Journal of the International Gifted in Science
The Society for the International Gifted in Science
Quantitative Data Collection by Secondary Science-Gifted Students: Repeated-measures in an Air-density Lesson
This study has designed a lesson for secondary science-gifted students to estimate air density by comparing a fixed-volume container before and after depressurization, then analyzed the learners’ performance and interpretations. The lesson embodies NGSS Science and Engineering Practices such as collecting data under a range of conditions and considering limitations of data analysis and seeking to improve precision and accuracy of data. Students derived a theoretical value, measured volume, computed density, and interpreted results; evaluation criteria were drawn from post-lesson responses focusing on precision, accuracy, and uncertainty. Many students understood the theory and steps but struggled with small discrepancies in measurement and record-keeping, yielding unstable estimates. At the interpretation stage, distinctions between accuracy and precision were often unclear and justifications weak. The findings support a shift toward process-oriented, reflective evaluation that foregrounds uncertainty, precision, and accuracy, and includes repeated measurement, error diagnosis, and improvement planning.
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Educational Effects of the ASEAN+3 Science Gifted Student Camp and Teacher Workshop: A Focus on Participant Satisfaction, Program Perceptions, and Student Competency Changes
This study examined the educational effects of the 14th ASEAN+3 Science Gifted Student Camp and the 16th Teacher Workshop (2024) under the theme “The Role of Science in Responding to Natural Disasters.” Data were collected from 132 participants (95 students and 37 teachers) from 13 countries using pre- and post-surveys based on the PISA 2018 competency framework and open-ended responses, and analyzed using a mixed-methods approach. Overall satisfaction was high (students: 4.54; teachers: 4.57 out of 5), particularly regarding international networking and intercultural understanding. Key indicators, including self-efficacy and awareness of global issues, and enjoyment and motivation toward science learning, showed significant improvement (p < .05), whereas no significant changes were found in affective factors such as perspective-taking and adaptability, likely due to the limitations of a short-term program. Qualitative analysis highlighted the need for structured collaboration strategies to reduce language barriers and for a semi-structured inquiry model to enhance the feasibility of experimental design. This study provides empirical evidence for the outcomes of international science gifted education in Asia and offers implications for fostering global competencies.
Direction for Improving Science Gifted Education for Middle School Students: Based on the Analysis of Curriculum and Academic Achievement
This study used the International Junior Science Olympiad (IJSO) syllabus as an international benchmark to compare South Korea’s national science curriculum with the Korea Junior Science Olympiad (KJSO) regular curriculum and to connect curriculum gaps with achievement data from KJSO participants. The IJSO standards emphasize interdisciplinary integration, quantitative analysis, and specific inquiry/experimental skills; however, the national curriculum shows a content gap (Gap 1) in quantitative and experimental inquiry competencies, which the KJSO program addresses through enrichment and acceleration. Nevertheless, a structural gap (Gap 2) persists because the KJSO curriculum operates in fragmented disciplinary modules rather than an integrated structure. Achievement analyses indicated relatively lower performance in domains missing from the national curriculum — especially quantitative chemistry and analytical thinking in biology — suggesting that Gap 1 functions as a cognitive-load point that directly constrains student performance. These findings imply that while KJSO can bridge national curricula and international standards, targeted methodological supports at gap points and the gradual introduction of basic quantitative and analytical elements into the national curriculum are needed.
Gamification-Based Learning Management Integrated with Microscale Chemistry Experiments on Factors Affecting the Rate of Chemical Reactions to Enhance Learning Achievement and Scientific Competency of Eleventh Grade Students
This study aimed to (1) develop a learning management plan based on gamification integrated with microscale chemistry experiments in the unit Factors Affecting the Rate of Chemical Reactions for Grade 11 students, (2) examine learning achievement, and (3) assess changes in scientific competency. The study employed a one-group pretest–posttest design. The sample comprised 50 Grade 11 students from Montfort College, Chiang Mai Province, during the second semester of the 2024 academic year, selected through purposive sampling and organized into 10 heterogeneous groups for instruction. Learning activities were designed using gamification principles and microscale chemistry experiments and implemented through four lesson plans over twelve class periods. Research instruments included lesson plans, experimental kits, a performance assessment rubric, and a scientific competency assessment adapted from the PISA 2018 framework. Data were analyzed using descriptive statistics (mean, standard deviation, and percentage). A one-sample Wilcoxon signed-rank test (using the 10 groups as the unit of analysis) was used to test whether group learning achievement exceeded the 70% criterion, and the Wilcoxon signed-rank test for paired samples was used to compare students’ pre- and post-instruction scientific competency scores. The results indicated that the developed learning management plan demonstrated good to very good quality. Students achieved an average learning outcome of 87.67 percent, which was significantly higher than the 70 percent criterion (p = .001). Furthermore, students’ scientific competency improved significantly from pre- to post-instruction (p = .016), with problem- solving showing the highest post-test mean score (χ2 = 4.11, S.D. = 0.73).
