• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.252-259
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• 2007

The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.501-512
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• 2012

The purpose of this study was to identify the differences in eye movement pattern shown in classification activities between the gifted and regular students in elementary schools. The subjects for the research consisted of five gifted students in the special education center for the gifted at Seoul National University of Education and five students at D regular elementary schools. SMI (Senso Motoric Instruments)' iView $X^{TM}$ RED 120 Hz was used in order to collect eye movement data. Results were as follows. There were difference patterns between the gifted and the regular student in question identification, attribute observation, and criteria generation process. Gifted students minimized unnecessary cognitive overload and took advantage of cognitive economic efficiency. Regular students have a lot of cognitive burden because they did not grasp the essential information.

• 한국초등과학교육학회지:초등과학교육
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• 제27권3호
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• pp.296-306
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• 2008

The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.

• 영재교육연구
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• 제24권5호
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• pp.829-849
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• 2014

본 연구의 목적은 초등 영재학생과 일반학생의 성격 강점, 정서지능 및 학습몰입을 비교하고 관련성을 알아보며, 성격 강점과 정서지능, 학습몰입의 관계를 분석하는데 있다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째, 초등 영재학생이 성격 강점, 정서지능 및 학습몰입 전체에서 일반학생보다 높게 나타났다. 인간애는 두 집단에서 가장 높게 나타난 핵심 덕목이었다. 영재학생은 겸손과 겸양에서는 일반 학생보다 유의미하게 낮게 나타났다. 정서지능과 학습몰입 모든 하위영역에서 영재학생이 일반 학생에 비해 유의미하게 높았다. 둘째, 초등 영재학생은 성격 강점과 정서지능, 성격 강점과 학습몰입 간에 높은 정적 상관관계를 나타내었다. 셋째, 초등 영재학생의 성격 강점은 정서지능과 학습몰입에 유의미하게 영향을 미치는 것으로 나타났다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제17권1호
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• pp.17-40
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• 2014

본 연구의 목적은 우리나라 초등수학영재와 일반학생의 수학에 대한 태도와 수학자에 대한 인식을 조사 비교하여 수학 교과 및 수학자에 대한 인식 개선을 위한 계기를 마련하고자 하는 것이다. 조사 결과 초등수학영재가 일반학생보다 수학자에 대해 좀 더 많이 알고 있었지만 미래에 수학자가 되고 싶은지에 대한 질문에는 적극적이지 않았다. 전체적으로 수학자에 대한 인식이 부족하였고, 특히 국내 수학자에 대한 인식이 많이 부족하였다. 따라서 학생들의 수학자에 대한 인식을 높이고 수학에 대한 긍정적인 태도를 가지도록 교육과정 상 학생들이 수학과 수학자를 긍정적으로 인식하기 위한 정서적 처치와 관련 프로그램 개발이 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.331-344
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• 2019

This study aims to analyse science-gifted elementary students' perception of speech in general school class, school science class, and science-gifted class and the relationship between their voluntary speech and scientific creativity. For this, 39 fifth-graders in the Science-Gifted Education Center at Seoul Metropolitan Office of Education in Korea were asked about their frequency of voluntary speech on each class situation, the reasons for such behavior, and their general opinions about speech. Also, researchers collected the teachers' observation on students' speech in class. To get the scores for students' scientific creativity, four different subjects of tasks were presented. The students' scientific creativity scores were used for correlation analysis with their frequency of speech. The main findings from this study are as follows: First, science-gifted elementary students tended to be passive in science-gifted class compared to general school and school science class. Second, the main reason for the low frequency of students' speech in school classes is that they do not have many opportunities to make presentations. Third, a survey of students' general thoughts on speech showed that more students wanted to make a speech voluntarily in class than the opposite. Fourth, the four different scientific creativity tasks had little correlation. Fifth, the correlations between the frequency of voluntary speech and the scores of scientific creativity were mostly low, with significant results only for plant task. Sixth, the correlations between the frequency of voluntary speech and the two components that make up scientific creativity, originality and usefulness, were also mostly low, but significant results for both were found in plant task, with originality having a higher correlation than usefulness. Based on this results, this study discussed the meanings and implications of students' voluntary speech on elementary science education and creativity education.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• 영재교육연구
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• 제17권2호
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• pp.307-337
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• 2007

이 연구의 목적은 초등학교와 중학교의 영재학생들을 대상으로 TTCT(Torrance Test of Creative Thinking)를 실시하여 창의성 영재를 선발하고, 선발된 창의성 영재들의 창의적 특성들이 초등학생과 중학생 간, 수학영재와 과학영재 간 어떤 차이가 있는가를 밝힘으로써 창의성 영재들의 창의적 특성을 규명해 보려는 것이다. 이를 위해 전라북도교육청 산하 17개 영재교육원 학생 중 수퍼영재교육을 희망한 594명을 대상으로 창의성 영재를 선발, 초등학생과 중학생의 창의성 요인의 차이 검증(t-test), 수학영재와 과학영재의 창의성 요인의 차이검증(t-test), 창의성 영재선발에 영향을 미치는 창의성 요인들의 초 중학생 간 및 수학영재 과학영재 간 차이검증(중다회귀분석)을 하였다. 연구결과, TTCT는 창의성 영재 선발과 탈락을 변별하는 역량이 있으나, 창의성 요인 중 '유창성'과 '독창성', '유창성'과 '정교성' 간에는 각각 .78, .50의 상관계수를 보여 창의성 요인의 고유성이 낮을 가능성이 발견되었다. 또 중학생은 초등학생에 비해 유창성(원 그림)과 정교성 요인(그림구성, 그림완성, 원 그림), 제목의 추상성(그림구성)이 유의하게 낮으며, 과학 영재는 수학영재에 비해 독창성(그림구성)과 정교성(그림구성, 그림완성, 원 그림) 요인에서 유의하게 높게 나타났다. 따라서 창의성 영재 선발을 위한 검사의 타당도를 높이기 위한 방법이 계속 연구되어야 하며, 학년이 높아지면서 창의성이 낮아지는 문제의 해결방법과 교과별 영재의 창의성을 기르기 위한 방안이 모색될 필요가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.