Analyzing Elementary Science-Gifted Students' Knowledge Generation Processes in Scientific Inquiry Performance

The purpose of this study was to analyze science-gifted students' knowledge-generation processes by analyzing students' inquiry journal. As a result, first, science-gifted students showed various knowledge-generation processes, but they were limited to inductive thinking and abductive thinking, and their thinking processes were very simple. Second, most of the knowledge-generation processes of science gifted were simple, repetitive and diagrammatic processes because of observation and empirical situation of a limited scope. And a simple and repetitive diagram was generated by a simple variable selection and design, observation in limited scope, unbiased intervention by subjective thinking, and absence of exploration or finding errors. And they showed often a logical leap of reasoning.