APT JSO-10: A Successful Odyssey for Young Scientists
The APT JSO-10 was a physical event held in Siem Reap, Cambodia, from July 22 to 26, 2024. Organized by the Cambodian Ministry of Industry, Science, Technology, and Innovation, in partnership with the ASEAN Center for Gifted Studies (ACGS) and supported by ASEAN, the event brought together a diverse group of young minds. A total of 194 participants, including 92 female students, attended the event. The participants were divided into mixed-nationality groups, with two groups per country (except for ASEAN Plus Three country and Cambodia, which had three and four groups each, respectively). This diverse composition fostered cross-cultural exchange and enriched the learning experience. The theme of APT JSO-10 was "Racing Up Against Climate Change" reflecting the global urgency to address environmental challenges. The event aligned with several Sustainable Development Goals (SDGs), demonstrating its commitment to addressing pressing issues. The primary objective of the event was to enrich the scientific, technological, and innovative solutions for climate change and sustainable development among junior scientists from ASEAN member states and advanced countries. By providing a platform for collaboration and knowledge sharing, APT JSO-10 aimed to equip these young minds with the tools they need to become future leaders in the field of science and technology.
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Analysis of Global Competence of Gifted Students in Science in the ASEAN+3 Region
The ASEAN Plus Three Junior Science Odyssey (APT JSO) brings together gifted middle school students to tackle global challenges such as climate change. Over one week, participants collaborate in international teams to analyze environmental issues and present their findings. This study evaluates changes in Global Competence and Attitudes Toward Science before and after the program using a mixed-methods approach. Pre- and post-program surveys revealed statistically significant improvements (p < 0.05) in Global Competence, particularly in self-efficacy on global issues, perspective-taking, adaptability, intercultural awareness, and environmental awareness. However, the program had a limited effect on participants’ attitudes toward science. The findings highlight the importance of integrating cross-cultural collaboration into STEM education and provide recommendations for further enhancing global competency development in gifted science programs.
Enhancing Renewable Energy Education Through Practical Applications in Grade-12 Physics: A Case Study in Myanmar
This study investigates the effectiveness of using the Science Davinci Box toolkit to enhance the teaching and learning of solar energy concepts in Grade-12 Physics classes in Myanmar. Addressing the educational challenges of limited resources, outdated curricula, and a lack of trained educators, the intervention aimed to bridge the gap between theoretical knowledge and practical applications through hands-on, experiential learning. Utilizing a mixed-methods approach, quantitative data were collected through pre- and post-intervention assessments, while qualitative insights were gathered from student interviews, focus group discussions, and classroom observations. The results revealed a statistically significant improvement in students' knowledge, with mean test scores increasing from 55% to 78% (p < 0.01). Additionally, the intervention fostered critical thinking, problem-solving skills, and increased student engagement with renewable energy topics. However, challenges related to technical difficulties, time constraints, and teacher readiness were identified. The findings underscore the potential of educational toolkits in enhancing renewable energy education in resource-limited settings and provide valuable implications for curriculum reform and teacher training programs in Myanmar.
The Effect of the Artificial Intelligence Convergence Education Program on Scientific Creativity in the 'Animal Life' Unit
The purpose of this study is to find out how convergence education programs using artificial intelligence affect students' scientific creativity. For this study, 15 convergence education programs were developed in accordance with the flow of STEAM's learning reference framework, centering on the 3rd grade science "Animal Life" unit using artificial intelligence. This study was conducted on the students of the research group (n=26) to which the program was applied and the comparative group (n=25) to which the textbook-oriented general classes were applied, and the main results of this study are as follows. As a result of applying the artificial intelligence convergence program, it was found that overall scientific creativity was improved. Among the sub-areas of scientific creativity, it was found to be effective in real, individual, and social areas. Students participated in the program, internalized the knowledge learned by making a book about the animals they chose using the Book Creator tool, and experienced understanding the characteristics of artificial intelligence and learning principles of artificial intelligence by playing board games and games using platforms. Subsequently, by fusing the knowledge learned the previous time, they created an animal classification model and designed animal robots, which is thought to have affected the improvement of scientific creativity.
