• 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 Society of Earth Science Education
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• v.7 no.1
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• pp.91-98
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• 2014

The purpose of this study is to compare scientific attitude and degree of satisfaction for school science lessons between science-gifted and general elementary school students. The results of analysis are as follows : 1. Scientific attitude of both groups appeared to be above average and especially science-gifted students demonstrated higher level of scientific attitude in all area. The characteristics of science-gifted tenacity, high motivation, and creativity are demonstrated in their scientific attitudes. 2. Degree of satisfaction about school science lesson for both groups was above average while science-gifted students showed higher degree of satisfaction than general students. 3. Correlation of scientific attitude and science lessons between science-gifted and general students were relatively low. Scientific attitude of science-gifted students are more dependent on other variables than those of science lessons.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.179-190
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• 2006

While most previous studies have developed educational programs for science gifted children and have analyzed the differences between science gifted children and ordinary children using quantitative research methods, few have investigated the differences among the science gifted, especially in terms of the scientific thinking process. The present study was conducted to explore the thinking characteristics of the elementary science gifted according to the three scientific thinking process types during the scientific problem solving process. The study resulted in the collected of quantitative and qualitative data through tests and an interview with questions and scientific problems which required the use of one of the three scientific thinking processes. Ten elementary science gifted children served as interviewees. Two types as an opistemological basis for solving the problems are revealed on inductive thinking problems. Three types are on abductive thinking, and Three or Four types are on deductive. The results are expected to have an influence on the teaching and the evaluation of the elementary science gifted.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.100-107
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• 2003

The purpose of this study is to assess gifted students' conceptions about nature of science (NOS). Scientifically gifted students who are expected to be professionals in the future should possess an adequate understanding of NOS that if firm foundation for scientific career. 47 volunteers from the 8th grade gifted science program in Seoul National University Gifted Education Center participated to answer questions inquiring NOS conceptions. Their answers were analyzed and compared to different groups such as non-gifted students and younger gifted students. As a result, gifted students' understanding of NOS appeared to surpass that of non-gifted students in many aspects and it seemed that gifted students formed their NOS view in early ages. The relative weakness in their NOS conceptions was found in understanding of scientific enterprise. Their strong misunderstanding about obstacles that minority people would face in scientific enterprise was noticed, too. They admitted that there has been discrimination in scientific enterprise, but they wrongly believed that outstanding scientists cannot be affected by it. Further studies will be required to probe more.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.337-356
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• 2011

The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary 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.35 no.3
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• pp.316-325
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• 2016

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.565-580
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• 2015

We investigated gifted students' scientific integrity, perception of scientific misconduct and needs for research ethics education. For this study, 267 science academy students who have participated in R&E program responded to questionnaire of those three parts. The major findings are as follows: First, 45.31% of gifted students answered that they had one or more experiences in five categories; fabrication, falsification, plagiarism, unfair authorship, and connivance of scientific misconduct. Second, almost 90% of gifted students responded that statements of questions are scientific misconduct except the self plagiarism. Third, 28.83% of gifted students needed to study research ethics and all of them were 1st graders. Fourth, they wanted to know specifically the limit of apt citation, writing skills of research notes, specific examples of scientific misconduct, and concrete acting method for scientific integrity, etc. In order to get gifted students to conduct their research responsibly, educators have to consider and reflect the voice of gifted students.

• 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.36 no.4
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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.