• Title, Summary, Keyword: Scientifically gifted

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Comparing Characteristics and Perceptions of Writing Science Poems for Scientifically-Gifted and General Elementary Students (초등 과학영재 학생과 일반 학생의 과학 동시 특성 및 과학 동시 쓰기에 대한 인식 비교)

  • Kim, Minji;Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.38 no.1
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    • pp.130-148
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    • 2019
  • This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

Characteristics of Student-Generated Analogies, Mapping Understanding, and Mapping Errors on Saturated Solution of Scientifically-Gifted and General Elementary Students (포화 용액 개념에 대해 초등 과학 영재와 일반 학생들이 만든 비유의 특성과 대응 관계 이해도 및 대응 오류)

  • Noh, Tae-Hee;Yang, Chan-Ho;Kang, Hun-Sik
    • Journal of Korean Elementary Science Education
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    • v.28 no.3
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    • pp.292-303
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    • 2009
  • In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

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An Analytic Study of Science Gifted/Talented Education Program of U.S.A. by ERIC Search (ERIC 검색을 통한 미국의 과학영재교육 프로그램 분석)

  • Hong, Sook-Hee;Kim, Sung-Won
    • 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.

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Comparison of features of mathematically gifted, scientifically gifted and common students in cognitive, affective and emotional aspects (중학교 수학영재와 과학영재 및 일반학생의 인지적.정의적.정서적 특성 비교)

  • Kim, Sun-Hee;Kim, Ki-Yeon;Lee, Chong-Hee
    • The Mathematical Education
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    • v.44 no.1
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    • pp.113-124
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    • 2005
  • In this study, we have analysed and compared the cognitive, affective, and emotional aspects of the mathematically gifted, the scientifically gifted, and common middle school students in cognitive, affective, and emotional aspects. The mathematically gifted students are proved to have better continuous/simultaneous information processing, more positive mathematical disposition, more preference to difficult tasks, and higher EQ than the common students do. On another hand, no difference is found between the mathematically gifted and the scientifically gifted students in creative problem solving ability however, the mathematically gifted have more self-confidence, more curiosity for mathematics, stronger will, and more disposition to monitor and reflect, and more efficient self-control than the scientifically gifted do. In short, the mathematically gifted are superior to common students in mostly all aspects, and better than the scientifically gifted in the affective part.

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Perceptions of Elementary School Teachers on the Use of Analogy Generation in Scientifically-gifted Education (과학영재교육에서 비유 만들기 활동의 활용에 대한 초등학교 교사들의 인식)

  • Noh, Tae-Hee;Yang, Chan-Ho;Kang, Hun-Sik
    • Journal of Korean Elementary Science Education
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    • v.30 no.1
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    • pp.22-37
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    • 2011
  • In this study, we investigated the perceptions of elementary school teachers on the use of analogy generation in scientifically-gifted education. The relationships among the perceptions and the self-perception as teacher for scientifically-gifted students were also investigated. A survey was administered to 119 elementary school teachers, and in-depth interviews with some teachers were conducted. The results revealed that the teachers had a relatively good understanding of the advantages/disadvantages of analogy generation in cognitive, affective, and learning environmental aspects. Their perceptions on the usability of analogy generation and their willingness to practice of it in scientifically-gifted education was also positive. They highly perceived on the various factors related to effective uses of it in scientifically-gifted education. Their self-perception as teacher for scientifically-gifted students was comparatively low, and significantly related with the perceptions on the advantages of it, the usability, the practical methods to use, and the various factors related to effective uses in scientifically-gifted education. Educational implications of these findings are discussed.