A Trend Analysis of the Chemistry Test Problems Based on the Revised Syllabus of the International Junior Science Olympiad.
In this study, the trend of chemistry test problems was analyzed based on the revised syllabus of the International Junior Science Olympiad (IJSO). Multiple-choice, theoretical, and experimental problems were classified by topics and concepts based on the revised IJSO syllabus, and new types of problems. As a result of the study, the multiple-choice problems evenly included various topics and concepts from the syllabus, while the theoretical problems had a high proportion of topics related to interactions. The ratio of experimental problems was in the order of general science skills, interaction, mathematics skills, and practical skills. After the syllabus revision, new types of problems were introduced, including precipitation reactions, solubility equilibrium, nuclear chemistry, and spectrophotometry. In addition, there were new theoretical problems integrating various concepts. The educational implications of this were discussed in the context of science education for the gifted.
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Analysis of the 2023 International Junior Science Olympiad (IJSO) Biological Field Questions
This study analyzed the biology questions of the 2023 International Junior Science Olympiad (IJSO) by content area and question type, evaluating students' misresponse rates and problem-solving abilities. The analysis revealed that knowledge-type questions were somewhat more frequently posed, with a particular emphasis on the structure and function of animals in the theory questions. The high accuracy rates in reasoning-type questions reflect positive changes in the educational curriculum. However, relatively low accuracy rates were recorded for questions related to ecology and basic knowledge of animal tissues, which were identified as not being sufficiently covered in the national curriculum. Consequently, there is a need to strengthen education in ecology and provide systematic instruction in basic knowledge. Additionally, to achieve high scores in experimental questions, enhancement of various experimental approach skills is necessary. The findings of this study are expected to contribute to understanding international trends in biology education and to devising effective educational strategies.
International Junior Science Olympiad (IJSO)
International Secondary Science Olympiad(IJSO) Participants' Awareness of Science Learning, and Career
This study conducted in-depth interviews with six Korean middle school science-gifted students who participated in the International Junior Science Olympiad (IJSO) to qualitatively analyze their experiences and perceptions of the IJSO and their career paths. The results showed that participation in the IJSO increased students' interest and enthusiasm for science in general and specific areas, positively influencing their decision to attend a science school or pursue a career in science and engineering. Participation in the IJSO also helped them develop their communication skills across language and cultural differences and enhanced their learning by applying book knowledge in the field. While students appreciated that the national curriculum of the Korea Junior Science Olympiad (KJSO) pursues a balance between theoretical and experimental education, they raised the need to improve learning assessment in some subjects and provide personalized feedback that considers individual levels. The experience of winning awards at international competitions gave students a sense of accomplishment and confidence and gave them leadership to encourage and advise their juniors. These findings suggest that the IJSO curriculum should be improved, and mentoring opportunities should be provided for students who have participated in the IJSO to internalize the system of identifying and nurturing science talents. Furthermore, continuous review and improvement of policies and programs, as well as communication and cooperation among relevant actors, are required to improve performance at the international science olympiads.
Analysis of Students' Problem Solving for The Physics MCQ and Theory Problems of The 20th International Junior Science Olympiad(IJSO)
The International Junior Science Olympiad (IJSO) is a competition where students under the age of 15, selected six per country, compete in their scientific abilities and promote international friendship through solving multiple-choice and descriptive theoretical questions, as well as experimental tasks in physics, chemistry, and life sciences. Analyzing the questions of the Science Olympiad competition and the answers of the student delegation can provide insights into the international trends in science and gifted education, and identify the weaknesses of Korean students in the science learning process, which can help set future educational directions. This study aims to analyze the theoretical questions in physics and the answers of the South Korean delegation students presented at the 20th Junior Science Olympiad held in Bangkok, Thailand, in December 2023, and conduct interviews with each student about their problem-solving process to make suggestions related to the education of gifted students in physics.
