• Education of Primary School Mathematics
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• v.16 no.1
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• pp.1-20
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• 2013

The aim of this study was to develop a gifted educational program in math-gifted class in elementary school using recently developed 4D-frame. This study identified how this program impacted on spatial sense and mathematical creativity for mathematically gifted students. The investigation attempted to contribute to the developments for the gifted educational program. To achieve the aim, the study analysed the 5 and 6th graders' figure learning contents from a revised version of the 2007 national curriculum. According to this analysis, twelve learning sections were developed on the basis of 4D-frame in the math-gifted educational program. The results of the study is as follows. First, a learning program using 4D-frame for spatial sense from mathematically gifted elementary school students was statistically significant. A sub-factor of spatial visualization called mental rotation and sub-factors of spatial orientations such as sense of distance and sense of spatial perception were statistically significant. Second, the learning program that uses 4D-frame for mathematical creativity was statistically significant. The sub-factors of mathematical creativity such as fluency, flexibility and originality were all statistically significant. Third, the manipulation properties of 4D-frame helped to understand the characteristics of various solid figures. Through the math discussions in the class, participants' error correction was promoted. The advantage of 4D-frame including easier manipulation helped participants' originality for their own sculpture. In summary, this found that the learning program using 4D-frame attributed to improve the spatial sense and mathematical creativity for mathematically gifted students in elementary school. These results indicated that the writers' learning program will help to develop the programs for the gifted education program in the future.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.1-23
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• 2000

The Schoolwide Enrichment Model(SEM) is a representative model for the gifted education. As the model seems to be more conceptual in nature, it is hard to respond to the different interests and changing needs of the gifted learners. Also it does not provide specific procedures and prescriptions in teaching-learning processes for the teachers. Therefore, SEM needs to be modified into a Systemic Model that is more flexible and procedural. The paper proposes an Instructional Systems Design(ISD) model for SEM. The Systemic Model for SEM consists of 5 major steps. These are as follows: Planning, Diagnosis, Prescription, Implementation, Evaluation. In Planning step, there is a six-stage procedure for initiating the implementation of the SEM. In Diagnosis step, there are two-phases in identifying students for participation in the SEM and assessing strengths, interests, and talents of the learners and recording in The Total Talent Portfolio(TTP). In Prescription step, Curriculum Compacting is administered as a systematic procedure for modifying thecurriculum for above-average ability students. In Implementation step, Enrichment Learning and Teaching is an instructional strategy designed to promote active engagement in learning for teachers and students. Whenever each step has completed, Evaluation step should be followed. These 5 steps are repetitive, cycling and interactive. That is, each one becomes input for the next step, process for itself, and output for the previous step. Each step is monitored through the process of Review and Revision step. In conclusion, the paper suggests six strengths of the Systemic Model for SEM; The Model (1) provides the specific procedure in teaching-learning process; 92) has interactive relations with each component; (3) can be revised continuously for creation of the most effective system; (4) can be implemented more flexibly; (5) can be developed as an unique system for each school; (6) facilitates communications between teachers and students.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.321-328
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• 2007

The purpose of this study was to examine: (a) whether there was a difference on science-related attitudes between children's accepted and those not for admission to a science education institute for the gifted; (b) whether the children's success or not effects their science-related attitudes. To do those, 138 fourth graders participated in the study. The data showed as follows: First, successful applicant group (N=15) had a little more positive attitudes than unsuccessful applicants group (N=119) on science-related attitudes test. However, no significant differences between the two groups were found; Second, the effects of pass or failure for entrance examination on science-related attitudes were not revealed in unsuccessful applicant group (N=42) as well as in successful applicant group (N=15), in comparison with each group's pretest scores (on day for entrance examination) and posttest scores (after a lapse of 3 months).