Teacher's Perception of Influence of Behavioral Characteristics of Scientifically-Gifted Students on General Students in Elementary School Science Classes (초등학교 과학 수업에서 과학영재 학생의 행동 특성이 일반 학생에게 미치는 영향에 대한 교사의 인식)

  • Yun, Suhjung;Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.39 no.3
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    • pp.353-368
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    • 2020
  • This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

The Differences in APM, Perfectionism, and Stress Between the Scientifically Gifted and the Regular Students (과학영재와 일반학생의 지능, 완벽주의 성향 및 스트레스)

  • Kim, So-Ah;Park, Sang-Woo
    • Journal of Gifted/Talented Education
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    • v.17 no.1
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    • pp.173-191
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    • 2007
  • The purpose of this study is to find the difference in APM. perfectionistic tendencies, and stress between the scientifically gifted and the regular students. As a result, The scientifically gifted students showed higher in APM score. The scientifically gifted students showed higher in perfectionistic tendencies but no significant differences was found. On the contrary, the regular students showed significantly higher in stress. This research analyzed the hypothesis that the gifted students would receive higher score in perfectionism and the stress.

An Analysis on the Behavioral Characteristics of the Scientifically Gifted Students (과학 영재의 행동 특성 분석)

  • Lee, Hang-Ro
    • Journal of the Korean earth science society
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    • v.32 no.3
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    • pp.294-305
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    • 2011
  • This study was to examine the differences of behavioral characteristics between scientifically gifted students and ordinary students. The subjects were 40 scientifically gifted students (27 males and 13 females) and 38 ordinary students (21 males and 17 females). The study specifically analyzed the several characteristics including logical thinking, science process skills, creativity, earth science creativity, self-directed learning, and cognitive style. The results were as follows; First, while 94.74% of scientifically gifted students reached the formal stage, only 36.36% of ordinary students reached it in logical thinking. Second, scientifically gifted students gained higher scores than ordinary students did in science process skills (average 8.11), creativity (average 8.27), earth science creativity (average 6.73), scientific attitude (average 10.79), self-directed learning (average 21.60). Third, 70% of scientifically gifted students and 60.53% of ordinary students showed to have the characteristics of field independent thinking. These results implied that the behavioral characteristics of scientifically gifted students should be included in science gifted education for the pursuit of the essential gifted education and maximization of its efficiency.

Development of an EEG Based Discriminant-Scale for Scientifically Gifted Students in Elementary School (초등학교 과학 영재아의 뇌파 기반 변별 척도 개발)

  • Kwon, Suk-Won;Kang, Min-Jung;Shin, Dong-Hoon;Kwon, Yong-Ju
    • Journal of Korean Elementary Science Education
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    • v.25 no.spc5
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    • pp.556-566
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    • 2007
  • The purpose of this study was to develop an electroencephalogram (EEG) based differential-scale for scientifically gifted students in elementary school. For this study, signals of EEG with 19 channels were recorded during the generation of our scientific hypothesis using 22 scientifically gifted students, and with 49 average students being used as the control group. IQ, TCT and knowledge generation (KG) as constructs of the scientifically gifted were administered for both the scientifically gifted and the normal, control group elementary students. A 'gifted' value was added to paper test scores of the IQ, TCT, and KG constructs in order to make a personal standardization score for the gifted students. As a dependent variable, the groups were divided by means of the standardization scores thus produced and as an autonomous variable, various EEG parameters were presented through linear analysis, nonlinear analysis, and interdependency measures of the EEG. Multiple linear regression analysis was applied successfully to explain the EEG parameters and to show the characteristics of the scientifically-gifted. The discrimination analysis was administered through the results of multiple linear regression of the EEG parameters thus produced. This study represents the foundation of the development of an EEG based discriminant-scale for scientifically gifted students in elementary school, because it will be able to faithfully discriminate between scientifically-gifted and average students. The results of this study indicates that most of the EEG parameters produced can contribute to predicting the characteristics of the scientifically-gifted in that they express the degree of mutual information and the coherence of mutuality. Accordingly, mutual connectivity which appears to originate in the brain seems to the core of discrimination.

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A Case Study on the Scientifically-Gifted Students' and Average Student's Creative Science Problem Solving Processes and Skills (과학 영재 아동과 일반 아동의 창의적 과학 문제 해결 과정에 대한 사례 연구)

  • Shim, Hye-Jin;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.25 no.spc5
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    • pp.532-547
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    • 2007
  • The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

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