Analysis of the Open Inquiry Activities Theme Selected by Scientifically Gifted Elementary School Students
The purpose of this study is to explore the trends of students¡¯ preferred themes through the analysis of the open inquiry activities theme, and find out what role teachers should play in the exploratory phase for students¡¯ successful inquiry activities. For this study, scientific research notes submitted by scientifically gifted elementary school students were investigated. The theme selected by the students were analyzed based on type, the purpose of exploration, and the suitability of open inquiry activity.
scientifically gifted elementary school students
tendency of the students¡¯ selected themes
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Philosophical Investigations of Convergence in the Era of the Fourth Industrial Revolution
In these days, rapid social changes are receiving much attention to the public caused by emerging technologies such as artificial intelligence, big data and virtual reality. The grand shift by the fourth industrial revolution brings about the growing demand on the facilitation of prospective industries and research fields and highlights the significance of combining science, engineering and arts with the use of up-to-date technologies in the educational context. Thus, this study discusses the meaning of convergence in the contemporary times and implications for convergence-based education for the gifted in science.
Comparative Analysis on The Chemistry Test Problems of International Junior Science Olympiad(IJSO) and Korea Junior Science Olympiad(KJSO)
In this study, the chemistry test problems of the International Junior Science Olympiad (IJSO) and Korea Junior Science Olympiad (KJSO) were comparatively analyzed. After the chemistry test problems were classified according to the syllabus of IJSO and the curriculum of KJSO, respectively, the relevances of the problems offered by IJSO and KJSO were examined. While both IJSO and KJSO problems deal with chemical reaction and stoichiometry in large proportion, gas properties and atomic structure, as well as periodicity were also emphasized in KJSO problems. Generally, KJSO problems showed high connectivity with IJSO syllabus although certain problems based on IJSO syllabus were not well linked to the KJSO curriculum. In some cases, IJSO and KJSO differently offered detail educational content for the same subject. The educational implications of this were discussed.
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Comparison of the International Junior Science Olympiad Syllabus and ¡®Motion and Energy¡¯ Part of the 2015 Revised Science Curriculum
The purpose of this study is to draw implication for the next curriculum by comparing the content elements of the syllabus of the International Junior Science Olympiad(IJSO) and the 'Motion and Energy' part of the 2015 revised science curriculum. For comparison, first of all, elements belonging to the ¡®motion and energy¡¯ part were extracted from the syllabus of the International Junior Science Olympiad, and the extracted elements were classified based on the core concepts presented in Physics 1 and 2 of the 2015 revised curriculum. Using the classified table, I quantitatively analyzed content elements that were consistent with the content elements of the 'Motion and Energy' part. Also, from the 2019 IJSO MCQ(Multiple Choice Questions), questions related to the ¡®motion and energy¡¯ part were selected and the content elements of the curriculum necessary to solve each question were analyzed. The results of the study were as follows. First, it is difficult to prepare for the IJSO competition with the curriculum up to the 3rd grade of middle school in Korea. Second, some of the content elements of IJSO are not covered by the Korean curriculum, and there were also content elements that were excluded when the 2009 revised curriculum was revised to the 2015 revised curriculum. Third, in the case of integrated science, the proportion of content elements consistent with the IJSO syllabus was very small, about 5.8%. Fourth, as a result of analyzing the previous questions from the 2019 MCQ, compared to the 2015 revised curriculum, most of them required Physics 2 or higher learning.
the syllabus of the International Junior Science Olympiad(IJSO)
Analysis of the 15th International Secondary Science Olympiad (IJSO2018) questions and answers from representative Korean students - Focusing on physics theory exam questions -
The purpose of this study is to analyze the characteristics of Korean students participating in the 15th International Junior Science Olympiad (IJSO2018) in the process of solving physical problems, and to derive implications for education in Korea based on this. The content of the physics questions of the IJSO2018 theory test was analyzed and compared with the curriculum in Korea, and the answers of Korean representative students were analyzed based on the factors that received deductions. As a result of the study, it was found that Korean students tend to memorize and use formulas related to physical phenomena mechanically in the process of solving problems, and tend to be somewhat impatient in trying to solve questions. In addition, compared to other countries, Korea lacks education on significant figures, and it was found that the amount and level of science learning content for each grade covered in Korea's curriculum did not reach the international level.
