This study aimed to develop a standardized curriculum for the science-mathematics convergence in elementary gifted education, with the goal of enhancing students’ convergent thinking and creative problem-solving abilities. To achieve this, the core competencies and key concepts in mathematics and science were analyzed, and expert opinions were collected to derive convergence-specific competencies suitable for elementary gifted learners. A mixed methods approach was employed, including literature review, expert surveys, and consultation meetings. The literature analysis examined the content structures of the mathematics and science curricula, while the survey assessed the validity and agreement levels of core competencies across three domains. Subsequent research team discussions and expert consultations through interim and final reporting sessions were used to validate the appropriateness and practical applicability of the proposed learning standards, achievement levels, and annual curriculum structure. As a result, six core competencies were identified: mathematical reasoning, scientific inquiry, creative thinking, science-mathematics problem solving, science-mathematics decision-making, and information processing. Based on these, key concepts, achievement standards, and achievement levels were established for each subdomain. The annual curriculum was structured around four areas: general competencies (10%), mathematics (30%), science (30%), and science-mathematics convergence (30%), and designed as a project-based, AI- and STEAM-integrated convergence program. This study presents a practical curriculum model that integrates mathematics and science in elementary gifted education. The proposed framework provides foundational guidance for future convergence education and instructional design, while the achievement standards and programs are expected to enhance applicability and scalability in educational settings.
Park et al. (Sun,) studied this question.
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