• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.609-620
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• 2011

This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.147-153
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• 2014

The purpose of this study is to investigate various types of 'flow' that can be observed in the daily lives of science-gifted students, and the correlation between 'flow' and creativity. For two months, we have gathered data on 'flow' in the main activities of science-gifted students through a qualitative application of the Experience Sampling Method (ESM). We then use correlation analysis to determine whether there have been correlations between 'flow' and creativity. Among the four channels, activities involving 'flow' have been the most common (40.4%) in the daily lives of the students. The types of tasks done by the students are, in descending order of frequency, productive activities, social activities, leisure activities, and basic activities. The students have shown the least interest in tasks that do not require specific skills or pose significant challenges; thus the least interest show in basic activities and the most interest has been shown in productive activities. 'Flow' and creativity are significantly correlated at the level of 0.01, which means that the more the students experience 'flow,' the more they express creativity. Based on the results above, we have found that there is a need for the development of science programs or environments, including productivity while at the same time, to reduce uneasiness and patience raising activities, where students can experience more 'flow' in daily life.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.451-465
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• 2012

The purpose of this study is to analyze the effects of a Goldberg device learning program on primary gifted students' creative personality. Based on the concept of creative personality derived from a literature review, a learning program has been developed and applied to 18 primary gifted class students and 20 invention club students. Creative personality consists of eight components: patience/persistence, confidence, humor, curiosity, imagination, openness, adventurous spirits, and independence. Creative personality tests were conducted before and after Goldberg device learning program lessons. The results of the tests indicate that (1) the Goldberg device learning program affected all eight components of creative personality positively; and (2) the invention club students showed a greater improvement in creative personality than the gifted class students. These findings suggest that Goldberg device learning programs can be effective to learn various scientific principles and improve students' creative personality.

• 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.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.95-111
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• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

• School Mathematics
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• v.17 no.1
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• pp.47-63
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• 2015

In this study, we will develope and apply the education program for mathematical creativity, with the open-ended problems about development figure. The purpose of this study is to categorize the elements of the mathematical creativity in consideration of the real class, and is to design a education program that reflects this. To do this, from 2006 through 2014, by targeting 205 gifted students in the sixth grade until eighth grade of Busan, Gyeongnam, Gyeongbuk were carried out in class. Also in this study, we will examine the process and the results of its application. As a result, students' outcomes and behavioral reactions brought about a qualitative development of the program, and students became aware of the participants in the development of the program. These results suggest the aim of developing a education program for mathematical creativity, as well as the effectiveness of this education program.

• Journal of Science Education
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• v.34 no.1
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• pp.155-163
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for elementary school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited matter and interpreting data were dominant. And essay type items consisted of creativity items, evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with matter items, interpreting data and creativity.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.127-130
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• 2003

본 연구는 과학영재교육의 중요성이 증대되고 있는 현 시점에서 이의 효과적인 성취를 가져오기 위해선 우선 영재 판별의 시도가 다양해져야 한다는 필요성에서 출발하였다. 그 동안 영재 판별은 주로 인지수행의 결과적인 측면을 다루었다고 본다면, 본 연구는 인지수행의 과정적인 측면을 다루었다고 할 수 있다. 인지수행의 과정적인 측면은 뇌기능의 활동성을 파악하는 것으로 가능하다. 따라서 뇌의 활동성에 대한 뇌파측정 방법을 통해 좌.우뇌 기능상에서의 뇌파특성을 파악해 보므로써 영재성 판별의 한 방법으로서 그 가능성의 단초를 제공하는데 본 연구의 주목적이 있다. 이를 위해 영재성 판별 및 뇌기능 연구방법과 뇌의 정보처리과정에 대한 이론적인 고찰을 바탕으로 초등학교 4-6학년 아동 중 과학영재아 11명, 일반아 10을 연구대상으로 선정하여 PC용 뇌파측정기를 통해 이들의 뇌파특성을 분석한 결과, 다음과 같이 나타났다. 다음 표는 과학영재아 및 일반아의 아무런 과제를 수행하지 않은 상태의 기본뇌파와 과학 창의적 과제를 수행중인 상태에서의 뇌파를 좌뇌와 우뇌의 뇌파 활성도별로 그 차이를 분석한 것이다.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.17-30
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• 2015

The purpose of this study is to identify how developed program influence students' creativity by analyzing creative thinking and creative attitude which is appeared when mathematically gifted students get the program expected to improve their creativity. For the study, the 'dimension based geometry exploring program' was developed that consist of twelve lessons. The main idea of it, is implication of the novel . Through a pre and post-test, students's creativity were measured and compared. The results show significant changes on the scores of creative thinking skills and creative attitudes. As the result, mathematically gifted students' creative thinking skills and creative attitudes were improved by applying the of dimension based geometry exploring program.