Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Comparison of Thinking Styles between Gifted Elementary Students in Science and Invention

초등 과학영재와 발명영재의 사고양식 비교

  • Received : 2014.07.25
  • Accepted : 2014.08.22
  • Published : 2014.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to compare thinking styles between the gifted students in science and invention The subjects were 191 gifted elementary students in science and 182 gifted elementary students in invention, who enrolled in gifted education program. They were given the Thinking Style Inventory (TSI) that standardized Korea version by Yun (1997), which constructed 13 thinking styles of 5 dimensions (functions, forms, levels, scopes, and leanings of the mental self-government). The collected data were analyzed by independent sampling t-test and ANOVA with SPSS. The findings of this study were as follows: the gifted in science prefer executive, oligarchic, and global thinking styles rather than the gifted in invention. Meanwhile, the gifted in invention prefer legislative, judicial, local, and liberal thinking styles rather than the gifted in science. Both of the gifted in science and invention prefer legislative, executive, monarchic, anarchic, external, and liberal thinking styles. There was statistically significant differences between boys and girls in executive, oligarchic, local, and liberal thinking styles of the gifted in science.

Keywords

References

  1. Dai, D. Y. & Feldhusen, J. F. (1999). A validation study of the thinking styles inventory: implication for gifted education. Roeper Reviews, 21(4), 302-307. https://doi.org/10.1080/02783199909553981
  2. Francisco, C-G. & Elaine, H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-430. https://doi.org/10.1080/713663755
  3. Grigorenko, E. L. & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63(3), 295-312. https://doi.org/10.1177/001440299706300301
  4. Han, K-S. & Bae, M. (2004). Thinking styles and their relationship with intelligence and creativity of the scientifically gifted and non-gifted students. The Korean Journal of Educational Psychology, 18(2), 49-68.
  5. Han, K-S. & Kim, H-J. (2010). The relationship between thinking styles and learning styles of gifted children in elementary school. Journal of Gifted/Talented Education, 20(1), 289-316.
  6. Kim, H-J. & Yeo, S-I. (2014). A comparison of overexcitability and social self-concept between the scientifically gifted and non-gifted elementary students. Journal of Science Education, 38(2), 401-414. https://doi.org/10.21796/jse.2014.38.2.401
  7. Lee, J., Park, K., Jin, S., Ryu, J., Ahn, S. & Jin, B. W. (2013). Modeling the conception of giftedness in invention based on inventor's three main aptitudes. Journal of Gifted/Talented Education, 23(3), 435-452. https://doi.org/10.9722/JGTE.2013.23.3.435
  8. Lee, J., Park, K., Ryu, J., Jin, S., Lee, S. C., Ahn, S. & Jin, B. W. (2012). Understanding characteristics of the gifted in invention for establishing the concept of the gifted in invention. Journal of Gifted/Talented Education, 22(3), 551-573. https://doi.org/10.9722/JGTE.2012.22.3.551
  9. Lee, J-A., Park, S. & Kim, Y. (2011). Thinking styles and their relationship with self-regulated learning ability and scientific inquiry ability of the scientifically gifted students. Journal of Gifted/Talented Education, 21(3), 773-796. https://doi.org/10.9722/JGTE.2011.21.3.773
  10. Lee, S. D., Won, J. G. & Kim, K. M. (2007). The comparison of general students, and the mathematics gifted, and the science gifted in learning style and preference of instructional methods. The Journal of the Korean Society for the Gifted and Talented, 6(2), 107-128.
  11. Lee, S. E. (2009). The relations between thinking style and learning style and science achievement of the middle school students. Master's theses, Ewha Womans University.
  12. Ministry of Education (2013). The third master plan for Korean Gifted Education (2013-2017).
  13. Ministry of Education. Na, D-J. & Kim, J-C. (2003). A study on the relationship between the science-gifted students' thinking style and the school achievement. Journal of Yeolin Education, 11(1), 275-291.
  14. Park, S-K. (2004). Analysis of the earth science concepts of the gifted science students and non-gifted students by the types of thinking styles. Journal of Korean Earth Science Society, 25(8), 708-718.
  15. Roe, A. (1951). A psychological study of physical scientists. Genetic Psychology Monographs, 43(2), 121-235.
  16. Seoul Metropolitan Office of Education (2009). Seoul/Curriculum of gifted education (Seoul Education 2009-14). Seoul Metropolitan Office of Education.
  17. Sternberg, R. J. & Wanger, R. K. (1991). MSG thinking styles inventory (Unpublished test, Yale University).
  18. Sternberg, R. J. (1990). Thinking styles: Keys to understanding student performance. Phi Delta Kappan, 71, 366-371.
  19. Sternberg, R. J. (1997). Thinking styles. NY: Cambridge University Press.
  20. Whang, H-S., Lim, S-H. & Yune, S-J. (2006a). The relationships in thinking and learning styles among the verbal gifted, the mathematically.scientific.informational gifted, and average middle students. The Journal of Yeolin Education, 14(1), 261-288.
  21. Whang, H-S., Oh, M-J. & Yune, S-J. (2006b). The relationships between critical and thinking styles of the scientifically gifted and average students. The Journal of Yeolin Education, 14(3), 149-172.
  22. Yoon, M. (2007). Factors influencing secondary school students' subject-matter interests, in science: thinking styles, goal orientation, academic achievement, and gender. The Korean Journal of Educational Psychology, 21(3), 557-572.
  23. Yu, J-H. (2010). The relationship of thinking style and critical thinking disposition of secondary school students. Master's theses, Korea National University of Education.
  24. Yune, S-J., Yun, K-M. & Yoo, S-H. (2003). Differences in thinking styles of students between gifted and average students and thinking styles of teachers by characteristics. Journal of Gifted/Talented Education, 13(3), 19-44.
  25. Zhang, L. F. (2000). Are thinking styles and personality types related? Educational Psychology, 20(3), 271-283. https://doi.org/10.1080/713663742
  26. Zhang, L. F. (2001). Do styles of thinking matter among Hong Kong secondary school student?. Personality and Individual Differences, 31(3), 289-301. https://doi.org/10.1016/S0191-8869(00)00136-7
  27. Zhang, L. F. (2002). Thinking styles and modes of thinking: implications for education and research. The Journal of Psychology, 136(3), 245-261. https://doi.org/10.1080/00223980209604153
  28. Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions. The Journal of Psychology, 137(6), 517-545. https://doi.org/10.1080/00223980309600633
  29. Zhang, L. F. & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? The Journal of Psychology, 134(5), 469-489. https://doi.org/10.1080/00223980009598230

Cited by

  1. PCK에 근거한 초등학교 교사의 과학영재수업과 발명영재수업 구성과 실천의 특징 비교 vol.39, pp.3, 2014, https://doi.org/10.15267/keses.2020.39.3.338