• Communications of Mathematical Education
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• v.16
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• pp.367-386
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• 2003

현재 우리 나라에서는 과학영재교육원을 설립하여 초 ${\cdot}$ 중학생을 대상으로 영재 교육 프로그램을 운영하고 있다. 하지만 실제 초등학생보다는 중학생에 초점을 두고 이루어지고 있으며 프로그램의 내용 역시 일반화되어 있지 못하다. 특히 영재교육진흥법과 시행령이 통과되어 올해부터 영재 학교 ${\cdot}$ 학급이 운영되고 있는 현시점에서 영재들을 교육시킬 교수 ${\cdot}$ 학습자료의 개발이 절실히 요구되고 있다. 따라서 문제해결력중심, 수학실험중심, 수학탐구중심이면서 수학분야에 흥미가 있고 재능이 있는 아동들에게 수학적인 힘을 강화하고 자발적인 학습 태도를 배양시킬 수 있는 초등학교 중학년 영재아들을 위한 학습자료를 개발하는데 이 연구의 목적이 있다.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.741-760
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• 2011

The purpose of this study was to compare the 5 OEs of Korean gifted elementary and middle school students and non-gifted, and to find out the gender differences and level of school differences to clarify the possibility of identification instrument of giftedness based on the 5 OEs as the affective factor of giftedness. Total subjects were 270 in this study. Among them, gifted group were 74, and non-gifted group were 196. Boys were 202, and girls were 168. Elementary students were 34, middle school students were 40 within the gifted group. OEQII (Kim, 2008) were modified and used for elementary students. The result of this study were as follows. First, the level of 5 OEs of gifted students was significantly higher than non-gifted students. Second, gender differences were found. Total OEs and sensory OE and emotional OE of girls were significantly higher than boys'. Third, there were significant interaction effects among gifted and non-gifted and gender factor in total OEs and psychomotor OE and sensory OE. Fourth, there was no significantly differences of 5 OEs between elementary and middle school gifted students, which may be interpreted that OEs were consistent affective factors of giftedness. OEs were discussed as the possibility of identification instrument of giftedness.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.61-76
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• 2002

The purpose of this study is to investigate the education system for science 34gifted/talented students in Korea. There are fifteen science gifted/talented education centers established in major universities, sixteen science high schools and one research center for the gifted education in science located at KAIST. To examine the selection procedure and the curriculum of the education centers and science high schools, the annual reports of the fifteen education centers and the annual plans of sixteen science high schools are analyzed. About 200 gifted/talented students are employed in the field of science, mathematics and information science at each education center, Multidimentional education system is developed for efficient way of teaching for the gifted. The curriculum and teaching method for each education center is unique and different from the science high schools that follow nationally given form. This study shows new selection method and unique curriculum for the science gifted/talented students employed in the education centers. Also, current situation of science high schools are reported in this study. Finally we suggest the systematic way of developing the education system for the gifted in science in korea.

• Journal of the Korea Society of Computer and Information
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• v.18 no.10
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• pp.245-252
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• 2013

The purpose of this study is to propose the implications after investigating how gifted education affected the school achievements and academic skills of students who have experience of gifted education. In this study, academic skills include academic knowledge, creative problem solving skills, logical thinking, persuasive skills, collaborative skills, self-directed learning skills, communication skills. The survey was conducted with 1,156 science high school and science academy students who have ongoing gifted education experience and depth interviews were also analyzed with some students to gather further in-depth information. As a result, students responded that gifted education affected very positively on knowledge, collaborative skills, communication skills and increased interest in related subjects. On the other hand, it showed lower positive responses on self-directed learning skills and persuasive skills. Also, students replied gifted education did not affect the school achievements but there was an opportunity to learn how to debate, research, and experiment and practice methods. The direction of gifted education to step forward was suggested based on these results. This study can be the basis for revising gifted education curriculum.

• Communications of Mathematical Education
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• v.15
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• pp.77-86
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• 2003

