• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.119-140
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• 2003

The purpose of this study is to examine the dispute over creativity domain at schools in Korea. In other words, this study is to examine the creativity domain among all subjects, a group of high level performance, and a group of low level performance in creativity. Based on ability-differentiation hypothesis, correlation among 4 domains, correlation between divergent thinking variables of domain-generality and 4 domains of domain-speciality, and multiple linear regression have been computed. The results are opposed to the hypothesis. The group of low level performance is related to domain-speciality. The group of high level performance, however, has relationships neither domain-generality nor domain-speciality. Instead of differentiation between domain-generality and domain-speciality, the results support the domain-complementarity.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.37-51
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• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.6 no.4
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• pp.624-631
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• 2002

In this paper, an effective digital watermarking method for copyright protection of binary image data is proposed. First a binary image is grouped into feature regions which has geometrical features and general one. The watermark for authentication is embedded in general regions in order to preserve geometrical features regions. We have used run-length code and special runs for grouping feature regions and general one. For invisibility of watermark, we have embedded the watermark considering transition sensitivity of each pixel in general regions. The proposed method is applied some binary image such as character, signature, seal, and fingerprint image to evaluate performance. By the experimental results, the proposed method preserve feature regions of original image and have higher invisibility of watermarks.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2002.05a
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• pp.177-180
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• 2002

In this paper, an effective digital watermarking method for copyright protection of binary image data is proposed. First, a binary image is grouped into feature regions which have geometrical features and general one. The watermark for authentication is embedded in general regions in order to preserve geometrical features regions. We have used run-length code and special runs for grouping feature regions and general one. For invisibility of watermark, we have embedded the watermark considering transition sensitivity of each pixel in general regions. The proposed method is applied to some binary image such as character, signature, seal, and fingerprint image to evaluate performance. By the experimental results, the proposed method preserve feature regions of original image and have higher invisibility of watermarks.

• Journal of the Korea Society of Computer and Information
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• v.19 no.1
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• pp.169-179
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• 2014

This study conducted a comparison analysis of the differences by scope between juvenile delinquents, under sentence of juvenile protective disposition, and normal middle high school boys' self-esteem and sociality; it aims to search for the correctional policy to prevent juvenile delinquency. I conducted a survey, as a sampling target, of students (84) at Daedeok Juvenile Reformatory, located in Daejeon-si, Korea, and the normal middle high school boys (230). The results of analysis showed that in the analysis of self-esteem difference, juvenile delinquents were found high in the global self-esteem and school-academic self-esteem, but the normal adolescents were found high only in the scope of family-parents self-esteem. In leadership, a subordinate scope of sociality, juvenile delinquents showed the high result, and in independence and cooperativity, normal adolescents were found high. In conclusion, as the distinction between self-esteem and sociality is different by scope, depending on the individual's characteristic and environment, it suggests that the correctional policy through the customized plan is effective at preventing delinquency.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1222-1240
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• 2012

The purpose of this study was to compare the differences of the vocational values and the career orientation of science between middle school scientifically gifted students and non-gifted students. The subjects were 85 middle school scientifically gifted students and 139 middle school non-gifted students. For this purpose, the questionnaires about vocational values and science career orientation were administered. The results of this study were as follows: First, the vocational values between two groups were significantly different in 'diversity', 'reward', 'social recognition' and 'autonomy' among all 11 domains. 'Diversity' and 'autonomy' showed the highest scores for scientifically gifted students. On the other hand, for the non-gifted students, 'reward' and 'social recognition' showed the highest scores. Second, the grand mean of the science career orientation between two groups showed significant differences. The average of scientifically gifted students was significantly higher than that of the non-gifted students in all four sub-domains. Third, the main effect of the vocational values according to gender did not exist, but there were main effects, including diversity, reward, stability, social recognition and autonomy, between two groups. There was no interaction effect between group and gender in the vocational values. Fourth, there were interaction effects between group and gender in the science career orientation. The main effects existed in four sub-domains of science career orientation. However, according to gender, the main effect existed in the sub-domain 'job preference for science' between the male students and the female students.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.741-760
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• 2011

The purpose of this study was to compare the 5 OEs of Korean gifted elementary and middle school students and non-gifted, and to find out the gender differences and level of school differences to clarify the possibility of identification instrument of giftedness based on the 5 OEs as the affective factor of giftedness. Total subjects were 270 in this study. Among them, gifted group were 74, and non-gifted group were 196. Boys were 202, and girls were 168. Elementary students were 34, middle school students were 40 within the gifted group. OEQII (Kim, 2008) were modified and used for elementary students. The result of this study were as follows. First, the level of 5 OEs of gifted students was significantly higher than non-gifted students. Second, gender differences were found. Total OEs and sensory OE and emotional OE of girls were significantly higher than boys'. Third, there were significant interaction effects among gifted and non-gifted and gender factor in total OEs and psychomotor OE and sensory OE. Fourth, there was no significantly differences of 5 OEs between elementary and middle school gifted students, which may be interpreted that OEs were consistent affective factors of giftedness. OEs were discussed as the possibility of identification instrument of giftedness.

• Journal of Science Education
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• v.41 no.1
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• pp.98-110
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• 2017

The purpose of this study is to compare the friendship expectation that gifted students perceived in the gifted class and the regular class. To this study, friendship expectation survey, which sub-domains were intimacy, ability similarity, and morality, was conducted to 121 gifted students. The results of this study were as follows: First, according to the results of comparing the friendship expectations of gifted students in the gifted class and the regular class, there were statistically significant differences in the sub-domains of intimacy and morality. But there was no significant difference in the sub-domain of ability similarity. Second, there were statistically significant differences in the some detail items of all sub-domain(intimacy, ability similarity, and morality). Based the results of this, the implications to understand the friendship of the gifted students were suggested.

• Journal of Science Education
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• v.33 no.1
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• pp.31-43
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• 2009

The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.47-69
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• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.