• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.835-846
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• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.943-966
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• 2012

The purpose of this research was to compare the leadership characteristics and emotional intelligence between scientifically gifted middle school students and general students and to investigate the emotional intelligence's effects on leadership characteristics. For this study, 150 scientifically gifted middle school students and 130 general students were participated. The results obtained from this study were as follows. First, the total score of leadership characteristic and sub-domains of leadership characteristic showed significant difference. The leadership characteristic of the gifted students turned out to be significantly higher than that of general students. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Second, the total score of emotional intelligence and sub-domains of emotional intelligence showed significant difference. There were significant differences between the two groups in 'thinking-acceleration ability by emotion' and 'ability of utilizing emotional knowledge'. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Third, it proved to be significantly positive correlation between leadership characteristic and emotional intelligence of gifted middle school students. Forth, the gifted students' emotional intelligence affected leadership characteristic significantly by multiple regression analysis.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.71-91
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• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.112-136
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• 2000

In this study, literatures concerning the scientifically gifted/talented were identified through exploration of ERIC(Education Research Information Center) and then categorized. Existing educational programs for the scientifically gifted/talented were analyzed to aid in development and progress of education program of the scientifically gifted/talented. The followings are the results of this study 1. Exploration of ERIC from 1981 to 1997 showed 150 documents related to the scientifically gifted/talented and of those found there were 63 scientifically gifted/talented education program documents which accounts for 42.0%. 2. 42.0% of documents related to the scientifically gifted/talented and 65.1% of education program for the scientifically gifted/talented were in the publication type of journal articles. 3. 60.0% of documents related to the scientifically gifted/talented and 68.3% of education program for the scientifically gifted/talented were in the type of paper of reports. 4. 71.4% of education programs for the gifted/talented was centered around scientifically gifted/talented students in middle or high school. 5. 52.4% of education programs for the scientifically gifted/talented was being carried out as an supplementary enrichment education program such as summer programs or short term projects. Education programs for the scientifically gifted/talented carried out as a regular class accounted for 38.1%. 6. Systems like Mentorship System and Internship System is being well carried out due to good interrelationships between universities and institutions. There were many programs encouraging majors and careers in science related fields. 7. Individualized education, which is effective in teaching the scientifically gifted/talented whose abilities, interests, and attitudes differ, is being well carried out.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1272-1282
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• 2004

The purpose of this study was to investigate the effect of science journal writing on science-related affects of scientifically gifted students at middle school level. Twenty one gifted students attending a university science gifted program wrote science journals for two months in a web-supported environment. The data sources include student journals, questionnaire and exit interviews. The results indicate that science journal writing has influenced the students positively in the affective domain, and in particular, cognitions of science, interests in science and scientific attitudes.

• Journal of Science Education
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• v.39 no.3
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• pp.307-320
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• 2015

This study aims to compare resilience and task commitment between the elementary gifted students in science and non-gifted students. The subjects in this study were 132 gifted students belonged to gifted education centers or gifted classes and 147 non-gifted students, all of whom were in the 6th grade. In order to examine resilience and task commitment, a 5-point Likert scale-style questionnaire survey was conducted to the subjects. With the aim of identifying the difference between resilience and task commitment among groups, data were analyzed by one-way ANOVA and $Scheff{\acute{e}}$ test. And in order to investigate the relationship between resilience and task commitment among groups, Pearson correlation analysis was carried out. The results of this study were as follows; First, resilience was found to have a significant difference between scientifically gifted students belonged to gifted education centers and non-gifted elementary students, and between students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. Second, task commitment was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and non-gifted students. Third, there were very high correlation between resilience and task commitment among the groups.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.1-8
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• 2005

This study was designed to compare the understanding of ordinary elementary school students and scientifically gifted students about scientists. 473 fourth, fifth, and sixth graders in ordinary elementary schools and 40 students attending scientific educational institutions for the gifted were studied with the help of questionnaires and interviews. The survey showed that there were no significant differences between the two subject groups in relation to the external images of scientists. The subjects turned out to have low fixed external images. The scientifically gifted students had a better understanding of the internal images of scientists than ordinary elementary school students. Both the subject groups fumed out to be influenced by the press media and off-campus education, thinking that scientists served as inventors producing something useful in daily lift rather than as researchers studying natural phenomena or laws. It was found out that both groups admired Edison. The ordinary students respected Einstein and Jang Yeong-Sil whereas the scientifically gifted students respected Curie, Jug Yeong-Sil, and Nobel. The subjects admired them because of their achievements instead of their backgrounds or individual characteristics.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.1-11
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• 2014

In this study, contents of programming curriculum were designed as instrumental subjects for scientifically gifted students, not for IT gifted ones. Firstly, the programming curriculum consisted of 3 sections; Programming Understanding, Object-Oriented Programming, and Simulation Programming as a result of two semesters. Then, the lectures including project-based and problem-solving tasks were given to scientifically gifted students in a high school during one semester to verify whether they could apply the contents to studies and researches in math or science or not. As a result of this study, the students could improve numerical analysis and simulation program development capabilities in math or science as well as the problem-solving ability based on computational thinking. Moreover, it was proved that the students changed their perception about programing learning. They started to think that programing learning was necessary to studies and researches in math or science. The results of this study propose guideline to design programming curriculum as instrumental subjects for scientifically gifted students.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.267-284
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• 2018

This study analyzed the types of scientific humors made by scientifically-gifted elementary school students and their perceptions of making scientific humor. For this, 77 students from $4^{th}$ to $6^{th}$ graders of gifted science education center in Seoul National University of Education were selected. Scientific humors made by the students were analyzed according to the number and types. Their perceptions of making scientific humor were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that most of scientifically-gifted students made more than 2 scientific humors, and the number of scientific humor for each students varied from 0 to 11. The most types they made were the descriptive type and the pun using pronunciation type, but they made various types without any special type to be biased. And They made more the dialogue type than the narrative type, especially the riddle type. They used scientific knowledge that preceded the knowledge of science curriculum in their grade level over two or more years. The scientific knowledge of chemistry was used more than physics, biology, earth science and combination field. The name utilization type was more than the characteristic utilization type and the principle utilization type. Scientific humors in the everyday situation were more than humors in artificial situation. The students had various positive perceptions in making scientific humor such as increase of scientific knowledge, increase of various thinking abilities, deep understanding of science concept and principle, increase of interest and motivation about science and science learning, and increase on sense of humor. They had also some negative perceptions related to difficulties in the process of making scientific humor, lack of fun, and lack of time in the class.