• Education of Primary School Mathematics
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• v.18 no.3
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• pp.175-190
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• 2015

This study investigated the effect of team project activity for game making on the elementary mathematically gifted students' community care and organizational management capacity. 7 mathematically gifted students of 4th grade are selected and participated. After 15 hours activities during 2 months of team project on game making, their community care and organizational management capacity were improved. This results suggested that leadership education is possible in mathematics curriculum for mathematics gifted students.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.757-780
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• 2014

The purpose of this study was to explore why gifted students drop out of school by examining two gifted students who chose to drop out their schools. The result of triangulation interviews, observations, and analysis of the available documents revealed the following: first, in regular classrooms they were bored due to the long periods of time they had to wait and they were even unsatisfied at the gifted education programs in which they had high expectations for either; second, they did not have any friends to share the same interests; third, they had a hard time due to their emotional sensitivity and a sense of a justice that most other students overlooked; fourth, they had tough experiences with teachers who did not understood their educational and social needs; and finally, they had parents who did their best and tried to support their extraordinary child. From examining the reasons of the gifted students for deciding to leave the school, it should be noted that more interest and care needs to be given to those students.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.179-184
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• 2007

로봇교육은 여러 전자부품, 회로 등의 기계, 공학적인 교육뿐만 아니라 컴퓨터 프로그래밍, 디지털 기초 등의 컴퓨터 관련 교육까지 경험할 수 있다는 점에서 교육적 가능성과 활용가지가 매우 높다. 지금까지 단순한 기술 습득에 치중한 컴퓨터교육에 있어서, 알고리즘 및 프로그래밍 등의 창의력과 논리적인 문제해결력 향상을 중심으로 한 로봇교육은 정보과학영재교육에서 매우 중요하다고 할 수 있다. 본 연구에서는 정보과학영재교육의 특징을 분석하고 정보과학영재의 창의성을 키우기 위한 로봇교육과정을 개발하였다.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.751-759
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• 2012

This study examined the perception of secondary gifted students of a university-affiliated science-gifted education center toward its educational programs. This study surveyed 184 students who are enrolled in the secondary gifted educational programs of a university-affiliated science-gifted education center. The results showed that the students are generally satisfied with the gifted educational programs. The students also said that the programs have provided more knowledge to them and improved their creativity. It is significant to examine how students currently participating in gifted educational programs perceive the programs and how they are influenced by the programs. Therefore, improvements required for the development and operation of future gifted educational programs should be drawn based on the collection of the results of perception surveys from each gifted education center.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.93-112
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• 2004

Mentorship as an enrichment program as well as a promising educational method in the 21st century for the gifted students in science provides young scientists with opportunities to develop their abilities and attitudes regarding research. Kyungnam Institute of Gifted Education in Science (KIGES) has run mentorship program for five years. Many advantages of mentorship program for the science gifted students are reviewed including those of KIGES. A mentorship model for future student research programs is proposed as a way to facilitate the process of mentorship.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.97-118
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• 2017

This paper aims to provide reference model for directions and objectives of Software(SW) gifted education. In order to achieve the goals introduced above, we conducted the research in the following steps. First, we selected the concept of ICT-based creative talented person as a base model to establish the concept of SW gifted person. The selected base model composed three core competencies which were 'knowledge and technology competencies', 'synthesizing and creativity competencies', and 'personality competencies'. Second, we developed survey tools, like questionnaires, to investigate participant's recognition of SW gifted person. The survey tools composed three components 'computational thinking', 'entrepreneurship', and 'social responsibility'. Each of the components composed seven elements. Third, after selecting the opinion poll participants as an elementary school teacher, we surveyed opinion polling. By selecting an elementary school teacher as the opinion poll participants, we wanted to identify theirs ' opinions which are thought to be the starting point for gifted education. To survey we developed on-line survey system by using Google functions. Fourth, we analyzed the collected opinion data. To identify we summarized and synthesized participant's opinions that average values and agreement level by using frequency analysis. Also, in order to compare opinions that average values and agreement level based on whether or not participant's various experiences and competencies we computed t-value, F-value, and ${\chi}^2$ verification.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.71-80
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• 2019

With the spread of smart phones, the Internet became a major 'space' of students' daily life and, at the same time, negative aspects of the internet are affecting their life. However, it doesn't seem that there is enough research on this subject. This study was conducted on 278 students in Gyeonggi. The results were as follows. First, gifted students' information and communication ethics index was higher than general students. Second, there was no statistically significant difference according to the gender of information and communication ethics index. Urban districts showed lower index in the upper grades than the lower grades. Third, about 10% of the students had experience of contact with harmful content, and about 1% of students had experienced cyber-wrongdoing. Through the results of this study, systematic education of IT ethics at the elementary school grade level can be expected to prevent school violence, improve information and communication culture, and serve as a future work ethic.

• 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 Science Education
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• v.38 no.1
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• pp.15-28
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• 2014

The purpose of this study was to analyze and compare the professionalism of elementary teachers in charge of teaching the science-gifted children, based on their personal variables, such as gender, educational career in normal class and gifted class, training in gifted education, academic degree, etc. For this study, the questionnaire was modified by referring to Choi's survey, and conducted to 98 teachers. The results of this study were as follows: In gender, the average of male teachers was significantly higher than the average of female teachers in their professionalism in gifted education. Regional difference was found in the teacher's professionalism, however, showed different aspects in the sub-domain. The teachers' professionalism in accordance with the career in education was no difference. In gifted education career, professionalism increased as high career in gifted education, especially, more than three years. As better educated, teachers' professionalism in responsibility and philosophical understanding for gifted education was increased significantly. The teachers' professionalism according to the degree of training related to gifted education was no significant difference. Overall, 'responsibility and philosophical understanding' and 'humanities-oriented quality' for gifted education were not greatly affected by teacher's personal variables in this study. Based on conclusions, implications for improving their professionalism in gifted education were discussed.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.473-491
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• 2016

This study was aimed at researching the current condition of differentiated education on gifted infants and a demand for support in an educational institution for gifted infants. The survey was conducted on teachers and principals in infant education institutions including kindergartens, day care centers and other institutions(English kindergartens and playing school) in Seoul, Gyeonggi-do, and Incheon and total 309 questionnaires were collected. Result first, infant educational institutions like kindergartens, day care centers and others lacked infra for differentiated education for gifted infants. Especially in 'the experience of differentiated education' for gifted infants, the three institutions showed a lower level than the normal level. Second, the teacher's demand for differentiated education for gifted infants in educational institutions were remarkably lower than the required level in all three institutions. The study expects that it could be used as the basic standards to seek for the direction of realization of customized and differentiated education that meet the developmental characteristics and educational demands for gifted infants in regular infant educational institutions.