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In this research, we compared middle and high school science-gifted students with general students inmorality using DIT (Defining Issues Test) developed by Rest and translated by Moon, which is basedon Kohlberg’s moral development theory. First of all, P (%) score which means moral judgement wascompared. And then, the scores at each stage of morality development were compared and analyzed.Also, the tendency of moral development between middle and high school science-gifted students wasanalyzed. The results showed that P (%) score for the science-gifted students was significantly higherthan that for the general students. This result coincides with the view of cognitive development theorythat the more cognitively developed person shows higher development stage response. And science-gifted students' score of 5B stage in morality development was significantly higher than that of gen-eral students. Science-gifted students were more highly distributed at the upper level being classified byP (%) score in moral judgement test. But, by the crosstab analysis, it revealed that this distribution dif-ference was not statistically significant. There were no significant differences in moral judgement score,in score of each stage in morality development and in three classes' score distribution between middleand high school science-gifted students.

Many experiment activity materials are developed by various science teachers associations. Howeverthose materials are used in the school education or in the teacher education without checking rele-vancy of the materials to the science class. This study aims to develop the experiment activity materi-als which reinforce hands-on activity, to apply the materials to in-service education program, and toexamine the field relevance of the materials. Among the physics experiment activity materials devel-oped by a science teachers association, 7 experiments were selected and modified to improve the con-cept, inquiry and science attitude. The developed materials were applied to in-service educationprogram. As the results, we could identify the strength and weakness of developed hands-on activitymaterials and check the field relevance of the materials.

This study was to investigate the relevance of assigned-hours in science subjects resulted from itsreduction in the reform of 7th educational curriculum through the point of view by representatives insociety. The number of 268 from the group of natural science, engineering, language arts, education,and CEO participated in this study. Data were collected through the survey and structured interviews.The results included the followings; (1) Participants responded that science education itself is not per-ceived at present as influential factor on producing and training of the skilled in science for the devel-opment of future-knowledge-based society, while science itself is perceived as influential one;(2)However, participants agreed that the promotion of science education at K-12 must be strengthened forthe highly developed scientific-technology society; (3) To meet this goal of the promotion of scienceeducation, participants indicated that the reduction of assigned-hours in science subjects at K-12 gradesthrough the 7th educational curriculum is fatal in that students do not have enough chances to learnscientific knowledge, inquiry skills, attitude for science, and the relationship of science-technology-soci-ety. On the basis of this result, it is implied that science must be considered as core subject which90% of participants agreed to and on which reformers could consider the relationship between thedevelopment of this country and science education, to increase the assigned-hours in science subjectsfor the emphasis of scientific literacy, which is the main goal of science education.

The purpose of this study is to analyze the differences of personality types of the science andmathematics gifted and general students. To this study, Murphy-Meisgeier Type Indicator for Children(MMTIC) conducted to the elementary gifted of Institute for Science Gifted Education and 5~6thgeneral elementary students in Korea. The results of the study as follows. In comparison of the giftedand general students, Intuition, Thinking, Perceiving of the gifted were higher than those of the generalstudents in four personality dimensions. Intuition-Thinking was relatively widespread in temper andfunction among the gifted than general students. Comparing personality types of the science andmathematics gifted students, there was no significant difference in four personality dimensions, temperand function. The result showed that gifted students in science had more Perceiving, and relativelyhigher Sensing-Perceiving and Intuition-Thinking than gifted students in mathematics, whereas giftedstudents in mathematics had high Sensing-Judging and Sensing-Feeling.

In this research, we have focused on the tendency of researches on the education of gifted-in-science. For this concern, it has been performed to filter, according to the classification standard, thenumber of research papers from papers on academic magazines during the period from the early 1990to November 11th 2007. While there were a lot of related papers in the early 1990 when it was thebeginning period of time to perform the researches on the education of gifted-in-science, there has beena tendency of decreasing the number of researches. In addition, it is also revealed that the researcheswere much skewed to the education of gifted-in-science and its educational course work. Under thedeep consideration on the environment that the interest on the education of gifted-in-science has beenincreased and that the education has been performed widely, more various and more in-depth studiesshould be made such as the educational method which can match the unique characteristic of eachgifted-in-science, the research on defined characteristic related with the gifted-in-science’s attitude, andthe ideal attitude of teachers toward the gifted-in-science according to the analysis of the interactionbetween teachers and students.

The purpose of this study was to explore two preservice teachers' beliefs and practices about teachingand learning science in the classroom, real teaching contexts. Data were collected through survey,questionnaire, interviews, and class observations with fieldnotes for triangulation. Preservice teachers'belief system consisted of two domains; one was the foundational and very common domain and theother was specific one depending on personal experience and interest. About belief change during fieldexperience, participants did not display critical change during field experience. The relationship betweenbeliefs and practices displayed by participants were consistent and inconsistent depending on teachingcontext. Finally, mentor teachers' influence on preservice teachers was identified as critical one inpreservice teachers’ forming beliefs. Implication was possible in teacher education in that preserviceteachers are necessary to have opportunities to reflect on their beliefs and practices in the real contextof teaching long enough, such as field experience, so that they have enough time to form and structurebeliefs about teaching and learning science firmly.

The purpose of this study is to analyze scientific research-based mentoring programs(Research &Education, R&E) for the scientifically gifted students. Research&Education programs were applied forscience high school students, and university professors teach them in biological laboratory ofuniversities. 46 R&E programs, which performed from 2003 to 2005, were analyzed by biologicaldivision, experimental method and tool. Topics related to genetics were the most of them, whereasthere were none of topics related to animal and plant morphology and taxonomy. Most of experimentalmethods used in Research&Education programs were DNA works, and there were the mostexperimental tools for DNA works. The results suggested that it be necessary to provide forscientifically gifted students with opportunities by having experience of various topics, and experimentalmethods and tools. Various academic experiences motivate and facilitate them to understand biologicalproperties.

The purpose of this article is to analyze the National Contest of Korean Students Scientific Inventionmanaged by the National Science Museum during from 1979 to 2007. We are investigated total 350reports, which were sampled by 1st, 6th, 11th, 16th, 21th, 26th and 29th National Contest winners whowere acquired above silver medal. The conclusions of our study are as follows. Firstly, according tothe fact of numbers of contest winners, there is no relation to provincial population. Especially,Chungcheongnam-do Province was get a high score comparison to it's population. Secondly, a lot ofstudent's inventions are derived from household utensils, because students were deeply considered toconvenience when they had thought and invented something for contest. Thirdly, teachers were themost helpful mentors to students when they were invented and produced the inventions. Thus we mustconsider about teacher's influence to improve the National Students Science Invention Contest. Lastly,school subjects which were more related to students' inventions were technology and science inelementary and secondary school curriculum.