Analysis by Type of Questions Generated by Elementary Science-gifted Students through Science Reading Activity
The purpose of this study is to analyze the questions generated by science-gifted students in the course of science reading to find out the types and characteristics of the questions in order to prepare effective teaching plans for science-gifted students. To this end, elementary science-gifted students affiliated with universities in Seoul were asked to generate questions by dividing the types of questions after reading science into three types (convergent questions, productive questions, and evaluative questions). After grasping the detailed types of questions for each type, we examined whether differences in question types occurred even for science books with different subjects. As a result, various levels and types of questions appeared in the convergent question, productive question, and evaluative question. Also, the detailed types and frequencies of questions differed depending on the subject of the science book. The results of this study suggest that elementary science-gifted students form questions that cause various levels of thinking in the science reading process, and will serve as the basis for improving and developing reading instruction plans for effective science reading education in the future.
Comparative Analysis on the Biology Test Problems of International Junior Science Olympiad(IJSO) and Korea Junior Science Olympiad(KJSO)
In this study, biology test problems of International Junior Science Olympiad(IJSO) and Korea Junior Science Olympiad(KJSO) were comparatively analyzed. After biology test problems were classified according to the syllabus of IJSO and the curriculum of KJSO, respectively, the relevances of the problems offered by IJSO and KJSO were examined. While IJSO problems dealt structure and function of animal in large proportion, KJSO problems dealt cell biology in large proportion. Generally, KJSO biology problems showed high connectivity with IJSO syllabus.
An Analysis on the current status and the improvement of International Science Olympiad Program: Focusing on participant perception survey
The purpose of this study is to understand the current status and difficulties of International Science Olympiad programs and find a way to improve their difficulties. For this, we surveyed a total of 36 participants including teachers, students, and educators who participated in an international olympiad competition. As a result, first, in the current International Science Olympiad program, the participant students had a large burden on both participating in the competition and preparing for college examination. The experts were concerned that the decline in the number and competency of the contest participants would not only result in a decrease in awards, but also would disrupt the development of human resources in a field of basic science from a long-term perspective. In terms of teaching and business management activities, it was reported that administrative and financial support and manpower support were insufficient compared to the increasing social demand for the Olympiad. Second, in order to improve these difficulties, it needs to diversify the participant students and the ways to mange the programs, to strengthen the incentives for participant students in the science and engineering field, and in particular to improve the career program. Finally, we discussed the future direction of the International Science Olympiad program and the implications for gifted education.
Comparative Analysis on the Physics Test Problems of International Junior Science Olympiad(IJSO) and Korea Junior Science Olympiad(KJSO)
In this study, the physics test problems of the International Junior Science Olympiad(IJSO) and Korea Junior Science Olympiad(KJSO) were comparatively analyzed. After classifying the questions of IJSO and KJSO according to the curriculum of KJSO, we compared the content elements and identified releveances of the problems offered by IJSO and KJSO. Compared to IJSO, KJSO tends to be evenly presented in all areas, but both IJSO and KJSO had a high percentage of questions in the field of mechanics, and they value the ability to interpret and analyze the rectilinear movements of objects, including fluids. Overall, the part of questions for IJSO and KJSO is very similar, but since there are no questions for the part of rotation in IJSO, it is necessary to change the proportion of questions considering them in KJSO. Since KJSO's curriculum is more detailed than IJSO's syllabus, it seems desirable to supplement the deficiencies based on the current curriculum.
