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In this paper, we developed the assessment criteria of science camp activities and materials for assess-ing and distinguishing characteristics of science gifted students. For this, followed with the educationalgoals of science camp such as creative problem-solving, communication skill, self-directed learning andright understanding about science, assessment criteria of science camp materials and activities were sep-arately composed of 14 standards. These criteria could be expected to give the informations about char-acteristics of science gifted students as well as to be applied to instrument for identifying science giftedstudents.

The purpose of this study is to compare and analyze similarities and differences between the class con-text of Korea Science Academy and that of summer GERI program of Purdue in 2005. 12 students inthe Korea Science Academy, who participated in the summer GERI program, were interviewed andtheir classes were observed to analyze differences in teaching and learning for the gifted betweenKorea and USA. Concluding from these observations, the GERI program provides opportunities for stu-dents to discuss various science topics between themselves before organizing and applying science con-cepts in the curriculum. GERI teachers organize science concepts in relation to class content and this ismost probably the cause of increased motivation for learning in science classes. GERI program showsvery active interaction between teacher and student and interaction among students and students in sci-ence classes. The teacher gives clues on a regular basis to students as questions arise and create alearning environment where students find satisfaction in their accomplishments.

Active Learning is defined as a ‘process to turn new information into knowledge,’ which is possible in thecourse of participating in the development of knowledge, thinking, asking questions, and solving problems.Therefore, good class is to encourage students to take part in learning actively. As implied by the saying,“One can learn by teaching,” encouraging active learning is to help students experience learning processfor themselves. To this end, in this study, students conduct the primary pre-study through research inan effort to understand concepts related to given theme and find learning interesting. In addition, presenta-tion and experiments help them better understand natural phenomena and concepts, with a formative testfunctioning to give them feedback about what they have never known. After all, the study wasintended to help solve problems with science education, students actively take part in the class, whichmakes class more exciting, and more teachers apply the developed lesson model to their class, by meansof small group-based collaborative and experimental classes in which they can learn by teaching. Inrelation to this study, research tasks for the future are as follows: First, studies should be made on howto enhance the efficiency of the Small Group-Based Active and Cooperative Learning model developedin this study and induce change in attitude, by applying the model to gifted student. Second, it isessential to continue R&D efforts on Small Group-Based Active and Cooperative Learning, making useof integrated characteristics of four science subject, going beyond earth science.

This study focuses on examining the improvement of educational programs for the gifted. 174 programsincluding mathematics, physics, chemistry, biology, earth science and information science, were evaluatedby 130 gifted students (86basic course and 44 enrichment course gifted) of the Science Education Insti-tuter for the Gifted, Kongju National University, Korea. Instrument consists a total of 20 items on a 5-Likertscale(score range from 1 to 5). The gifted students have positive perception of teaching programs for them,but they have common level of interest and concern of some programs, and no curiosities of them. It isnecessary to develope educational programs for the gifted to considering with interest and cognitive level,curiosity and comprehension of educational topics, and interaction in discussing about and carrying out tasks.

The purpose of this study is to compare the emotional intelligence of the gifted elementary students inscience and general students. To this study, the emotional intelligence test designed by Moon(1999) wasconducted to 111 elementary gifted students and 418 students of general class. The results of this studywere as follows: First, the gifted students achieved the highest average in the sectionII (emotionalfacilitation of thinking) and in the sectionIII (understanding and analyzing emotion), while general studentsshowed the highest average in the sectionI (empathy). This presented that the gifted students were inthe higher level of meta-emotional intelligence. Second, regarding the gender of the gifted, there wasno significant difference in the gifted and general students. But the gifted boys seemed to be higherlevel than general boy students, while there was no significant difference between two groups in theemotional intelligence of female students.

The purpose of this study was to investigate elementary school teachers ‘perceptions on the Koreanscientific cultural properties, i.e., Chomseongdae and Chukugi. Participants were 39 teachers who werein the in-service program of elementary school science in 1998 and additional 31 teachers in the train-ing workshop of elementary gifted science education in 2007. The survey examined participants’ per-ceptions on the following three domains: knowledge, evaluation and teaching experience aboutChomseongdae and Chukugi. In addition, 8 teachers were randomly selected and interviewed by e-mailregrading their ideas about how to utilize the two items of scientific cultural assets in educational settings.The results of the study revealed three major findings: First, the majority of the participating teachershad a low score on the value of the scientific cultural properties. Second, the participating teachers hadlittle experience of teaching about Chomseongdae and Chukugi. The study showed that the teacherseven had little been asked by their students about the cultural relics in class. Third, most of the ele-mentary teachers had a desire to teach about the cultural properties. However, they knew little abouthow to utilize them for elementary science because of their little teaching experience and little knowl-edge about Chomseongdae and Chukugi.

This study investigated the potential for creativity development of elementary school students byproject-based task of creativity competition. The creativity competition was held to foster the creativityof the 6th grade elementary school students in Chungnam, Korea. It was found that the project task ofcreativity competition effected on the improvement of inventing creative ideas and problem solvingactivities. But, only some competitors participated in semifinal and final contests, presented original andinteresting ideas. Totally, participants with creativity competition were defective in discussion and com-munication, and presentation and listening ideas. But, attending on the process of problem solving, theyshared ideas with other peer students, and took a task cooperatively. There are more need of inquiryproject learning programs and presenting opportunities of conversion of thinking by discussing instruc-tions in school.

In this study we have investigated magneto-impedance effect of a noble micro-magnetic sensor deviceusing a glass coated soft magnetic microwire to form a LC resonator. This study was performed as a R&E(Research and Education) project for science high school students. The R&E research project consistedof a series of leveled research questions. The leveled research questions were designed in terms of studentsknowledge improvement which can be acquired by performing step by step leveled research questions.Students realized the existence of inductance even in a straight wire. Large inductance has been observedespecially in amorphous material due to its large permeability. The inductance of amorphous wire wasfound to be proportional to its length and changing as a function of external magnetic field. The Giantmagneto-impedance (GMI) has been observed at near zero magnetic field with resonance frequency of178 MHz. The phenomena were also observed repeatedly at multiple of the resonance frequency. TheGMI at near the resonance frequency can be explained in terms of standing wave of magnetic moments.It may be possible to use the GMI for the development of micro-magnetic sensor device. This projectis an successful example of a SCL(Scientific Community Laboratory) instruction model for a R&Eproject to the gifted.