초등학교 영재들은 여러 사설 교육기관이나 국립기관 그리고 개인 교습을 통하여 많은 양의 선수학습을 행하고 있다. 이들 중 일부는 방법과 이유를 아는 관계 이해를 하기보다는, 주어진 규칙을 적용하여 정답을 찾아내는 도구적 이해를 하고 있다. 그들은 수학을 능동적이기보다는 수동적인 입장에서 받아들이기에 새로운 수학적 지식을 창출하지 못하는 성향을 강하게 보이고 있다. 이에 본 연구자는 이러한 문제의 해결을 위해 초등학교 영재들이 가지고 있는 수학적 스키마와 선생님들이 가르치는 스키마 사이의 간격에 초점을 맞추어 연구하였다. 대전에 있는 영재교육기관에 등록된 초등학교 3학년 영재들을 대상으로 하여 연구한 결과, 스키마와 스키마 사이의 간격이 멀수록 학생들이 방법과 이유를 아는 관계적 이해를 하기보다는 주어진 규칙을 적용하여 정답을 찾아내는 도구적 이해를 하고, 그 간격을 줄일수록 수학에 흥미를 느끼고 고학년의 수학내용까지도 스스로 파악하고 이해하려는 성향이 나타난다는 사실을 발견하게 되었다. 그 간격이 적을수록 학생들은 교사로부터 학습받은 내용을 자신의 지식으로 재구성하여 새로운 문제에 적용을 쉽게 하였다. 본 발표에서는, 학생들의 수학적 스키마와 선생님들이 가르치는 스키마 사이의 간격을 줄이는 것이 학생들이 수학을 관계적 이해를 하는데 큰 도움을 줄 수 잇음을 보이려고 한다.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.847-860
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• 2011

In this study, the instrument of mathematical thinking ability tests were considered, and the differences between gifted and regular high school students in the ability were investigated by the test. The instrument consists of 9 items, and verified its quality due to reliability. Participants were 353 regular and 252 gifted high school students from tenth grade. As a result, not only organizing ability of information but also ability of space perception and visualization and intuitive insight ability could be the characteristics of the mathematical giftedness.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.339-358
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• 2015

This study was to examine perceptions of information technology(IT) competencies among gifted and non-gifted students(i.e., information science high school students and technical high school students). Of the 370 high school students surveyed from 3 high schools(i.e., gifted academy, information science high school, and technical high school) in three metropolitan cities, Korea, 351 students completed and returned the questionnaires yielding a total response rate of 94.86%. High school students recognized the IT professional competence as being most important when recruiting IT employees. And they considered that practice-oriented education was the most importantly needed to improve their IT skills. In addition, the most important sub-factors of IT core competencies among gifted academy students and information science high school students were basic software skills. Also Technical high school students responded that the main network and security capabilities were the most importantly needed to do so. Finally, the most appropriate training courses for enhancing IT competencies were recognized differently among gifted and non-gifted students. Gifted academy students responded that the 'algorithm' was the mostly needed for enhancing IT competencies, whereas information science high school students responded that 'data structures' and 'computer architecture' were mostly needed to do. For technical high school students, they responded that a 'programming language' course was the most needed to do so. Results are discussed in relations to IT corporate and school settings.

• Communications of Mathematical Education
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• v.16
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• pp.311-330
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• 2003

2000년 1월 28일에 영재교육진흥법이 제정 ${\cdot}$ 공포되었고, 2002년 4월 18일에 영재교육진흥법시행령이 공포됨에 따라 본격적으로 공교육 차원의 영재교육이 실시되고 있다. 그에 따라 영재교육의 목적을 이룰 수 있는 적절하고 다양한 교수-학습 자료의 개발이 시급한 쟁점으로 부각되었고, 비로소 2002년 6월 15개 시${\cdot}$도 교육청이 한국교육개발원에 위탁해 영재학급과 영재교육원에 투입할 학년별 50차시 분의 초등학교 4${\sim}$6학년 영재 심화 교수-학습 자료를 개발하게 되었다. 하지만 영재교육의 내실을 기하고 활성화를 위해서는 좀 더 다양한 교수-학습자료가 지속적으로 개발되어야 하며 많은 시도가 있어야 한다. 따라서 본 연구에서는 영재학급용으로 개발된 심화 교수-학습 자료에 제시되지 않은 내용을 중심으로 영재학급에 활용할 수 있는 초등학교 5${\sim}$6학년 수학 영재교육을 위한 학습자료를 개발하고자 한다.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.935-959
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• 2014

This study attempted to examine the significance of experience in the gifted class management. The participants of the this study were teachers of the science gifted classe in elementary school located in Seoul. The study was conducted in interviews with four teachers of the science gifted class that individually used their own gifted programs. The interviews were analyzed by applying a phenomenological method of analysis derived from Giorgi. Data collection focused on the feelings, thoughts, behaviors, and changes in life of the teachers of the gifted in order to analyze the experience of the research participants. As a result, 123 significant statements were deduced; based on these significant statements, 26 themes and 12 focal meanings were examined closely. Then, the focal meanings were combined to propose situated structural descriptions of the significance of experiences from the perspective of participants. At the same time, by integrating the situated structural descriptions of the individual participants, the experiences of the teachers of the science gifted class were organized as a general structural description. This study examined in depth the experiences of the teachers of the gifted who are the subjects of the gifted class management through a phenomenological method, and also attempted to examine what these teachers wanted on site and what their experiences with the gifted education meant to them. The implications in understanding the problems of the science gifted education in individual elementary schools and in improving the gifted class management were suggested.

• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.93-131
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• 1997