Comparing Characteristics and Perceptions of Science Imaginary Drawings of Scientifically-Gifted and General Elementary Students

초등 과학영재 학생과 일반 학생의 과학상상화 특성 및 과학상상화 그리기에 대한 인식 비교

  • Received : 2015.08.20
  • Accepted : 2015.10.07
  • Published : 2015.10.31


This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.


science imaginary drawing;educational effect;difficulty;scientifically-gifted education


  1. Lee, S.-G., & Kim, S.-S. (2012). The effect of the ASI program on the scientific creative problem solving skill and science learning motivation of science gifted students. Journal of the Korean Society of Earth Science Education, 5(1), 31-41.
  2. Lim, H., & Shin, M.-K. (2008). Introduction to teaching for scientifically gifted students in elementary school. Seoul: Kyoyookbook Publication Co.
  3. Lim, J.-K. (2010). Effect that prior knowledge about research subject gets primary grade science brilliant intellect's observation method and question. Journal of Science Education, 34(1), 105-112.
  4. Min, H., & Yang, Y. (2012). A comparison of perfectionism, academic stress and learning flow between gifted and non-gifted in elementary school children. Journal of Gifted/Talented Education, 22(1), 157-171.
  5. Ministry of Education (2013). The 3rd master plan for the promotion of gifted and talented education (2013-2017). Seoul: Ministry of Education.
  6. Mun, K., & Kim, S. (2008). Exploring educational factors of science imaginary drawings: Understanding of elementary school teachers. Journal of Research in Curriculum Instruction, 12(1), 239-251.
  7. Mun, J., Mun, K., & Kim, S. (2013). Scientists' perceptions of imagination and characteristics of the scientific imagination. Journal of the Korean Association for Research in Science Education, 33(7), 1403-1417.
  8. National Science & Technology Council (2012). National science and technology classification codes. National Science & Technology Council, 2012-4.
  9. Noh, T., Kim, Y., Yang, C., & Kang, H. (2011). A case study on beginning teachers' teaching professionalism based on pedagogical content knowledge in science-gifted education. Journal of the Korean Association for Research in Science Education, 31(8), 1214-1228.
  10. Jeong, S. Y., & Sohn, J. (2013). Development and application of the STEAM teaching-learning program in 'Earth & Moon' unit for science gifted elementary school students. Journal of Science Education, 37(2), 359-373.
  11. Jhansen, S. K. (2004). Identifying gifted students: A practical guide. Waco, TX: Prufrock Press.
  12. Jung, D. (1997). A study regarding the content changes of imaginary picture teaching in elementary school art education. Thesis Collection, 32, 89-125.
  13. Jo, Y.-H., Kim, D.-J., Hwang, H.-S., Park, S.-T., Yang, K.-E., & Park, K.-T. (2011). Analysis of chemistry teaching-learning programs for the gifted in science used in middle school gifted classes. Journal of Gifted/Talented Education, 21(2), 485-510.
  14. Kim, H.-W., Yoon, C.-H., Yoon, Y.-H., & Kim, H.-C. (2003). The study on gifted elementary school children's cognitive and affective characteristics and guiding strategies. Seoul; Korean Educational Development Institute.
  15. Kim, J.-H., Bang, M. S., Bae S. C., Hong, Y. S., Choi, J. G., Lee, N. R., Seo, S. G., Bae, J., Lee, Y.-S., Lee, H. C., & So, K.-H. (2014). The effect of STEAM education program using movies on th creative personality, creative problem-solving ability and scientific attitude of elementary scientific gifted. Journal of Science Education, 38(1), 120-132.
  16. Kim, M., Cho, S., & Jin, S. U. (2005). Grade and gender differences in creativity and leadership and the relationship of the two abilities. The Korean Journal of Educational Psychology, 19(3), 799-820.
  17. Kim, S.-O., Kim, B.-S., Seo, H.-A., Kim, Y., & Park, J. (2011). Improvement of students' problem finding and hypothesis generating abilities: Gifted science education program utilizing Mendel's law. Journal of Gifted/Talented Education, 21(4), 1033-1053.
  18. Kim, Y., Park, S., & Lee, S. (2010). A survey on perception and knowledge of science-gifted students and general students in middle-school level about high technology related to science. Journal of Gifted/Talented Education, 20(3), 901-919.
  19. Kim, Y. H., & Kim, H.-J. (2010). A study of recognition for the gifted science education programs of middle school students being educated at local centers for the gifted. Journal of the Korean Association for Research in Science Education, 30(2), 192-205.
  20. Kwon, Y.-S., & Lee, K.-J. (2013). Development of integrated science and art teaching-learning programs for the improvement of creative brain activity of scientifically gifted elementary school student. Journal of Korean Elementary Science Education, 32(4), 473-484.
  21. Lee, J., & Kang, H. (2014). The influences of pair activity on characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. Journal of the Korean Association for Science Education, 34(2), 175-186.
  22. Lee, S.-D., Park, J.-H., & Lee, Y.-K. (2010). The comparison between gifted and non-gifted students on learning style and critical thinking. Soonchunhyang Journal of Humanities, 26, 207-239.
  23. Cho, E. B., & Paik, S. H. (2006). A comparison analysis of intellectual characteristics between science-gifted education students and general students. Journal of the Korean Association for Research in Science Education, 26(3), 307-316.
  24. Choi, Y., & Hong, S.-H. (2013). Effects of STEAM program concerning circumjacent organisms on the elementary science gifted students. Biology Education, 41(4), 569-588.
  25. Hwang, J.-Y., & Kang, H. (2014). Characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. Journal of Korean Elementary Science Education, 33(1), 57-68.
  26. Oh, J.-Y., Kim, S., & Kang, Y. H. (2008). A suggestion for a creative teaching-learning program for gifted science students using abductive inference strategies. Journal of the Korean Association for Research in Science Education, 28(8), 786-795.
  27. Oh, Y. H. (2010). A study on effective teaching method of conception making to imagining expression in elementary art education: Focused on a plan expression, 3th and 4th grades in elementary school (Master's thesis). Korea National University of Education, Cheongju.
  28. Park, J. (2000). A study on the theme and expression of imaginary picture in elementary art education: For elementary school children in Cheju Island (Master's thesis). Cheju National University, Cheju.
  29. Park, J.-H., & Choi, Y.-J. (2013). A correlation between scientific attitude and self-esteem of the scientifically gifted and the general elementary students. Korean Journal of Elementary Education, 24(1), 257-269.
  30. Park, J.-Y., Lee, K.-J., Kim, S.-H., & Kim, H.-B. (2005). Developing an analysis model to evaluate science-gifted education programs and analyzing biology part of education programs of science-gifted centers in Korea. Biology Education, 33(1), 122-131.
  31. Ryu, J. J., & Lee, K.-J. (2013). The effects of brain-based STEAM teaching-learning program on creativity and emotional intelligence of the science-gifted elementary students and general students. Journal of Korean Elementary Science Education, 32(1), 36-46.
  32. Shim, J.-Y., Kim, J.-D., & Kim, O.-J. (2005). A comparative study of creativity between gifted students in science and ordinary students. The Korean Journal of Educational Psychology, 19(3), 563-576.
  33. Shin, J., Seo, J.-H., Choi, J., Kim, Y., Kim, Y., & Lee, H. (2007). A study on the differences in learning-activity preferences between gifted and average students according to thinking styles. Journal of Korean Elementary Science Education, 25(5), 495-506.
  34. Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.


Supported by : 춘천교육대학교