JOURNAL BROWSE
Search
Advanced SearchSearch Tips
The Comparison on Preferences about Class Forms and Class Environments between the Science Gifted Students and Normal Students
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Comparison on Preferences about Class Forms and Class Environments between the Science Gifted Students and Normal Students
Jeon, Eun-seon; Lee, Hyeong-cheol;
  PDF(new window)
 Abstract
The purpose of this study was to be a help with designing science curriculum and developing science programs for the science gifted students by comparing their preferences about science class forms and class environments between science gifted students and normal students. For this study, 2 classes of science gifted students and 5 classes of normal students in 4th, 5th grade joined in this survey and their preferences about science class forms and class environments were checked using questionnaire. As a result, the following findings were obtained. First, in the area of class form, from comparing their preferences about teaching content domain, science gifted students showed meaningful higher preferences in all factors such as clarification, structuralization, thinking of high level and diversification. In comparing their preferences about teaching process domain, science gifted students also showed meaningful higher preferences in all factors such as diversification and self directed learning. Second, in the area of class environment, from comparing their preferences about classroom domain, science gifted students showed meaningful higher preferences in all factors such as teacher`s support and rule and organization. In comparing their preferences about mentality domain, science gifted students also showed meaningful higher preferences in all factors such as influence of friends and parents. Third, in science gifted students, from comparing their preferences by gender about science class forms and class environments, female students showed meaningful higher preferences in factors of clarification. And in other factors females showed similar preference tendency with male students. In normal students` comparing, female students showed meaningful higher preferences in factors of teacher`s support. And male students showed meaningful higher preferences in factors of high level thinking and influence of friend and influence of parents.
 Keywords
preference;class form;class environment;science gifted students;normal students;
 Language
Korean
 Cited by
 References
1.
Cho Yoon-jin(2012). An analysis of trend in research related to the gifted and talented education in Korea: 2007-2011. Master's thesis, Kyungnam University.

2.
Dong Hyo-kwan(2002). The effect of teaching program based on the characteristics of the gifted in science on conceptual change of genetics and creativity. Doctoral dissertation, Korea National University of Education.

3.
Dong Hyo-kwan, Hong Jun-euy, Shin Yeong-jun, Kim Kyoung-ho, Lee Kil-jae(2003). Development of instructional Strategies by investigating teaching styles and learning environments preferred by gifted in science. Biology Education, 31(1), 16-23.

4.
Heller, K. A. and Feldhusen, I. F.(1986). Identifying and Nurturing the Gifted: An International Perspective(pp. 33-38). Toronto: Huber.

5.
Kaplan, S.(1974). Providing programs for the gifted and talented: A handbook. Ventura, CA: Office of the Ventura County Superintendent of Schools.

6.
Kim Sang-mi(2014). The Analysis of operation condition and program about elementary math gifted class. Master's thesis, Daegu National University of Education.

7.
Lee Dae-won(2011). Math teaching method and classroom environment preferred by the gifted. Master's thesis, Ajou University.

8.
Lee Dae-won, Koh Ho-kyoung, Yoo Mi-hyun(2012). Math teaching method and classroom environment preferred by gifted high school students. Journal of Gifted/Talented education, 22(1), 23-37.

9.
National Digital Library, Retrieved May 18, 2015 from http://www.dlibrary.go.kr

10.
Redding, R. E. (1990). Learning preferences and skill patterns among underachieving gifted adolescents. Gifted Child Quarterly, 34(1), 72-75. crossref(new window)

11.
Renzulli, J. S. (1978). What makes Giftedness? Reexamining a definition. Phi Delta Kappa, 60(3), 180-184.

12.
Shin Young-jun(2000). Development of girl friendly science teaching strategy based on the analysis of gender gaps in science learning background in secondary science classes. Doctoral dissertation, Korea National University of Education.

13.
Tremaine, R. V. (1975). Syntax and Piagetation operational thought. Washington, D.C.: Georgetown University Press.

14.
Whitmore, J. R. (1986). Understanding a lack of motivation to excel. Gifted Child Quarterly, 30(1), 66-69. crossref(new window)