• Journal of the Korean Data and Information Science Society
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• v.22 no.1
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• pp.57-64
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• 2011

The Korea Sport Talent Search System (KOSTASS) can easily assess potential of Korean youth in 23 sport events and to identify sports talents who have high potential in track-and-field, swimming and gymnastics. The purpose of present study was to analysis relationship between sports talent test scores and KOSTASS scores. Physique, physical fitness, motor ability and physiological tests including skeletal age were administrated. Data of 201 elementary students who aged 7 to 12 living in Seoul area were collected. For pure association analysis, Pearson correlation coefficient and partial correlation coefficient are used and stepwise regression analysis is used for selecting important sports talent test scores. The results show that skeletal age, weight, chest circumference, 50-meter run, and half-squat jump have relatively low impact on six KOSTASS scores. The KOSTASS program would contribute to identify talented youth in sports among Korean youth population and success for international sports competition.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.745-768
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• 2010

The purpose of this study at gifted students' solving ability of the given study task by using all knowledge and tools which encompass mathematical contents and curriculums, and developing the teaching learning materials of gifted students in accordance with their level which tan enhance their mathematical thinking ability and develop creative idea. With these considerations in mind, this paper sought for the standard and procedures of teaching learning materials development according to the levels for the education of the mathematically gifted students. presented the procedure model of material development, produced teaching learning methods according to levels in the task of figurate number, and developed prototypes and examples of teaching learning materials for the mathematically gifted students. Based on the prototype of teaching learning materials for the gifted students in mathematics in accordance with their level, this research developed the materials for students and materials for teachers, and performed the modification and complement of material through the field application and verification. It confirmed various solving processes and mathematical thinking levels by analyzing the figurate number tasks. This result will contribute to solving the study task by using all knowledge and tools of mathematical contents and curriculums that encompass various mathematically gifted students, and provide the direction of the learning contents and teaching learning materials which can promote the development of mathematically gifted students.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.485-491
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• 1998

In this study, the achievement of Korean biology gifted-students was compared with that of International Biology Olympiad(IBO) participants to explore international achievement level of biology and to suggest the need of teaching program for biology gifted-students. Korean thirty gifted-students were selected through test by Korean Biology Olympiad Committee. They examined theoretical test two times in January and March. 1998. Theoretical part consisted of eight domains as follows; cell biology. anatomy and physiology of plants, anatomy and physiology of animals, ethology. genetics and evolution, ecology, systematics, and microbiology. As a result, Korean biology gifted-students had lower achievement than IBO participants in eight domains. and especially much lower achievement in ethology and systematics. Though thirty Korean gifted-students were found to had much lower achievement than lBO participants, four higher rankers of them are in prospect of winning bronze medals. Thus, it is necessary to develope an appropriate teaching program for biology gifted-students with theoretical lectures and inquiry activities.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.315-331
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• 2013

In this study, lessons on coordinate, percentage, and factorization in prime factors were taken with TI-73 calculator for 20 elementary school students in the 5th grade math gifted class in Pohang city. Through these lessons, the researcher examined with cases how using the calculator would influenced the lessons for the gifted students, and attempted to obtain implications on using calculators as learning tools in class. Activity sheets were made for this study and a 80-minute lesson was held three times for three weeks. In order to collect data, the class was recorded on videotape, the students were interviewed, and documents used in the class were collected. Then all the data were transcribed. Data analysis was completed through several readings of transcripts and main themes were derived by classifying, comparing, and contrasting coding. As a result of the study, the calculator played a role the tool as the mediation to communicate and the challenge their solvable tasks beyond the limitation of paper and pencil environments. But, in using the calculator, there was differences in gender between boys and girls. Above all, to enter commands into the calculator resulted in obstacles for learning process.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.123-143
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• 2010

The Skeleton Tower problem is an example of a curriculum that integrates algebra and geometry. Finding the number of the cubes in the tower can be approached in more than one way, such as counting arithmetically, drawing geometric diagrams, enumerating various possibilities or rules, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. So, it will be a good topic which can be used in the elementary grades if we exclude the method of using algebraic equations. The purpose of this paper is to propose some points which can be considered with attention by gifted children education teachers by analyzing the 4th Skeleton Tower problem solutions made by 3rd and 4th graders in their selection test who applied for the education of gifted children in math at J University for the year of 2010.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.319-328
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• 2019

This study aims to deeply understand the possible difficulties faced by a single-parent family raising a gifted child, based on the case of an Information Science gifted child raised under a single-parent family. For this purpose, there had been three interviews with the single mother who raises an elementary school gifted child on her own. As a result, it was discovered that a single mother raising an Information Science gifted child faces three difficulties that are the lack of educational support due to financial problems, deficiency in the absence of father, and facing social prejudice against a single-parent family. These three problems were similar to those faced by a single-parent raising an ordinary child, but there were slight differences due to the unique characteristics of an Information Science gifted child. Additionally, through the mentoring with the researcher, it was identified that in order to help these families, they need to be given personalized support for their specific defects.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.257-276
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• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.