• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• Journal of Science Education
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• v.38 no.3
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• pp.612-624
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• 2014

The purpose of this study was to analyze successful intelligence and learning strategies for the scientific gifted and the general students in elementary school. For this purpose, we conducted a survey targeting 327(including 159 gifted students) 5th - 6th grader elementary students in Incheon Metropolitan City. We were utilized to evaluate the students' successful intelligence(Song, 2002) and learning strategies(Kim, 2005). The results of this study were as follows. First, successful intelligence and learning strategies of the scientific gifted students in elementary school were higher than the regular class students, it was a significant difference statistically(p < .001). Second, when compared according to grade level, the scientific gifted students class higher than the general class students, it was a significant difference statistically(p < .001). Third, when compared according to gender, the scientific gifted students were higher than the general class in both men and women, it was a significant difference statistically(p < .001)

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.23-37
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• 2012

The purpose of this study is to design a more satisfactory and efficient teaching strategy for the gifted by comparing teaching type and learning environment preferred by the gifted with that preferred by normal students. As a result, the following findings are obtained. First, while the normal class students show higher preference for clarification and organization, gifted students prefer for diversification and specialization. Second, with the respect to the gender-related forms of mathematics classroom environment, the overall female preference and the average score are higher, indicating significant difference in the area is only a psychological domain. Third, compared to the regular classroom, the gifted have significantly different preference for teaching method, classroom and teachers' attitude between in the gifted class and regular class.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.439-452
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• 2014

The purpose of this study is to find out the effect of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. The main findings of this study are as follows: First, STEAM program that mathematical, technical, engineering and art factors were combined based on basic concepts of science were developed. Seconds, the change in the scientific communication skills of experimental group applying STEAM program had statistically meaningful difference (p<.05). Third, the flow of experimental class improved, but it had no meaningful difference statistically (p>.05). But it is expected that continuing level adjusted STEAM program might have positive effect on improving the flow with the following three reasons: 1) The gifted students' flow level on learning before experiment was rather too high to expect short term effect. 2) It was hard for them to achieve flow experience because topic difficulties and students' capacities were not balanced. 3) topic commitments and autotelic behaviors of gifted students were observed during classes. Fourth, by the result of the student satisfaction questionnaire survey on this program, students actively participated in the STEAM program with interest and curiosity. As achieved self-directed problem solving, versatile communication activities and success experiences, their class satisfaction was high. Based on such results, it was expected that the gifted class applied of STEAM program could enhance scientific communication capacity of the elementary gifted students and would further positively influence flow of learning as well. In addition, it was considered to have integrated approach value to elementary gifted and talented education in the aspect that it could satisfy various educational demands of gifted students.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.37-52
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• 2017

The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.967-983
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• 2012

The purpose of this study was to find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. For this purpose, this research developed the science camp program. This program was totally consisted 30 lessens. there was 2 part in this program. It contained Astronomic Space Science(14 class), Aerospace Science(16 class). To find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Science Process Skills was used to find the effect of the science camp program And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. the science camp program was a positive effects on Science Process Skills of the Scientific Gifted Students(t=8.649, p=.000). Second, the science camp program was a positive effects on Scientific Attitudes of the Scientific Gifted Students(t=3.431, p=.003). According to this research, the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• 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 the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.228-238
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• 2010

The purpose of this study is to examine the effects which applies teaching program that search solution to prevent global warming in middle school gifted class. This program of total 10 class was theoretical and experimental class and the students presented after collecting the synthetic data about climate-change and roleplayed what they debated to firm their country's opinion about Kyoto Protocol. Finally, students as policymaker made mock Kyoto Protocol by discussion. Impression papers and images about climate-changes was made by students in last class. In discussion of making up mock Kyoto Protocol, developed and developing nations had an argument about carbon dioxide emissions because of their economic benefits. In the course of allocating mutual $CO_2$ reduction, they needed yield and negotiation among nations. Although they mainly took passive position about $CO_2$ reduction, atmosphere that all the country make greater effort for the future global environment was formed. Like this, students had more concepts over climate change by making mock Kyoto Protocol. And they could equipped global scientific literacy and responsibility by participating in social decision making process of solving global environmental issues.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.757-777
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• 2012

Peer relationships in young students' communities are one of the important factors influencing the cognitive and affective domains of learning. Moreover, students who join the special program for gifted students possess differential peer relationships from the students in general classes. This study aims to explore the differences of 5th grade five science-gifted students' peer relationships between students in special classes for gifted students and general classes. Five students in the special program for gifted students, managed by the Office of Education in a southern city, participated in this study. Social network analyses were utilized to explore participants' peer relationships; the students' homeroom teacher was interviewed to explore the contextual and in-depth characteristics of gifted students' peer relationships. The results illustrated four cases of peer relationships: (1) smart loner (2) my study mate (3) I'm the best in my class, and (4) a good friend anywhere. This study identified that the gifted students possessed diverse peer relationships in both the special program and general classroom. In addition, this study suggests that the program for gifted students needs to be specially designed based on the gifted students' peer relationship.