• Journal of Gifted/Talented Education
• /
• v.2 no.1
• /
• pp.11-16
• /
• 1993

• Journal of Gifted/Talented Education
• /
• v.8 no.1
• /
• pp.111-139
• /
• 1998

• Journal of Gifted/Talented Education
• /
• v.22 no.2
• /
• pp.387-410
• /
• 2012

The purpose of this paper was to investigate science gifted educational methods based on creativity and character by Delphi study. As a result by a total 3 round Delphi method, the concept of creativity and character education for science gifted students was to promote character development through the effectively interactive communications in the process of creative problem finding and solving. Thus this elicited the consensual agreements of experts about science gifted educational aims, methods, contents, and evaluations etc. As a follow-up research will be developed science gifted educational model based on creativity and character.

• Journal of The Korean Association For Science Education
• /
• v.30 no.6
• /
• pp.770-784
• /
• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• Journal of the Korea Computer Industry Society
• /
• v.9 no.5
• /
• pp.197-206
• /
• 2008

Gifted education has drawn much attention in education in recent years and gifted education in computers in elementary education has been emerged as well throughout the country. Now computer algorithm education is considered as a core subject in the area because computer algorithm is the essence of computer technology on which information society relies technically, and also it provides theoretical basis for problem solving using computers. And we observe that fostering learner's creativity is crucial in learning computer algorithms because problem solving requires creativity in general. In the paper, we discuss the procedure to foster learner's creative problem solving ability which would greatly help students learn computer algorithms, and then we discuss how we can make algorithmic ideas into reality. Furthermore, we note that an appropriate level education is necessary for better results for outstanding students in the program, and lastly we propose ideas to improve current gifted elementary education in computers. The content of the paper is largely originated from experiences of teaching gifted elementary students conducted by a local university and sponsored by its municipal government for six years.

• Communications of Mathematical Education
• /
• v.9
• /
• pp.257-266
• /
• 1999

창의성 신장을 위한 수학 영재 교육 개선 방안에 관한 연구의 일부로 고등학생을 대상으로 한 창의성을 기르는 문제를 개발하였다. 창의성의 요인을 중심으로 민감성 - 수학내용을 이용한 글쓰기, 유창성 - 1998 문제, 융통성 - 수 패턴, 독자성 - 테셀레이션, 재구성 능력 - 공간구성, 완성을 위한 노력 - 패턴구성하기의 6 가지 내용으로 구성하였다.

• Journal of Educational Research in Mathematics
• /
• v.20 no.3
• /
• pp.203-219
• /
• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.

• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.979-992
• /
• 2011

Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.

• School Mathematics
• /
• v.6 no.4
• /
• pp.361-372
• /
• 2004

This study is designed to investigate intellectual, emotional, and creative characteristics of mathematically gifted students. In this paper, we analyze their proof examples, responses to questionnaire on mathematical aptitude and social coping, and scores for Torrance creativity test(figure) in comparison with scientific gifted and general students.

• Journal of Korean Elementary Science Education
• /
• v.40 no.2
• /
• pp.145-161
• /
• 2021

This study analyzes the characteristic of elementary science-gifted education winner programs in Gifted Education Database (GED) focusing on scientific creativity. For this purpose, an analysis framework to analyze the programs was developed and a total of 840 inquiry activities from 55 winner programs were analyzed according to the analysis framework. The analysis of the results reveal that 'scientific inquiry skill' of the five scientific creativity components was most frequently included in the activities. 'Scientific knowledge content' and 'creative thinking' were also frequently included. However, 'problem solving ability' and 'common factor' were a little included. In the aspects of integration, the integrations between two or three components with five or eight types were frequently found. No integrations were also frequently included although less than the previous categories. The integrations among four with four types or five components were also slightly found. 'Scientific knowledge content', 'scientific inquiry skills', and 'creative thinking' with other components were more frequently found. However, the integrations of 'common factor' or 'problem solving ability' with the other components were less frequently found. Educational implications of these findings are discussed.