• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.331-338
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• 2005

본 연구는 과학영재교육의 질적 수준을 제고하는 데 핵심이 되는 영재교육 담당교사를 위한 연수의 효율성을 높이기 위하여 새로운 형태의 교사의 인식수준 파악과과 신념 변화 과정을 조사하고바람직한 교사연수 모형을 개발하는 기초 자료를 수집하는데 그 목적이 있다. 따라서 서울시교육청에서 처음 시도하는 교사연수 형태인 [파견연수] 전후에 있어서 과학교사들의 신념변화 과정을 설문지와 관찰, 인터뷰를 통하여 확인하고 논의점을 찾고자 하였다. 따라서 본 연구 결과가 우리나라 과학영재교육의 질적 수준을 향상시키고 영재교육 담당교사의 전문성을 효율적으로 신장시키는 연수 프로그램의 기본 틀로 활용될 것을 기대한다. 후속 연구로는 영재교육 담당교사의 전문성을 측정하는 도구 개발과 전문성 실태 분석 및 연구 결과를 토대로 한 연수 프로그램 효과 분석 및 효율적인 과학영재교육분야의 교사연수 모형개발이 필요할 것으로 생각된다.

• 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.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.25 no.4
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• pp.649-667
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• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.483-512
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• 2008

The gift program developed at KEDI is based on Enrichment Triad Model. The output of the students who completed Enrichment Triad Model has to be new and useful in creative knowledge. However, most of the students' output has been the summaries of what is learned that they were not creatively developed as experts' would be. Thus, this study follows the KEDI's guideline for developing gift program so that it could give suggestion on how to develop students' research skills when developing and applying gift program.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.29-44
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• 2004

교육과정과의 관련성에 따른 수학 영재학습 프로그램의 유형은 속진학습형과 심화학습형으로 나눌 때, 속진학습과 심화학습이 조화를 이루는 것이 바람직하다고 보겠다. 특히 초등학생을 대상으로 개발할 프로그램은 속진학습을 바탕으로 한 심화학습이 이루어질 수 있도록 구성하는 것이 위험성이 낮을 것이다. 본고에서는 두 유형의 특성을 살펴보고, 수학영재 프로그램 구성에서 고려할 사항과 심화와 속진학습을 연결시킬 수 있는 방안을 구체적 프로그램 사례를 통해 살펴보고자 한다.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1025-1038
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• 2014

The purpose of this study the creative problem-solving of gifted children for elementary school science in order to improve and develop learning programs and STEAM projects by applying that effect would be to provide. To develop this STEAM program, we utilized the steps of the Project Learning method and the KOrea Foundation for the Advancement of science and Creativity(KOFAC) proposed STEAM program, learning the principles and criteria in configuration, the methodology. In order to verify the effectiveness of the developed STEAM program Elementary Science for gifted students with creative problemsolving Questionnaire were used. The program was developed a total of 18 classes, consists of first project to create a solar car, second project to create elastic car. The primary project was selected as one of the topics with the students and selected topics related to previous activities in accordance with articles examining the actual quest, consultation, representation activities in class and finishing with the deliverables and evaluation consisted of 12 classes. The second project is the first project based on a given problem to generate a deliverable by outlining a solution which consists of 6 classes. All of this project was composed by teachers and students to select a common topic on the subject of themselves through a process of problematization, the student-led science, technology, engineering and arts of the area so that the content can be made convergence. The results of the study indicate that this developed STEAM program has a positive effection creative problem solving in a gifted students.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.136-145
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• 2021

The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

• Journal of Engineering Education Research
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• v.10 no.2
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• pp.87-105
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• 2007

In this research, Integrated program base on heat transfer & numerical analysis was developed. Also, reaction of gifted student and possibility of application of this program was surveyed. This program consist in three parts. The first part is computer programing language, the second part is numerical modeling of physical phenomena, and the third part is numerical analysis. 4 students are selected who belong to mathematic class of CNUE(Cheoungju National Univ. of Edu.)'s Gifted Student Education Center. The Program consists in 15th lessens, and each lessen need 4hr. Application possibility and student's satisfaction of the program are studied through the interview and report of the student. Three of four students are accomplish the goal of the progarm. Computer programing and numerical analysis parts were relatively well understood, but numerical modeling part was difficult to students. The satisfaction of the program is dependent on the characteristics of the student. Most of the student thought that this program was one of the science education program. The student who have interested in only mathematics shows that low satisfaction but the one who have interested in science or information technology shows that high satisfaction.

• Proceedings of the Korean Society for the Gifted Conference
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• 1999.04a
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• pp.15-28
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• 1999