• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.217-241
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• 2014

This study aimed to explore the direction and possibility of development of the integrated curriculum for the Gifted students in the discipline-centered curriculum perspective. To this end, the study analysed the Ontario interdisciplinary curriculum based on a Drake's Integration Model which is typical model of the discipline-centered curriculum and explored the applicability to Science Gifted Academy in Korea. Through showing the possibility of enrichment on the selected majors, integration with other disciplines and solving the future problems by the integrated curriculum centered on 'Big Idea', the Ontario interdisciplinary curriculum gave suggestions of curriculum integration within or through individual research and integrated curriculum for the Gifted. The application of the Ontario's "Introduction to Information studies" to "Information Science" in Science Gifted Academy in Korea could be obtained the conclusion that the Drake's Integration model is applied to the Gifted by the individualization of the navigation network, KDB(Knowledge-Do-Be) umbrella, and the final interdisciplinary task. From this result, we could suggest that the development of integrated curriculum for the Gifted should be considered the clarity of learning objectives for the Gifted, the plan of evaluation to demonstrate big understanding and big idea, the integration with other disciplines or real-world problem, as well as the need of teachers council for the integrated curriculum. This study is expected to be contribute to development of the integrated curriculum model for the gifted based on the their characteristics and to be utilized in Science Gifted Academy.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.515-539
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• 2016

The purpose of this study is to develop the integrated curriculum for gifted elementary students based on ICM (Integrated Curriculum Model) and to apply it for analysis of the relationship between creativity and creative problem solving skills. An integrated curriculum for gifted students attending a university-affiliated institute was developed and applied to twenty mathematically gifted 5th and 6th grade students. TTCT language test and CAT test for students' products from activities were conducted. In addition, tape-recorded group discussions and activities during instruction, and interview with students and teacher, activity sheets were analyzed. As results, their language abilities shown TTCT test have been improved. Furthermore, the correlation between the test results of automata and language creativity, the average of two projects and language creativity, and future problem solving and the average of TTCT showed significant correlations. Results showed the gifted students' understanding of high level concepts and cooperation among groups were needed in order to improve creative problem solving. It suggested a further study research the integrated curriculum applying creativity and giftedness to real-life problem situations for gifted students to make them grow into essential competent persons in the future.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.789-800
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• 2013

This study investigated the characteristics of elementary science-gifted education teachers' reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of 'productive reflection'. The results revealed that most of reflective journals included the aspects of 'instructional strategies and instruction for science-gifted education (100.0%)' and 'science-gifted students (90.9%)'. 'Curriculum for science-gifted education (42.4%)' was also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (81.8%)' or 'instructional strategies and instruction for science-gifted education (81.8%)' and the other aspects were most frequent. The integrations between 'Curriculum for science-gifted education (30.3%)' and the other aspects were also frequently included. However, the integrations between 'subject matter knowledge (6.1%)' or 'assessment in science-gifted education (0.0%)' and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.299-307
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• 2012

Even though there are many models for educational curriculum of giftedness for children, there is little model for educational methodology and curriculum of information science giftedness of children. A curriculum model for information science giftedness of children is proposed on this study. This model's characteristics is a modular integrated curriculum model combined the mathematics, natural science, and information science. Because there is no regular curriculums of information science at elementary school. this model is valided. Also, There is also need to train multiple areas in the field of information science to expose information science giftedness of the children, This model is to minimize the relationship between modules, and to maximize the cohesion in the each module. As for result of statistics analysis for 60 giftedness students during three years, we know the effectiveness of this model.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.3
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• pp.596-601
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• 2008

The study shows the typical 7 models of gifted students teaching-learning developed at home and abroad so far and suggests on integrated teaching-learning model that we can commonly apply to mathematics-information gifted students. This teaching-learning model is developed, based on Renzulli Enrichment Triad Model.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1170-1185
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• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.807-827
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• 2014

The purpose of this study was to extract and validate the educational goals and the subjects for developing a music gifted curriculum. Based on literature review and analysis of music gifted curricula in foreign countries, 19 educational goals and 18 subjects were derived from literature review and analysis of music gifted curricula in foreign countries. To validate the educational goals and the subjects, delphi survey was carried out twice with 26 expert panelists in the field of music, music education and music gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. The final set of educational goals for music gifted education included 6 skills related goals, 4 creative expression related goals, 4 knowledge related goals, and 2 attitude related goals. The final set of subjects included 4 major-specific subjects, 5 foundational subjects, 4 theory-related subjects, 3 integration and social participation related subjects. The results of this study can be used as baseline data to develop a music gifted curriculum by providing ideas for deciding what to teach and why to teach in music gifted education.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.21-42
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• 2003

The Interdisciplinary-Multistrategic Science Education Program(IMSEP) is designed as an efficient program for the education of the gifted in science. An example of the contents is developed, which encompasses mathematics, physics, chemistry, astronomy, and biology. In the program, the complexity(interdisicplinarity) of scientific contents and instructional strategies used to deliver the scientific contents are designed to be correlated to each other in such a way that as the scientific contents gets more complex, the scientific skill to be taught by the instructional strategy becomes deeper. Through the careful balance between the scientific contents and the instructional strategies student's scientific knowledge and scientific skill will develop balanced and the effectiveness of science education will be maximized.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.