• Journal of Science Education
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• v.35 no.1
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• pp.23-33
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• 2011

The purposes of this study were to analyze the effects on scientific creativity of the Science Gifted Program, to survey recognition of gifted learners on the Program, and to obtain implications for the development direction of guidance program. The subjects of this study were 20 persons of the class for the gifted in an elementary school science, which belonged to Education Institute for the Gifted, Office of Education in Jeju city. The Science Gifted Program were applied during 28 times. The effects of the program were analyzed using the scientific creativity test, recognition questionnaire and interview of the Science Gifted Program. The results of this study were as follows. First, after applying Science Gifted Program, the scientific creativity of the gifted in science was enhanced. Especially, fluency was enhanced most remarkably. Second, after applying Science Gifted Program, students stated that they had the positive feeling about this program. The suggestions of results of recognition questionnaire of the Science Gifted Program were as follows. First, the Science Gifted Program must include experiment and research of subject. Second, it is necessary to guide concretely of the learning method before beginning of the Science Gifted Program. Third, it is necessary to control content level and quantity of the task for the student's easy comprehension.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.161-177
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• 2015

The purpose of the present study was to verify the structural relationship among metacognition, interactions, problem solving ability and achievement in gifted students through the 3P model. In this study, factors affecting the performance of gifted education are based on 3P(presage, precess. product) theory(Biggs, 2003). Participants attended a 174 gifted student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of metacognition and interactions as exogenous variables; and problem solving ability and achievement as endogenous variables. The results of this study are as follows: First, metacognition and interactions had significant effects on gifted students' problem solving ability. Second, problem solving ability had significant effects on gifted students' achievement. And problem solving ability was verified as a complete mediating variable between metacognition and achievement also interactions and achievement.

• Journal of the Korea Society of Computer and Information
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• v.18 no.10
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• pp.245-252
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• 2013

The purpose of this study is to propose the implications after investigating how gifted education affected the school achievements and academic skills of students who have experience of gifted education. In this study, academic skills include academic knowledge, creative problem solving skills, logical thinking, persuasive skills, collaborative skills, self-directed learning skills, communication skills. The survey was conducted with 1,156 science high school and science academy students who have ongoing gifted education experience and depth interviews were also analyzed with some students to gather further in-depth information. As a result, students responded that gifted education affected very positively on knowledge, collaborative skills, communication skills and increased interest in related subjects. On the other hand, it showed lower positive responses on self-directed learning skills and persuasive skills. Also, students replied gifted education did not affect the school achievements but there was an opportunity to learn how to debate, research, and experiment and practice methods. The direction of gifted education to step forward was suggested based on these results. This study can be the basis for revising gifted education curriculum.

• Journal of Science Education
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• v.39 no.2
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• pp.278-289
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• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.216-226
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• 2012

The purpose of this study was to examine the effects of the creative problem solving and scientific attitude through the science-based STEAM program for the elementary gifted students. For the purpose of this study, a teaching plan and worksheet for students based on STEAM was developed and applied. The objects of this study were the fourth grade of both an experimental class (18 students) and a comparative class (20 students) at the gifted class located in Gyeonggi Province. The results of this study were as follows: First, the change in students' science creative problem solving in the experimental group applying science-based STEAM program has statistically meaningful difference (p<.05). Second, the scientific attitude score of the experimental class improved, but it has no meaningful difference statistically. Third, according to the analysis of questionnaire for evaluating the program, experimental class students had a positive recognition in respect of the STEAM program and got higher satisfaction about the lesson. Therefore, science-based STEAM program applied in this study might be useful to improve the creative problem solving, and can be expected the scientific attitude' improving and better be widely applied to gifted education.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.490-503
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• 2011

The purpose of this study was to investigate the effects of science instruction using integrative educational model on academic achievement and scientific attitude in gifted classes on elementary science. Integrative educational model (hereafter referred as IEM) was developed by synthesizing the findings from brain research, the new physics, general systems theory, and educational psychology. 77 6th graders of B Metropolitan City's Elementary Gifted Education Center were took part in this study. The experimental group, consisting of 39 students, was applied to the instruction using IEM, while the comparison group, 38 students, was applied to instructor- led instruction. The results of this study were as follows: First, the science instruction using IEM had a positive effect on improving achievement in gifted classes on elementary science. Second, the science instruction using IEM had an influence on inquisitiveness and openness of the lower domains of learners' scientific attitude. Third, the science instruction using IEM had a positive response to learners' interest, comprehensibility about lesson contents, and ability to concentrate on classes.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.1-16
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• 2017

This study aimed to analyze the relationships between Big five personality (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism), self-regulation learning, and achievement in children in a gifted education program. 95 students in a gifted education program participated in this study. A hypothetical model proposed openness to experience, conscientiousness, extraversion, agreeableness, neuroticism as independent variables, and self-regulation learning and achievement with gifted education as dependent variables. Stepwise regression analysis indicated that openness to experience, conscientiousness, and agreeableness significantly predicted self-regulation learning. Also, neuroticism, selfregulation learning, and extraversion significantly impacted achievement with gifted education. openness to experience, conscientiousness, and agreeableness showed that complete mediating effects through self-regulation learning to achievement. A foundation for improving learning strategies in a successful gifted education program can be constructed on the basis of the results of this study.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.53-68
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• 2006

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.152-166
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• 2013

The main purpose of this study is to see the differences of the achievement goal orientation, academic burnout, and school happiness between gifted and general students, and also to explore the effects on school happiness of their achievement goal orientation and academic burnout. To resolve the above research questions, this study used questionnaire method to 256 1st grade middle school students and 84 gifted students enrolled in Daegu metropolitan city. All data were analyzed by SPSS WIN 19.0 program. The results of this study are as follows. First, mastery goal, performance-approach goal and performance-avoidance goal of the gifted students were higher than the general students'. Second, all sub-variables of academic burnout except hostility and total score of academic burnout of the gifted students were lower than the general students. On the other hand, all sub-variables of school happiness except relationship with friends and emotional stability and total score school happiness of the gifted students were higher than the general students. Third, this study revealed that the achievement goal and academic burnout explain considerable amount of students' school happiness. In other words, the disfavor and skeptical attitude of general students for the study hinder school happiness. Lastly, this study suggest that some program or consulting need to be administerd to change the affective attitude of students into positively. And also variety of counselling program or some instructions dealing with stress for gifted students since the exhaustion of gifted students affects considerably their school happiness.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.252-261
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• 2010

The purpose of this study is to devise a teaching and learning strategies of leadership for the gifted in science, to develop a leadership reinforcement program using the strategies, and to verify the effectiveness of the program. We designed teaching and learning strategies of leadership for the gifted in science as follows; to give a chance to exercise the essential elements of leadership life skills through science activities. The activities based on students' interest should stimulate reflective thinking and cooperation with each other. We found out that the teaching and learning program for leadership improvement for the gifted in science was effective, especially group management skill, communication skill, decision-making skill, human relations skill, and self-understanding skill.