• The Journal of the Korea Contents Association
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• v.6 no.8
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• pp.144-156
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• 2006

In order to secure the national competitiveness in the 21st century's frontier knowledge-based information and globalized society, Korea also needs programs to pick out advanced human resources early and educate them systematically. Therefore the education for the gifted in the information science area is very important, in response to the highly developed Information society, nationally, science-gifted education institutes attached to colleges and several institutions for gifted education have selected and educated the gifted in information science. Therefore, this study is intended to survey local elementary school teachers' awareness on elementary information education for gifted and talented students carried out in jeju by the Education Center for Science Gifted and Talented Students of jeju National University and other education institutions for gifted and talented students in the region and thereby suggest strategies for improvement of the education.

• 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 Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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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.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.101-122
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• 2006

In this study, selecting process for scientifically gifted students was investigated and analyzed to science education institute for the gifted in university and was compared with foreign education institute for the gifted. The number of science education institute for the gifted was unequality located to the regions, comparing with the ratio of students. Therefore it is necessary for balancing location of science education institute for the gifted according to the ratio of students to let various students have the gifted education. Comparing with the ratio of gifted students between elementary school students and middle school students, the shape of ratios seems to be a inversed-pyramid. It is necessary to select students with the shape of the pyramid, supporting them to be educated, systematically and officially. The gifted students were selected through the procedures of creative test, intelligent test and individual interview in science education institute

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.450-466
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• 2014

This study compared and analyzed body composition, physical fitness, and physical self-concept between gifted students in mathematics and science attending Korea Science Academy (KSA) and non-gifted students attending traditional high schools. The KSA students were 117 males who entered the school in 2009. As a control group, a total of 117 non-gifted students were randomly selected from 5 cities. The results of covariate analysis taken 2 year interval, pretest (2009) and posttest (2010), indicated that gifted students were significantly taller (p<.05) than non-gifted students, and were lower in BMI (p<.05) and PBF (p<.001). There was no significant difference in physical fitness between gifted and non-gifted students. But non-gifted students have a significantly higher self-concept in physical appearance (p<.05) and physical strength (p<.05). The internal/external frame of reference model and the Big Fish Little Pond Effect (BFLPE) theory were supported. Especially, gifted students were significantly higher (p<.01) in endurance self-concept than non-gifted students. We have discussion this result as the future research subject whether it come from the characteristics of the gifted's tenacity at high level tasks.

• Journal of Science Education
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• v.38 no.2
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• pp.401-414
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• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.511-530
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• 2011

This study aims to find out science talented students' percentage of cognition about the views of nature of science and science inquiry which are essential for having a good understanding with science concepts. Each group of 40 science gifted students and 35 ordinary students was tested with a test of views of nature of science and science inquiry which consisted of 19 items with index of content validity 97% and reliability index 0.86, then its results being compared and analyzed. A group of science gifted students' percentage of cognition about the views of nature of science ranges from 20% to 97.5% -although it differs according to detailed views-showing its mean of 67% (50% in a group of ordinary students). Especially, the percentage of cognition about the sub view that there can be different opinions among scientists was high among woman science gifted students. A group of science gifted students' percentage of cognition about the views of science inquiry ranges from 27.5% to 77.5% -although it differs according to detailed views- showing 53% in their mean (41.8% in a group of ordinary students). Especially, the percentage of cognition about the sub view that scientists can have different research methods was high among woman science gifted students. The percentage of mistaken cognition by science gifted students about views of nature of science and about views of science inquiry was 33%, 47% respectively.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.305-314
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• 2011

In this study, the analogies on saturated solution generated by elementary school teachers were analyzed in their numbers, materials, and types aspects. The results were also compared with those of general and science-gifted elementary students. A test on the self-generating analogies on the target concept was administered to 111 elementary school teachers, 60 fifth graders at four science-gifted education institutes and 91 fifth graders at three elementary schools. The results revealed that the teachers made more analogies than the general and science-gifted students. In general, both the teachers and the students tended to make the analogies using the materials in family, riding, digestive, and school situations. However, there were a little difference between the teachers and the students in the cases of the analogies using other situations including body/physical activity. Similarly to the cases of the students, the teachers made more functional analogies than structural or structural/functional ones and did more concrete ones than abstract ones. However, they made more verbal, artificial, and enriched analogies than the students. They also made more highly systematic analogies than the general students, and did less ones than the science-gifted students. Educational implications of these findings are discussed.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.33-50
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• 2007

In this study, we made a survey for gifted students of science education center for gifted youth in a university to find their viewpoints about giftedness, need of gifted education, attribution. Using the results of the survey, we interviewed mathematical gifted student, parents, teachers to find their viewpoints about giftedness, need of gifted education, attribution. From this, we found the followings: First, Parents and teachers selected intellectual ability as a most important factor of giftedness. On the other hand, gifted students selected creativity as it. Second, gifted students show different communication ability depending on the education place. Third, mathematical gifted students attributed their problem solving ability to interior cause. On the other hand, parents and teachers of gifted students attributed students' problem solving ability to exterior cause.