• 한국정보교육학회:학술대회논문집
• /
• 2006.01a
• /
• pp.164-169
• /
• 2006

각 나라의 경쟁력은 기존의 자원이나 자본이 아닌 뛰어난 인재들의 두뇌에서 나올것이라는 앨빈 토플러의 말이 이미 현실이 되어 우수한 두뇌를 갖기 위한 치열한 전쟁의 시대가 전개되고 있다. 이에 우리나라가 21세기 첨단지식기반의 정보화 세계화 사회에서 국가 경쟁력을 확보하려면, 고급 인적자원을 조기에 발굴하여 체계적으로 교육하는 프로그램이 필요하다. 따라서 고도의 지식정보 사회에 적응하고 국가간 경쟁력에서 앞서나가려면 정보과학영역에서의 영재교육의 중요성이 커지고 있다. 이에 국가적인 차원에서 고도의 정보사회에 부응할 수 있게 17개 대학부설 과학영재교육원 및 여러 영재교육기관에서 정보과학 영재를 선발하여 교육하고 있다. 그런 의미에서 본 논문에서는 제주지역 대학부설 과학영재교육원과 다른 영재교육기관에서의 정보 영재 선발에 관련된 제반 사항 및 교육과정과 교육내용에 대하여 연구하여 보았다.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.61-77
• /
• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for middle school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited mathematics and physics were dominant. Science giftedness & creativity items were dominant. And essay type items consisted of physics items, have evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with essay type items and science giftedness & creativity. It was recommended that mathematics, physics and chemistry items with focusing giftedness & creativity could give some implications for future selection methods of science gifted education center.

• 한국정보교육학회:학술대회논문집
• /
• 2004.08a
• /
• pp.253-262
• /
• 2004

본 논문에서는 영재와 정보과학영재에 대해서 여러 학자들의 의견을 바탕으로 그 개념을 정의하고 수학, 과학 영재아의 특징, 판별사례 및 판별절차를 살펴보고 이것을 일반화하여 초등 정보과학영재의 영재판별 원칙, 판별요소, 판별절차를 제안하였다. 제안한 판별절차에 따라 초등학생을 대상으로 직접 적용했으며, 적용에 의해 선발된 영재집단과 수학 과학성적이 우수한 일반집단과의 비교를 통한 검증도 해 보았다.

• Communications of Mathematical Education
• /
• v.23 no.2
• /
• pp.349-381
• /
• 2009

The purpose of this study is to propose issues in selecting gifted children in mathematics by in-depth analysis of the selection process and items. In order to accomplish the purpose, the rate of right and wrong answers were examined based on the reaction of the students by 1st, 2nd and 3rd selection test. Also, the types of the errors were identified for the 2nd and 3rd selection test. According to the study results, the rate of right answers was low in short response questions and essay questions rather than in multiple-choice questions. In addition, the academic achievements were lower in the fields other than number & operations and logic. The conclusion of this study is that following studies regarding selection of gifted children are required linked with the project tasks and programs.

• Journal of Gifted/Talented Education
• /
• v.18 no.2
• /
• pp.239-264
• /
• 2008

The gap in academic achievement owing to entrance age in elementary school has been used as important basic data to formulate policies on school entrance system and other educational policies. Other countries have made further studies to prove the effect on academic achievement of age gap between students in the same grade. This study identified the clear difference in a component ratio in the participants and the successful candidates based on the by entrance age during the entrance examination of the "K" science education center for the gifted. Also, this study analyzed the difference in success in an examination depending on the season of birth between the participants and the successful candidates during the entrance examination. It also compared the birth ratio by season of each group including common students. Some preceding studies with common or backward students show the result that students who entered the school in full age have higher level of academic achievements than students in younger age. But the results of this study proved that gifted students who entered the school in full age did not have a high level of academic achievements. Like these studies, this study show the result that school entrance age works as an important factor of selection of gifted students. Students who entered the school in full age entered much more the "K" science education center for gifted students than students in young age.

• Research in Mathematical Education
• /
• v.7 no.3
• /
• pp.139-150
• /
• 2003

The purpose of this paper is to review the gifted education from a reflective perspective. Especially, this research touches upon the issues of selection process from a critical point of view. Most of the problems presented in the mathematics competition or in the programs for preparing such competitions share the similar characteristic: the circumstances that are given for questions are too artificial and complicated; problem solving processes are superficially and fragmentally related to mathematical knowledge; and the previous experience with the problem very much decides whether a student can solve the problem and the speed of problem solving. In contrast, the problems for selecting students for Gifted Education Center clearly show what the related mathematical knowledge is and what kind of mathematical thinking ability these problems intend to assess. Accordingly, the process of solving these problems can be considered an important criterion of a student's mathematical ability. In addition, these kinds of problems can encourage students to keep further interest, and can be used as tasks for mathematical investigation later. We hope that this paper will initiate further discussions on issues derived from the mathematically gifted student selection process.

• Journal of Gifted/Talented Education
• /
• v.24 no.4
• /
• pp.679-701
• /
• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of Gifted/Talented Education
• /
• v.11 no.1
• /
• pp.1-17
• /
• 2001

• Proceedings of the Korean Society for the Gifted Conference
• /
• 2001.05a
• /
• pp.9-27
• /
• 2001

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