• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.101-122
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• 2006

In this study, selecting process for scientifically gifted students was investigated and analyzed to science education institute for the gifted in university and was compared with foreign education institute for the gifted. The number of science education institute for the gifted was unequality located to the regions, comparing with the ratio of students. Therefore it is necessary for balancing location of science education institute for the gifted according to the ratio of students to let various students have the gifted education. Comparing with the ratio of gifted students between elementary school students and middle school students, the shape of ratios seems to be a inversed-pyramid. It is necessary to select students with the shape of the pyramid, supporting them to be educated, systematically and officially. The gifted students were selected through the procedures of creative test, intelligent test and individual interview in science education institute

• Journal of Science Education
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• v.39 no.2
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• pp.278-289
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• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.577-595
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• 2014

The purpose of this research was to investigate the possibility of peer recommendation and to provide a diverse perspectives identifying for gifted elementary school students. The subjects were 355 elementary school students who were either fourth, fifth, and sixth grade from D elementary school located in Gyeonggi province, 165 elementary school students who are either fourth, fifth, and sixth grade from J elementary school located in Gyeonggi province, and 16 teachers who were home-room teachers for students surveyed. This research investigate the difference of creative personality, achievement motivation, problem solving patterns, and task preference inventory between students recommended by peer and students not recommended by peer. The results of this research were as follows. Firstly, the students recommended by peer showed the significantly higher creative personality, achievement motivation, problem solving patterns, and task preference than the student not recommended by peer. Secondly, as a result of comparing the students recommended by peer and students not recommended by peer for each grade, fifth and sixth grade students showed a significantly higher score in the test than other graders. Fourth grade students showed significantly higher score in every sections in the test, except for the section of creative personality. Therefore, the peer recommandation method can be applied to fifth, and sixth graders. Thirdly, the student recommended by both teacher and peer showed significantly higher problem solving patterns, and task preference scores than the student recommended only by teacher. Therefore, peer recommendation method can be an useful data for complementing teacher recommendation and it can identify gifted elementary school students.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.131-141
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• 2015

본 연구에서는 과학 영재와 일반아의 창의적 추리과정시 나타나는 두뇌사고 패턴을 sLORETA 분석 기법을 통해 분석하고, 신경생리적 특성을 파악하여 과학 영재아 판별의 기초와 활용 가능성을 알아보는 것이다. 본 연구를 위한 대상자는 과학영재아 6명과 동일 학군 및 학년에 속한 일반아 6명으로 총 12명의 오른손잡이로 하였다. 창의적 추리과정을 위해 사용된 과제는 레이븐 도형점진행렬검사를 사용하였고, 안정상태와 과제 수행간 뇌파를 측정하였다. 뇌파는 19개의 전극을 통해 수집된 16초간의 데이터를 통해 분석하였으며, sLORETA 분석 기법을 통해 8개의 주파수 대역(Delta, Theta, Alpha-1/2, Beta-1/2, Gamma, Omega)에 대한 평균 전류밀도값을 그룹별로 비교하였다. 그룹간 두뇌 활성 주파수 대역을 비교한 결과 눈감고 안정 상태에서 과학영재아가 일반아에 비해 알파-2 대역에서, 레이븐 과제 수행시 과학 영재아가 일반아에 비해 알파-1과 감마 대역에서 강한 활성이 관찰되었다. 연구 결과 나타난 알파 및 감마 대역 활성과 우반구로의 기능적 편측화(Lateralization)는 창의적 문제 해결시 영재아에게 나타나는 대표적 특성 중 하나이며, 배외측전전두피질(DLPFC)의 활성은 과학영재아의 높은 유동지능을 반영하는 결과라 볼 수 있다.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.543-568
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• 2008

The study attempted to articulate standpoints towards compulsory education system based on schooling age and year in careful considerations with the gifted. For these ends, literatures were reviewed and various education laws, regulations and documents and related law reports and judicial decisions were investigated. Literature review was conducted to develop that ideas of rights to compulsory education for regular students are closely related to those for gifted. Structures of general education laws and gifted education law and regulations were compared. Later, limitations of compulsory education were discussed when it was applied for the gifted. In conclusions, it is inappropriate that the gifted are ruled by compulsory education system based on schooling age. If compulsory education system is designated to provide an effective opportunity for all students, it should be duties and rights to enter elementary schools at schooling age. However, it appeared that the duties and rights to enter elementary schools at certain schooling ages function as inhibitors against the gifted with giftedness and potentials far beyond those of regular students. Therefore, the gifted should be separately ruled under flexible systems of compulsory education if their achievement level is assessed as sufficient to enter elementary schools before schooling age. On the other hand, legal systems of compulsory education are gradually evolved to flexible systems. However, it is necessary to establish social atmosphere and support system of educational administration in order to practice the flexible system of compulsory education for the gifted.

