• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.771-791
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• 2013

What are the identification criteria elementary school teachers prefer? What are the characteristics of students that teachers consider when nominating them to gifted programs? Will those criteria of identification/nomination differ as to teacher experiences related to gifted education or teacher involvement in the professional development? This study aims to find the answer to these questions. For this purpose, a total of 511 elementary school teachers with a varying degree of experiences with gifted education were recruited from 23 schools in 11 school districts in Seoul. The results show that teachers generally preferred task commitment, creativity, curiosity, and domain specific talents as criteria for identifying gifted students, while perceiving achievement records, total grades, leadership, and general intelligence as less important. Teachers experienced in gifted education or having been involved in professional development perceived curiosity, task commitment, and creativity as more important than teachers without such experiences. The importance-performance analysis of identification criteria indicates that teachers reported high importance on task commitment, curiosity, and creativity, but those factors were less considered in actual nomination. On the contrary, teachers reported low importance on quick learning and achievement(total grades, subject grades), but those were highly considered in nomination. A similar pattern was found in both experienced and nonexperienced teachers although the importance-performance gap was higher for the latter. Implications for teacher nominations and professional development were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.64-73
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• 2020

The purpose of this study is to analyze the difficulties of teachers who teach gifted students in invention and to help address their concerns. To this end, the researcher interviews four teachers with more than three years of experience in guiding gifted students in invention. As a result, they have the difficulties such as difficulties in themselves, relationship with parents, in teaching students, relationship with school and relationship with education office. Supporting measures are 1) strengthening incentives for inventive gifted teachers, 2) continuing in service education, 3) improving the student selection process for gifted students in invention, 4) improving parents' perception of gifted students in invention, 5) improving awareness of school administrators, 6) consistent and continuous administration.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.459-480
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• 2005

The purpose of this study is to understand the behavioral characteristics of gifted children at Mathematics. In order to do this, we observed 4 gifted children at mathematics as participants who are participating in education program of science education center for gifted youths in some university, and we collected related materials. As a result of analyzing materials, we found the followings: First, although the gifted children are self-confident of their mathematical talent, they don't affirm easily that they have the gifted nature. Second, the gifted children have various fields of interest. Especially, they read a mount of books. Third, they are motivating for themselves and have good moral judgment.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.383-409
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• 2005

The history of the gifted education in mathematics is short. And the governmental policies and school practices for gifted education were more focused on gifted education in science. But the gifted education in mathematics will become an important part of gifted education. A situation of the education center for the gifted in science is developing favorably more and more because students and parents have a correct understanding of the education center for the gifted in science. The purpose of this study was to compare and analyze the mathematics curriculum, the contents of education at mathematics class and the actual conditions of operation by the education center for the gifted in science attached to 23 universities in Korea. And we suggested several ideas to improve the problems for gifted education in mathematics.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.17-29
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• 2002

The purpose of this study was to examine the sex role identity of children who are gifted in mathematics and sciences. In order to investigate the sex role identity types, Korean Sex Role Inventory was administered to 192 gifted and 128 normal children in elementary schools. The research findings are the followings: 1. There was no statistically significant difference in the sex role identity types between gifted boys and gifted girls. 2. There were statistically significant differences between gifted and normal groups. The gifted children are more androgynous and less undifferentiated than normal group. 3. Gifted boys were higher in androgyny and masculinity than the normal group. Gifted girls showed the same pattern.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.585-602
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• 2009

The purpose of this study was to compare the 5 OEs of Korean gifted elementary students and non-gifted and to find out the gender difference in gifted and non-gifted to clarify the best predictor of giftedness in gender group. The total subjects of this study were 372 Korean third, fourth, and fifth grade elementary school children. One hundred sixty six children of them belonged to a gifted group, and 206 were non-gifted group. Two hundreds one out of 372 subjects were boys and 171 were girls. The Overexcitability Questionnaire II(OEQII) used in this study was developed by Falk, Lind, Miller, Piechowski, & Silverman in 1999. The OEQ II is consisted of 50 Likert-type items, classified into five subscale: psychomotor, sensual, imaginational, intellectual, and emotional. And it was translated into Korean. It was administered in group sessions during the winter of 2008. Data were analyzed with SPSSWin 12.0. MANOVA was conducted to determine statistical differences by giftedness and by gender. The results revealed that the level of 5 OEs of gifted elementary children was higher than non-gifted(normal) children. The intellectual OE showed the most powerful explanation among the 5 forms of OEs. This study also found the gender difference within the gifted group as well as with the whole subjects. The mean scores of sensual, imaginational and emotional OEs were higher in girls than in boys. Based on the gender difference within the gifted group and the whole group, it is assumed that imaginational OE may be the best predictor of gifted girls among school-age children.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.421-422
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• 2019

본 연구에서는 초등학교 영재학생의 학습지속의향을 향상시키기 위하여 로봇과 학습지속의향에 관한 관련 이론을 탐색하고, 햄스터 로봇을 활용한 프로그래밍 교육 프로그램을 설계하여 제안한다.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.609-624
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• 2015

It is well-known that every learner has his/her own learning style and the learning style has a great effect on his/her learning characteristics, processes and achievements. This study aims to induce some implications for designing the gifted mathematics programs which go with gifted students' learning styles. To do this, we applied the gifted mathematics program of nine lessons to 52 third grade gifted students and examined the characteristics of the programs according Kolb's learning style. To investigate the effect of the program, the pretest and posttest for applying the programs were taken and the results of two tests were analysed by t-test. As a result, the students of diverging style increased and the ones of converging style decreased, while there is little change in the accommodating style and the assimilating style. It was also shown that the average of the concrete experience(CE) of the subjects has increased significantly. This study also contains some pedagogical implications based on discussing about the results of analysis.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.61-73
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• 2006

Studying functions is the fundamental that makes people understand complicate social events by using mathematical symbol system. But there are not enough program design and Teaching-learning strategy for mathematical-gifted student. So this research aim to design education program and teaching-learning strategy in functions area for mathematical-gifted student. 1 use real life-related problems to make students develop their problem-solving skill. And in this research I encourage students to study functions by grouping, discussion and presentation for self-directed teaming.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.101-122
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• 2011

In this paper, we investigated teachers' awareness for the gifted education using technology. We chose teachers who were taking a course(60 hours) in the gifted education at Educational Training Institute in Chonnam National University, and analyzed their awareness for gifted education using technology. We found teachers' awareness as followings. First, teachers think that their ability using technology is contained ability developing and performing program for the gifted education. Second, using technology in the gifted education have an effect on ability of inventively solving problem and extension of thinking power of the gifted. Third, the gifted education using technology is helpful to developing abilities of the gifted, which are intuitional discernment, organizing information, space perception and visualization. Also, that is helpful to developing fluency, flexibility and uniqueness of the gifted in terms of sub-factors of creativity (fluency, flexibility, uniqueness, sophistication).