In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students’ needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

Abstract
Introduction
Methods
    Research participants
    PES survey tools and analysis methods
    In-depth interview with science-gifted tutors
Results and Discussion
    Comparison of PES of science gifted studentsand general students
    Ways to apply the characteristics of sciencegifted classes to general science classes
Conclusion
References

• Taehee Kim(Ga-rak highschool)
• Youngsun Kwak(Department of Earth Science Education, Korea National University of Education) Corresponding author
• Won-Mi Park(Seongnam girls’ highschool)