Effect that prior knowledge about research subject gets primary grade science brilliant intellect's observation method and question

Lim, Jae-Keun

doi:10.21796/jse.2010.34.1.105

journalofscienceeducation

2010

DOI: 10.21796/jse.2010.34.1.105

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Effect that prior knowledge about research subject gets primary grade science brilliant intellect's observation method and question

Jae-Keun Lim¹

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Cited by 4 publications

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An Analysis of the Patterns of Scientific Questions Generation among Elementary Science-Gifted and General Students

Eom¹,

Kil-Jae

2015

Journal of The Korean Association For Science Education

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This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns:

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An Analysis of the Patterns of Scientific Questions Generation among Elementary Science-Gifted and General Students

Eom¹,

Kil-Jae

2015

Journal of The Korean Association For Science Education

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

Lee¹,

Kang²

2015

Journal of The Korean Association For Science Education

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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.

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Comparative Analysis of Eye Movement on Performing Biology Classification Task between the Scientifically Gifted and General Elementary Students

Jeon¹,

Shin²

2015

Elementary Science Education

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The purpose of this study was to identify the differences in eye movement pattern shown in shown in classification process between the scientifically gifted and general students in elementary schools. The subjects for the research consisted of 16 gifted students in special education center for the gifted at Seoul National University of Education and 22 general students at G elementary schools. The tasks consisted of four hierarchical biology classification tasks and one non-hierarchical tasks. SMI's Eye Tracker (iView X TM RED) was used to collect eye movement data while the Begaze software analyzed the task performing process and eye movements. The findings of this study were twofold. First, there was a significant difference in students' fixation duration by students' academic achievement level. Gifted students spent little time on scanning details and found the features successfully. Second, the process of the classification is different by students' academic achievement. General students spent more time to gaze the salient features not relevant features. They had a difficulty to find the element to classify.

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Effect that prior knowledge about research subject gets primary grade science brilliant intellect's observation method and question

Cited by 4 publications

References 0 publications

An Analysis of the Patterns of Scientific Questions Generation among Elementary Science-Gifted and General Students

An Analysis of the Patterns of Scientific Questions Generation among Elementary Science-Gifted and General Students

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

Comparative Analysis of Eye Movement on Performing Biology Classification Task between the Scientifically Gifted and General Elementary Students

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