International Junior Science Olympiad(IJSO)
Comparison of the International Junior Science Olympiad Syllabus and the 2015 Revised Science and Curriculum in Korea - Focus on Biology -
The purpose of this study is to present the basic content area for preparing Olympiad by comparing the content elements related to the biology area of ? the IJSO with the syllabus of the 2015 revised science curriculum of Korea. The research method is to extract the content elements of biological contents from the syllabus of the IJSO, and to compare the related contents with the contents elements presented in the ¡®Science¡¯ subject curriculum of the 2015 revised science curriculum of Korea. The method of comparison is based on a three-step assessment of ¡®very relevant¡¯, ¡®relevant¡¯, and ¡®somewhat relevant¡¯. The results of this analysis are as follows. First, the content elements dealt with in Korean middle school science are not learned much of the contents suggested by IJSO or the depth of the content to be studied is insufficient. Second, in the sub-area, there are a lot of areas where learning is very lacking in the Korean curriculum compared to IJSO¡¯s syllabus. Third, in order to prepare for the International Secondary Science Olympiad, most contents can be covered by extending the content elements to those covered by high school ¡®Life Science¡¯. Fourth, even though the contents of IJSO and Korea's curriculum are the same, there are very different competences in terms of the tendency of the questions and the methods of the questions. Fifth, in the learning of the KJSO Delegation, first of all, the contents of the curriculum of the ¡®Life Science¡¯ level and the contents required by the IJSO are added to the curriculum that is missing from the Korean curriculum. You need to get it done. Sixth, the contents of the integrated domain that are not bound to the curriculum should be reflected in the entire curriculum at the national level, so that learning opportunities should be provided in detail.
A Case Analysis of Operating International Science Olympiads
This study investigated the features of operations and evaluation of the International Science Olympiads based on case analysis. For this, we analyzed the cases of the International Physics Olympiad, International Chemistry Olympiad, International Biological Olympiad, and International Earth Science Olympiad from three perspectives: their aims, the directions of operation and evaluation. As a result, firstly, the main aims of the International Science Olympiads can be summarized as follows: discovering the talented and gifted students in science areas, fostering students¡¯ development and interests, expanding the networking between the students and experts in each field, and sharing educational approaches of the participant countries. In terms of the evaluation direction, the competitions have tried to reflect the nature of each discipline, especially the process of scientific practice and to evaluate the students¡¯ understanding and creativity, rather than their memorizing and technical skills. Lastly, as for the direction of operations, each competition built its fair system, cared for students¡¯ physical and psychological stability, and provided opportunities for students to participate as members of the academic community beyond personal growth. Based on these results, educational implications were discussed for the Olympiad competitions and gifted education in Korea.
Analysis of the 2019 International Junior Science Olympiad(IJSO) Biological Field Questions
In this study, multiple-choice and theoretical test questions presented at the International Junior Science Olympiade (IJSO) in 2019 were analyzed based on the behavior area (problem type) and content area (evaluation content element). We also analyzed the causes of the students' incorrect answers in multiple choice, theory, and experimental tests. In the multiple-choice questions, the proportion of knowledge area was lower and application area was higher compared to the previous decade. In the theoretical question, the ratio of knowledge area and reasoning area increased. In the content area, the proportion of ecology has increased, and the fields of heredity, evolution, and plant structure and function have been greatly reduced. Lack of knowledge was the leading cause of incorrect choices across multiple choice and theoretical questions, and the lack of reasoning ability was the second largest. The experimental tests were not difficult and the students performed well, but they were not faithful to the basics, such as not following the questions or missing basic pictures and signs.
International Junior Science Olympiade(IJSO)
Exploring Effective Teaching Strategies through Learning Characteristic Analysis of Science Gifted Elementary School Student¡¯s on Computer Based Experiment Instruction
The purpose of this research is to analyze the learning characteristics of elementary science gifted students in computer based science experiment(CBE) class and explore teaching and learning strategies that can effectively represent the advantages of computer based science experiment(CBE). In the research, CBE lesson with 4 classes were given to the eight elementary school students attending the Science Gifted Institute affiliated with the university. At the end of the class, the learning characteristics of students that appeared in relation to the advantages of CBE mentioned in the preceding study were analyzed qualitatively. As a result, it was confirmed that students performed less monitoring of experiment conditions, more frequent result prediction and graph-making activities in accordance with the teacher's assignment. And it was confirmed that the frequency of students' discourse decreases in classes where teachers' explanation time is long or relying heavily on textbooks. The effective teaching and learning strategies explored in research are as follows. First, the time to observation of laboratory instruments and share the results of other groups should be secured as much as possible and autonomy should be given to organizing experiments. Second, presenting appropriate tasks and intervening in student activities. for graph processing, feedback and discussion. Third, the teacher's explanation and guidance should be replaced with discussion and experiment result sharing time so that students have various observational opportunities and opportunities to interpret experimental results.
