• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.123-130
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• 2012

As a sequel of "special improvement act for gifted student education" legislated on January 2000, "regulation act for gifted student education" was published on April 2002 which is the time Korea has settled down its education for the gifted. Announced in the December 2007 "general plan for development of gifted student education" provided a platform for the gifted student education in Korea of growth in quantity, in which a plan of providing gifted student education up to 1 percent of the elementary and middle school level students (approximately 70 thousands) has been established while the education currently provides to 0.59 percent (40 thousands) of all students. Until recently, however, education for gifted students has been performed based on the way of concentrating on academic domains. and it has put more weights on mathematics and english domains. In order to overcome this drawbacks, there have been various attempts for growth in quality of education for gifted students, one of them is the our proposal of convergence of science and art education for cultivating 21 century creative humans through establishment of new type of institution. In this paper, education curriculum and management strategies appliable to the proposed convergence education institutions for gifted students. For this purpose we derived the implication points through analysis on education processes used in korea science school for the gifted students, a representative institution for the gifted students in Korea, and we suggested educational process curriculums for the science and art institute for gifted students along with the detailed contents of convergence subject which is an essential subject to the institute.

• Proceedings of the Korean Society for the Gifted Conference
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• 2000.04a
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• pp.2-19
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• 2000

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.799-815
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• 2015

The gifted Education has been grown up a lot although it has several problems in terms of the quality of the gifted education programs after legislated the Promotion of Education for the Gifted and Talented Law during the last ten-year period. So the purpose of this study was to investigate teachers' perceptions of the national standards gifted education program and the problems in managing of the gifted education program. The conclusions according to the analysis are as follows. First, it has analyzed that gifted teachers recognize the lack of teaching and learning materials, regional level difference of the gifted children, Redundancy of program in the grade and school levels in managing of the gifted education as the problems. Second, it was found that perception of most gifted teachers about necessity of the National Standards Gifted Education Program development was very positive. Also, it has shown that gifted teachers expect the education with the overlapped contents and teaching methods would be managed differently, the difficulty of the topic selection could be resolved, and the quality of the gifted education by the programs development of various aspects would be increased. Especially, gifted teachers expect that the problem from the lack of gifted education continuity of school levels could be resolved by development of the National Standards Gifted Education Program. Therefore, for the improving quality of gifted education with resolving the problem from the Contents Redundancy and the lack of gifted education continuity of school levels, the national standards gifted education program should be studied developed as soon as possible.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.643-682
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• 2009

There is no doubt that the national competitiveness, in 21st century, definitely depends on how effectively it has been producing high-qualify human resources. It is inevitable that we are required to produce outstanding people who are going to make the use of highly developed scientific technology. Every country has already set to concentrate their all efforts in cultivating competitive human resources, enabling it to strengthen its national competitiveness. We Korea, in order to keep up with it, have arranged legal and systematic basis and are putting spurs to producing competent human resources under the 영재교육진흥법 및 시행령, which took effect from March, 2002. With the lack of experience and short history of Gifted Education, however, it is true that we still have many problems in promoting it in reality, We are asked to improve it by finding out what problems we have in whole area of Gifted Education, such as defining conception, choosing target students, structuring system and managing students afterwards. Therefore, this study, especially focusing on Math of Gifted Education is to investigate the present situation of Gifted Education and to examine what we should do for administering Gifted Education in effective ways.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.119-140
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• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.313-318
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• 2010

한 국가의 미래는 인적 자원의 개발에 달려 있으며 정보영재는 중요한 인적자원이다. 영재교육진흥법 시행에 따라 영재 교육 체제의 정립을 위한 노력이 계속되고 있음에도 불구하고 영역별 특성에 맞는 정확한 판별 기준이 정립되어 있지 않다는 한계점이 제기되고 있다. 따라서 본 고에서는 이 한계를 극복하고자 초등정보영재 교육 대상자 선발을 위한 추천서를 31개 항목으로 나누어 분석하여 과학영재원 합격과의 상관관계를 통해 관찰 추천의 타당도에 대한 지표를 제공하고자 한다.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.731-750
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• 2013

Conceptions toward the artistically gifted were investigated through analyzing newspaper articles from 5 major newspapers for 14 years beginning from 1999 to 2013. There were a total of 1,281 articles having to do with artistically gifted, and showed a steady increase in number of articles as the years went by. Largest number of articles were about musically gifted, and an increase in number of articles were observed following new implementations in law and policy. Implications for education and policy development for the artistically gifted are discussed.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.355-371
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• 2013

While many research focused learners as those who excel in mathematics or science, the identification of learners with potential or demonstrated talent in visual art has also been the meaningful research topic. Since these learners exhibit high performance capability in intellectual, creative and artistic areas, they require services or programs not ordinarily provided by the schools. This research tried to clarify what high performance means when speaking of learners with outstanding talent in the visual arts based on the relevant literature. Also, this research introduced the recent trends in the field of art gifted and talented education. In order to demonstrate critical issues and find new directions in art education for gifted learners, this research conducted the survey, and this survey target group was arts high school students. Based on the survey analysis, this research conducted the semi-structured interviews with focal participants including the teachers and an artist. Interviewees generated many meaningful issues, and interview analysis reconceptualized art education for gifted learners as following. 1) Gifted education should consider learners' excellence, equity, troubles, and struggles that often go unnoticed. 2) We should reform the criteria, standards, and strategies in finding art gifted learners. 3) In order to facilitate meaningful and creative art education, higher education institutions need to change the current college entrance exam. 4) The goal of gifted art education is not only raising the world-class artists. 5) Meaningful art education for gifted learners is in interaction with the environment including group dynamics, parents influence, and teachers.