Earticle

The purpose of the study is to examine the gifted children's changes of investigation skills as they hadexperienced investigation activities from an IIM program, which was developed by Cindy Nottage andVirginia Morse(2003). Based on an IIM program, the worksheets for learning investigation methodsthrough 7 steps were developed and applied to 15 children in a Grade 5 Gifted Science Class. Duringthe program, the children investigated the three topics for 6 weeks. The children's worksheets andproducts were analyzed in terms of 9 criteria for investigation skills. The results showed that children'sinvestigation skills could be enhanced according to increasing investigation experiences.

This paper suggested a scientific research based mentoring model(SRMM) for the gifted in scienceeducation. SRMM for the gifted focused on experiment-based scientific proceses in laboratory andresearch experiences of scientists. The SRMM has six phases such as introducing, exploring, planning,performing, verifying and concluding, which is final phase and includes discussing about results,presenting its implications and writing paper. The model can facilitate scientifically gifted students toconstruct scientific knowledges and comprehension of laboratory practice through concrete experimentalexperiences. It can motivate them to be able to use and extend scientific knowledges and laboratoryexperiences. Challenging tasks and feedback at the requisite stage of each phases can improveinstructional effectiveness. The educational potentials of SRMM were examined by applying to thegifted and talented students of Science Education Institute for the Gifted, Kongju National University,Korea. The educational program using SRMM was applied in biology and its topic was “The Effectsof Aqueous Extracts from Eupatorium rugosum Houtt. on Early Protein Pattern of Lettuces andRadishes”. Its application suggested that the educational program using SRMM can be effective for thescientifically gifted students.

Open-inquiry will be operated in revised curriculum enforced at 2010. But the school's preparation forit is insufficient. The purpose of this research was to analyze inquiry process, activity and type ofscience high school students that appeared in open-inquiry. For this research, we analyzed 107 inquiry-subject from 214 students of science high school, and classified them based on SAPA II by usingstudent-inquiry treatise plan, inquiry activity journal and final report. As a result of the research, thefactors of basic and integrated inquiry skills are not equally included in students' inquiry tasks. There isno notable difference of basic inquiry skills according to subject, but considerable difference ofintegrated inquiry skills is identified. Inquiry activity is classified into experiment, experiment withoutcontrolling variables and survey. Inquiry with integrated context is very rare. Based on the results ofanalyses of inquiry skill and activity, we identified four different types of open-inquiry. Implications ofenhancing open-inquiry to authentic inquiry are also discussed.

The talented in science should be given a chance to learn life-related science contents and experiencesto solve a problem meeting ahead in everyday life to have a power of creative problem solving, whichis required in modern knowledge based society. The science contents in learning should be highlyrelated to modern life, so those are to be related to advanced science and technology. In order toexamine the possibility that science contents related to advanced science and technology are used in theeducation program for the science gifted with elementary school level, we evaluated the on goingeducation program on the advanced science and technology with document-analysis, observing thelesson, and questionnaire. Each activity of the program is matched to one institute. The activity givesstudents a chance to recognize the research related to the advanced science and technology, tounderstand the role of the institute, and to do experiments simple but related to the research accordingto students' level. In order to be used as a program for the gifted, the program should be improved insome aspect; it should stimulate students' deep and creative thought, cover all advanced technology -IT(Information Technology), BT(Bio Technology), NT(Nano Technology), ST(Space Technology),ET(Environment Technology), and CT(Culture Technology), and contrive newly teaching and learningstrategy. before applying.

The purpose of this study was to examine the characteristics of nuclear education of United State ofAmerica. To fulfill the purpose of this study, I analyzed the National Science Education Standard,Curriculum of California state, Florida state and Texas state. The results were as follows: First, USAstudents were studying the nuclear energy in the earlier than Korean students. Second, USA textbookhad context-centered contents. Third, chemistry as well as physics had nuclear energy contents.

In this study, the readabilities of 6th-grade science and social studies textbooks are compared in termsof words, sentences, and paragraphs. In the word analyses, criterion suggested by Kim (2003) in whichabout 238,000 words were classified into 7 categories according to their educational importances wasadopted. In this study, the words from science and social studies textbooks were classified into fourcategories, and then the kinds and frequencies of words included in each category were investigated. Inthe sentence analyses, sentences were classified either a simple, a compound or a complex sentence,and the ratios of each type were calculated. The ratios of conjunctions and demonstratives wereexamined in the paragraph analyses. The results indicated that both the kinds and frequency of wordsin science textbook were smaller than those of social science textbook. However, the distributions ofwords across the four categories were similar regardless of science or social science textbooks. Theratio of simple sentences in science textbook was higher than that of social science textbook, thoughthe ratios of both textbooks were much lower compared to the ratio of language textbook. The ratio ofconjunctions in science textbook was lower than that of social science textbook. However, there wereno differences between the ratios of demonstratives in both textbooks.

2007 revised science curriculum includes Open-Inquiry approach to increase students' interest in scienceand build up creativity, by having students choose the topic which they are interested in and study iton their own. To contrive effective instruction strategy of Open-Inquiry, we have researched substances,scopes and recommended teaching methods in the national science curriculum. Then we have examinedthe references on the teaching and learning of open inquiry as well as pilot instruction we did forsmall scale. We suggested instruction strategy of open inquiry, planned lessons according to thestrategy, and put them into practice. We gave the test to the students about the Science-RelatedAttitudes and the Ability of Science inquiry and studied about how Science Inquiry approach hasinfluenced the students on their studies. As the results of the study, first, we found out that those whohad an experience of open inquiry showed meaningful change in the science-related attitude and theability of science inquiry. The result says that the instruction strategy shall be helpful if it is usedproperly. In addition, the strategy can be also useful in teaching gifted in science as well as generalstudents.

Genius is another Psycho-biological species differing from man, in his mental and temperamentalprocess as man differs from the ape. Defining gifted is a task fraught with difficulty ; a definitionshould give a formal and concise description of the meaning of a concept or a construct. Giftedness orthe synonyms high ability and talent can assume different meanings. My definition is : Giftedness is anindividual potential for exceptional achievement in one or more domains. Giftedness is a combinationof advanced development and creativity. Many studies and authors favoring newer conceptual definitionof giftedness acknowledge the multidimensionality of the phenomenon.