Analysis of the International Junior Science Olympiad(IJSO) Chemistry Experiment Questions
In this study, the chemistry experiment questions for the 11 years of the International Junior Science Olympiad(IJSO) were analyzed based on trend, knowledge and inquiry elements. The topic of chemistry experiment had a high proportion of quantitative analyses such as acid-base titration and oxidation- reduction titration, and separation of the mixture also had a certain percentage. The chemistry experiment question is characterized by obtaining the measurement by experimenting in accordance with experimental procedures, and then calculating the mass of material using stoichiometry. Chemistry experiment questions include inquiry elements, such as data collection, processing, and interpretation, along with scientific knowledge and methods of inquiry at the level of middle and high schools. Data collection evaluates the selection and use of measurement tools, and data processing organizes data into tables and evaluates measurement accuracy and precision. The data interpretation had a high percentage of the questions in the form of comparing and explaining the results of the experiment. The educational implications are discussed.
Tasks of Science Education for the Gifted through the Analysis of International Young Physicists¡¯ Tournament (IYPT)
This study introduces the international young physicists¡¯ tournament (IYPT), which is one of the biggest competitions for the science gifted, and gives implications for gifted education in Korea. Thus, this study provides a brief summary of KYPT(domestic competition) and IYPT with historical backgrounds and shares problems of Korean gifted students with a focus on three stages: report, opposition and review. In terms of the report, students tend to rely on theories found in the previous studies rather than to focus on observing actual phenomena. When they face anomalous situation between theoretical and experimental data, they are inclined to calibrate experimental data, rather than revising the hypotheses. In the opposition, students do not put much attention to experimental results and concentrate on theoretical debates. In the review, they do not have practical advice to solve the fallacies of the given reports even though they provide many parameters influencing the results of the research. Such problems may be linked to insufficient learning opportunities about empiricism and evidence-based reasoning, and thus this study suggests several ways to solve these problems.
The Development of Assessment Tool for Creative Problem Solving using Science Book Report
The purpose of this study is to explore relationship of Creative Problem Solving and science book report, and develop a new assessment tool for Creative Problem Solving. For this purpose, we analyzed the process of creative problem solving using created questions in science book reports reported by gifted elementary school students, and made assessment standards. The developed assessment tool based on the created questions in the science book report on ¡¸E=mc©÷¡¹ by 30 students attending Seoul National University of Education Gifted Education Center is focused on the five creative problem solving components (Motivation, General knowledge, Divergent thinking, Domain-specific knowledge, Critical thinking). The positive effects of new assessment tool are to complement the previous result evaluation¡¯s fragmented knowledge measurement, and to check students¡¯ real creative problem solving process. This assessment tool will be indicator of figuring out current students¡¯ creative solving problem abilities, and which teaching methods is more effective.
Analysis of Students' Problem Solving for The Physics Theory Problems of The 16th International Junior Science Olympiad
The purpose of this study was to analyze the 16th International Junior Science Olympiad (IJSO) physics theory problems and students' problem solving. The item analysis focused on the main concepts required in the problem and compared with the Korean curriculum. The problem solving of students was analyzed focusing on the difficulties of students appearing in solving each problem. The results were as follows. First, the 16th IJSO physics theory problems include the concepts of the Korea's physics I and II curriculum. Second, in the case of problem situations that are not frequently encountered, students use arbitrary interpretations to ignore the main effects or modify the problem situations. Third, some students lacked the ability to read graphs. Fourth, some students did not know the SI unit prefix or made small computational mistakes.
16th International Junior Science Olympiad
Exploring the Question Types of Elementary School Gifted Students¡¯ Science Book Report
The purpose of this study was to explore the question types of reading process in science reading instruction, and find effective education direction. For this purpose, elementary school gifted students¡¯ science book reports were analyzed in focusing questions. 60 students in Seoul National University of Education Gifted Education Center submitted the book reports after reading science books. Researchers selected 2 books and 120 book reports which were the most read. In the format of book report, students make questions about the book, and the questions were categorized in 3 types (convergent question, productive question, evaluative question). Also the book reports were evaluated in 4 criteria (contents understanding, depth of thinking, logicality, creativity), and divided in good, average, poor. As a result, productive questions were the most and it was the same result in the group of good, average, poor. Moreover, the higher score group in evaluating the book reports, the more ratio of productive question. In contrast, the lower score group in evaluating the book reports, the less ratio of productive question. It shows that the question types are related to students¡¯ science abilities, and will be base to improve making better questions and develop effective reading education.
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