• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.379-398
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• 2014

This research examined to seek managing the way of effectiveness for training through the teachers' perceptions and the current status of in-service training for the gifted in arts. Conclusions based on the results of the analysis are as follow. First, it is analyzed that about 49.4 percent of respondents do not have any experiences of in-service training related to the gifted education in arts and there are also teachers who teach with no experiences of in-service training. Moreover, it is also analyzed that in-service training is generally being conducted with revolving to basic courses and the opportunities that teachers are able to develop programs for themselves are offered insufficiently. Second, in terms of management of in-service training, it is implied that accessibility to the training site and the active promotion of program, as well as sufficient provision of information, have to be considered in advance. Third, teachers have recognition that it is important to secure the diversification of training types, professionalism of instructors and managing directors for the effectiveness of in-service training. Forth, in terms of program, teachers show that the provision of educational programs, the diversification of training contents and the differentiated opportunities for developing programs according to basic, advanced courses, which can be applied to the field of gifted education in arts are most important. Furthermore, the convenience of transportation and the amenity of training facility are said to be important elements. Therefore, we suggest that, for increasing the effectiveness of in-service training for teachers of the gifted in arts, not only differentiated in-service training model and curriculum which can be applicable to the field, but also efficient environment suitable for the characteristics of the gifted education in arts.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.907-925
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• 2011

This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.427-447
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• 2011

This research looked into the recognitions of a teacher's discernment & recommendations of gifted elementary students targeting 184 elementary school teachers in Seoul district and compared and contrasted their awareness in order to confirm whether there existed a difference in the discernment of gifted elementary students according to their awareness level of professionalism in gifted and talented education. The research results are as follows: There appeared a significant difference in teachers' recognitions level of professionalism in gifted education according to their experience relevant to a gifted elementary student. The teachers, in the process of observations & nominations of gifted elementary students, pointed out creativity, learning motive and attitude as the highest judging standard and also regard such elements as discerning criteria of gifted students. In the process of observations & nominations of gifted elementary students, it was found that teachers' recognitions of importance of discerning criteria of gifted elementary students in relation to parents or fellow teachers' recommendations appeared relatively lower than their recognitions of importance in relation to learning ability, creativity, learning motive and attitude. The research results showed that a group of teachers, who have a high recognitions level of the professionalism in gifted education in the process of observations & nominations of gifted students, perceive the realm of creativity, learning motive, and attitude as more important. This suggests the necessity of elevating teachers' awareness level of professionalism in gifted and talented education in order to discern high-quality gifted students in the process observations & nominations of gifted elementary students putting emphasis on the realm of creativity, learning motive, and attitude.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.880-889
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• 2008

Research-based professional development is essential for in-service and pre-service science teachers across the nation. The purpose of this study was to examine in-service science teachers' and pre-service teachers' perception of the training program for professional development using advanced science laboratory equipment and experiments. Science teachers (N= 43) in science high schools and pre-service science teachers (N=189) were selected as research subjects. As a result of this study, in-service teachers and pre-service teachers recognized that they lacked understanding and experience in advanced science laboratory equipment, although they perceived the importance of its use. They wanted to attend training programs during vacation if they would have the opportunity. Both groups felt that they needed to improve their ability to operate the advanced science lab equipment, preferring to practice these instruments in the training programs. In-service teachers preferred the development of teaching and learning programs for use of the advanced science laboratory equipment. However, pre-service teachers preferred using the advanced science laboratory equipment. The study gives implications for teachers' professional development.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.419-443
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• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.