ethics during students' research activity. However, 63.24% of teachers said that research ethics education was not enough still. Second, we investigated the ethical research environment. In terms of knowledge and experience, the teachers were competent, and they were creating an environment that enabled peers and self-verification. However, research ethics, regulations and verification systems are not well equipped in schools. Since the principals are highly interested in research ethics education, there seems to be enough improvement on the ethical research environment. Finally, teachers said that additional research ethics education, change in student attitude, development and continuous maintenance of the verification system, encouragement to develop ethical environment, and clear guidelines were needed for ethical research of students. The result of this research will be able to provide the following. First, it will help set up a direction for research ethics education at every gifted school. Second, it will provide insights on how schools and teachers can create an ethical research environment for the students of science-gifted students.

• Journal of the Korean Chemical Society
• /
• v.55 no.5
• /
• pp.846-856
• /
• 2011

In this study, we analyzed the characteristics of imagery thinking in the processes of generating analogy of seventh grade science-gifted students in terms of the information-processing of imagery. The analyses of the results revealed that science-gifted students' information-processing of imagery in the processes of generating analogy consisted of image generation, image operation, and image representation. The types of imagery used by science-gifted students were classified into perception imagery, memory imagery, and imagination imagery, and there were some differences in the patterns of information-processing of imagery. In the bases of these results, we suggested the information-processing model of imagery by the types of imagery used in generating analogy. The results of this study may provide useful implication to develop effective methods for a strategy of generating analogy emphasizing the interaction between analogy thinking and imagery thinking which promotes imagery thinking of science-gifted students.