• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.353-368
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• 2020

This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.294-305
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• 2011

This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.292-303
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• 2009

In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.427-459
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• 2010

The personal introduction of 2009 academic year Korea Science Academy (KSA) freshman, 143 persons, recommendation that is filled with giftedness cases and observation recording through observing the students by guidance teacher and professor, and Observation recording paper about students that is made by parents, were analyzed in order to investigate behavior characteristics of the Scientifically Gifted by Computer Assisted Qualitative Data Analysis System (CAQDAS). We could divide behavior characteristics of the Scientifically Gifted to 5 main categories by study results. As well as this study may make up for foreign researches and existing researches dependent on quantitative research about behavior characteristics of the Scientifically Gifted, This can be used as a useful data for development of instrument for identifying the scientifically Gifted and teaching-studying program by supporting understand behavior characteristics of the Scientifically Gifted as a specific area of giftedness.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.567-581
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• 2007

This study examined patterns of reasoning of both the scientifically-gifted and children of average ability as witnessed in their science problem solving skills. Science problem solving skills are one of the significant characteristics of scientifically gifted children, and by using methods such as individual interviews, inductive reasoning, abductive reasoning, and deductive reasoning, the characteristics of these children can be to be further explored and categorized. The study also compared the findings with those of average children. This study sought to determine efficient guidelines fur teaching the scientifically-gifted, to come up with basic materials for developing relevant programs, and to find suggestions for identifying such students. The results of the study are as follows: Firstly, the creative science problem solving skills of the scientifically-gifted were better than that of the average students. Secondly, all of the three reasoning patterns used revealed in creative science solving processes were different between the gifted and the average, especially in terms of abductive reasoning, which was proved to reveal the greatest distinction between the two groups.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.243-254
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• 2020

This study analyzed the characteristics of "free inquiry" products for scientifically-gifted elementary school students. To do this, 5~6 graders (n=99) at a gifted science education institutes in Seoul were selected. The products (n=82) of "free inquiry" submitted by the students in 2018 and 2019 were analyzed according to their contents and method types. The analysis of the results showed that the free inquiry outputs of scientifically-gifted students tended to not include the scientific knowledge of the upper grades than the corresponding students. In the outputs, the scientific knowledge in different grades were often not linked. There were relatively many cases of convergence of knowledge in various science and/or non-science subjects and knowledge of 'physics', whereas knowledge of 'earth science' were the least. The outputs were more often aimed at "finding scientific facts" than "development and invention" and tended to target non-living things rather than living things. The scientifically-gifted students tended to conduct free inquiry using 'experimental-centered inquiry' by themselves rather than by group. They were also most likely to conduct experiments only once, and did not clearly write down the period of their inquiry. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.556-566
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• 2007

The purpose of this study was to develop an electroencephalogram (EEG) based differential-scale for scientifically gifted students in elementary school. For this study, signals of EEG with 19 channels were recorded during the generation of our scientific hypothesis using 22 scientifically gifted students, and with 49 average students being used as the control group. IQ, TCT and knowledge generation (KG) as constructs of the scientifically gifted were administered for both the scientifically gifted and the normal, control group elementary students. A 'gifted' value was added to paper test scores of the IQ, TCT, and KG constructs in order to make a personal standardization score for the gifted students. As a dependent variable, the groups were divided by means of the standardization scores thus produced and as an autonomous variable, various EEG parameters were presented through linear analysis, nonlinear analysis, and interdependency measures of the EEG. Multiple linear regression analysis was applied successfully to explain the EEG parameters and to show the characteristics of the scientifically-gifted. The discrimination analysis was administered through the results of multiple linear regression of the EEG parameters thus produced. This study represents the foundation of the development of an EEG based discriminant-scale for scientifically gifted students in elementary school, because it will be able to faithfully discriminate between scientifically-gifted and average students. The results of this study indicates that most of the EEG parameters produced can contribute to predicting the characteristics of the scientifically-gifted in that they express the degree of mutual information and the coherence of mutuality. Accordingly, mutual connectivity which appears to originate in the brain seems to the core of discrimination.

• Journal of Science Education
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• v.39 no.1
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• pp.88-98
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• 2015

The purpose of this study was to examine writing characteristics of scientifically gifted students about biological sciences. To do this study, we analysed their scientific writings related to biological sciences, which were written by scientifically gifted students of 16 groups (20 males and 20 females). They were being taught in the Science Education Institute for the Gifted adjacent for University. Scientific writings related to biological sciences were analysed through categories such as biotechnology, bioethics, sciences in a life, and human health and disease. Scientifically gifted students were lacking in the ability to construct writings and to logically express own contentions according to writings of them. Writings related to biotechnology and bioehics of biological sciences were not better than ones related to sciences in a life, and human health and disease. The results of this study suggested that it should be necessary to develop gifted educational programs to strengthen the scientific writing ability. Especially, scientifically gifted students need to be provided with educational contents about biological issues related to bioethics and biotechnology.