• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.399-420
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• 2014

The purpose of this narrative inquiry is to explore two gifted elementary students' 'happiness experience'. They narrated that they experienced strong happiness at the moment 'doing something they really like for themselves ', 'trying and achieving in self-directed way', and 'feeling trust, love, and support from their family'. Also happiness was the results of their effort. They made an effort to reduce their negative emotion against happiness by 'controling their feeling doing something their favorite activities' and 'working again and again until they succeed'. The results of the study show that social and emotional support as well as help in the cognitive aspects is important. Especially, parents variable was an essential condition for them to have happiness experiences. More specifically, the study show that overgovernment and excessive intervention from parents should be distinguished from 'good caring' of their child. Practical implication of the study was discussed in depth.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.321-337
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• 2015

The purpose of the present study is to examine elementary gifted students' perceptions on bias against creativity utilizing concept mapping approach. Twelve elementary gifted students participated in the group brainstorming and produced 55 final statements. Based on these statements, the multi-dimensional scale and hierarchial cluster analysis using dissimilarity matrix were performed. Average stress value was .30 which is appropriate for a two-dimensional concept mapping study. In addition, a questionnaire survey using likert 6 points scale was carried out targeting 132 elementary gifted students to analyze the degree of sympathy on their anti-creativity bias perception. The findings are as follow: First, four categories were concluded dividing gifted students' perceptions on bias against creativity from the hierarchial cluster analysis with X-Y coordinate matrix, these were 'Contradictory attitudes to creativity', 'Low evaluation for creativity', 'Forced to predetermined rules and ideas', and 'Aversion to new things'. Second, elementary gifted students were sympathetic to the order 'Forced to predetermined rules and ideas'(M=4.16), 'Aversion to new things'(M=3.68), 'Contradictory attitudes to creativity'(M=3.55) and 'Low evaluation for creativity'(M=3.30). This study aims to examine, analyze and categorize various relevant factors related to elementary gifted students' perceptions on bias against creativity. Implications of the study related to the present and future creative education were discussed in depth.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.709-719
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• 2011

The purpose of this study was to identify the differences in classification skills shown in classification activities between the gifted and regular students in elementary schools. The subjects for the research consisted of six gifted students in an institute for the gifted for science annexed to P school district in Gangwon-do and 6 students at B and M general elementary schools. Results were as follows: The time taken for classification activities of the gifted was shorter than regular regardless of subjects for classifying. The number of standards for classifying for the gifted was more than regular students. Coefficient for measuring classification skills of the gifted was higher than regulars regardless of age. Consequently, there was a difference in the time taken for classifying and generating the number of standards and in a numerical index of classification activities performed at science classes between the science gifted and the regular students.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.17-29
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• 2002

The purpose of this study was to examine the sex role identity of children who are gifted in mathematics and sciences. In order to investigate the sex role identity types, Korean Sex Role Inventory was administered to 192 gifted and 128 normal children in elementary schools. The research findings are the followings: 1. There was no statistically significant difference in the sex role identity types between gifted boys and gifted girls. 2. There were statistically significant differences between gifted and normal groups. The gifted children are more androgynous and less undifferentiated than normal group. 3. Gifted boys were higher in androgyny and masculinity than the normal group. Gifted girls showed the same pattern.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.35-44
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• 2022

Previous studies showed that an improvement in attitude toward a subject affects academic achievement in the subject. The purpose of this study is to confirm that the AI education program causes changes in the AI attitude of gifted children in elementary school, and that the change in attitude leads to a change in literacy. In this study, we conducted an AI education program for gifted children, and analyze the effect of AI education program on the change in AI attitude AI literacy through pre- and post-test. The result of the analysis showed the statistically significant improvement of AI attitudes. In addition, through regression analysis it was found that the change in AI attitude has a statistically significant direct effect on the change in AI literacy. This study has a limitation in that self-evaluation was used to measure AI attitudes and literacy and conducted to a relatively small number of samples. Even though, it was also confirmed that the activities of making an AI programs experienced in real-life can cause changes in AI attitudes and literacy.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.1-30
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• 2010

The purpose of this study was to develop the inspection model of cognitive ability to identify visual artistic giftedness of the elementary school children with considering the relation between visual artistic giftedness and cognitive ability based on literature and preceding research. The research method applied literature research and quantitative research. Through literature review on the relation between art education and cognitive thinking and visual artistic of giftedness, it was suggested to prescribe the validity of cognitive ability as an element for identification of visual artistic giftedness identification, and then prescribed the elements of cognitive ability, and developed the inspection model of cognitive ability by measuring specific variables. Based on the results of literature research through the quantitative research, verified significance of developed inspection instrument on cognitive ability, validity and reliability of the inspection model of cognitive ability according to visual artistic giftedness identification of the elementary school children. As a result of reviewing related literature and preceding research, it could be referred that visual thinking ability, spatial perception power and critical thinking ability coincided with a characteristic of an art field can show excellent ability in various art activities and be valid criteria of visual artistic giftedness as cognitive ability of the visual artistic gifted with potential possibilities. In conclusion, as the elements of cognitive ability for the visual artistic giftedness identification of the elementary school children, visual thinking ability, spatial perception power and critical thinking ability were verified to be valid in terms of logical and experimental. Therefore, the result of the research will be able to provide a new approach in education program development of visual artistic giftedness of the elementary school children and a various developmental possibility in identification of visual artistic giftedness.

• Communications of Mathematical Education
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• v.16
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• pp.291-310
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• 2003

영재교육은 영재들이 창의적인 지식 생산자로서의 역할을 수행할 수 있도록 하여 개인의 잠재력을 최대한 계발시켜주어 자아실현을 도모할 수 있도록 해주고 더 나아가 국가 경쟁력을 높일 수 있으므로 학교와 지역사회에서는 영재교육의 활성화를 위하여 다양한 영재교육 프로그램을 개발하고, 영재에게 적합한 교수-학습 자료를 마련하여 그들의 흥미와 빠른 학습 속도를 충족시켜줄 수 있도록 심화된 학습 기회를 제공하기 위해 노력해야 한다. 그러나, 이미 연구된 자료들을 살펴보면 초등학교 고학년을 위주로 하는 영재 교육 프로그램이 대부분이어서 저학년 영재아동을 위한 자료는 전무한 실정이다. 따라서 본 연구에서는 초등학교 저학년 단계에서 수학분야에 영재성이 있거나 흥미를 가지고 있는 아동을 위한 수학 심화학습 프로그램을 개발하고자 한다.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.53-72
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• 2009

The purpose of the study was to develop a program based on PCM(Parallel Curriculum Model) model for the gifted students, and investigate the effectiveness of the program with qualitative research methods. This program was designed to encourage the gifted students to explore mathematics that is closely related to the real world. The results of the study revealed that the program based on the PCM model had positive effect on the gifted students emotionally and cognitively. In conclusion, PCM program is considered an appropriate program for the gifted students of elementary school.