• Journal of the Korean earth science society
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• v.30 no.4
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• pp.495-512
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• 2009

We arranged and classified rearing patterns of gifted children's parents in order to find out mothers' roles for their gifted children. We developed a frame of parents' role to analyze the rearing cases of nine mothers whose children currently attend the Korea Science Gifted Academy. We surveyed and conducted semi-structured interviews with nine mothers to collecting qualitative data and were able to find out their roles that were classified into 4 distinctive roles: Instructor, Supporter, Dialogist and Moral Discipliner. Findings indicated that there was no significant difference between the roles found from parents' interview and the ones found from literature review. However, it is noticed that Korean mothers not only played a role for connecting their children's human networks but also did the role for controling the natural process of learning Korean characters and words with siblings as well as parents before school age.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.257-273
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• 2013

The purpose of this study was to explore a more useful identification method by comparing diverse selection approaches for the gifted education programs at the each elementary school. Diverse selection methods examined in the study include 'written examinations', 'mixed evaluation', 'achievement test scores', and 'self-recommendation'. For the study, each identification group's gifted students' characteristics, such as intelligence, creativity, motivation and self-regulated learning strategies, were compared. The subjects of the study were a total of 594 gifted and normal students. The results of this study were as follows: First, there were no statistically significant differences between students in each gifted education class and gifted students who belong to the regional gifted education programs which are considered higher level of gifted education programs. While, there were statistically significant differences between two groups of gifted students and general students in all aspects examined, such as intelligence, creativity, motivation and learning strategies. In addition and most importantly, diverse identification method utilized in each school showed differences in gifted students' characteristics. Especially, students who were selected through the self-recommendation showed significantly lower intelligence, creativity, motivation and learning strategies. The implications of the study related to the identification and education for the gifted at each elementary school were discussed in depth.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.381-404
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• 2009

The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed $70{\sim}80$ percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.697-727
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• 2009

The purposes of this study are to investigate Korean science teachers' perception on the science gifted education in Korea, and to investigate if there are differences on their perception among the science teachers whose institutes are different. Their institutes are divided into three groups, which are the formal schools for the gifted in science such as Science High-School, gifted education centers attached to district education authority, and general secondary schools. For the study, 266 science teachers were sampled from the schools in Busan Metro-city, Ulsan Metro-city, and Kyoungnam Province, and then questionnaire developed by the authors were administered to them. The research results are as follows. Firstly, teachers who were going to participate in special education for the gifted in science answered affirmatively, and they thought it seemed worthwhile. On the other hand teachers who were not going to participate in it, answered negatively, mentioning shortage in specialty or extra work overload. Secondly, only the Korean Educational Development Institute was too much preferred by science teachers for teacher training institute for the gifted education in science. Therefore, it is needed to extend the teacher training institutes for the gifted education in science throughout the country. Thirdly, the perception of science teachers on the constitution of a class for the gifted in science is very different among the teachers of formal schools for the gifted in science and the teachers who teach science part time when it is needed in the district institutes for the gifted education. Finally, the perception on the aims of special education for the gifted in science is very different between the teachers who teach the gifted in science and the teachers who do not teach them.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.257-287
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• 2010

The purpose of this study is to develop an identification model for gifted students, based on class observations and nominations. The definition, issues and methods of identification were examined to achieve the research goal. Gifted identification model based on class observations and nominations consists of 4 steps: The first is the collection of multidimensional information on students, and the second is the evaluation of the students' portfolios with the rubric that has the criteria of rating scales on each information. At the third, students are observed in the class. Then the students are interviewed for the evaluation of their cognitive and non-cognitive characteristics. At the fourth, the identification committee makes a final decision for the selection of gifted students, after considering all the results from the steps. This model will be helpful to identify gifted students who are regarded to have potential abilities, especially economically disadvantaged students.