• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.41-51
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• 2014

Informatics gifted education institutions have made multi-faceted efforts to encourage students to do creative activities which can be extended lasting. However, research about gifted student's creative activities is yet incomplete, and most of the research has only focused on their cognitive abilities. Therefore, there is a limit to providing creative activity curricula that reflect the characteristics of informatics gifted students. This study assessed the creative products achievement of 56 informatics gifted elementary school students' and comprehensively analyzed the results with affective and environmental variables. The result is that the achievement of creative products was higher when the intrinsic motivation was found to be higher. Parents' support or extrinsic motivation did not differ significantly.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.371-380
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• 2014

There is a little curriculum for gifted and talented elementary information. Generally parallel curriculum model(PCM) for gifted children is being applied to many subjects. It is necessary to apply the PCM for gifted elementary children of information science. This model is a prime example of a training program was applied to the encryption. There are four parallel curriculum model. The four curriculum model can be used individually or combined, may be used only partially. In this study, the benefits of parallel curriculum model in order to reflect as much as possible in order all four courses were used. This program for 19 students in the gifted children for information science class were applied to four periods. Observe and record the activities of students in class, the survey targeted learners, assignments, methods of analysis were used. We found that the level of the program was suitable and the aspects of giftedness such as an ability to focus on the task and an ability to solve the problem were enhanced. Moreover, participants became more interested in the topic of encryption following the program.

• Communications of Mathematical Education
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• v.10
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• pp.19-30
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• 2000

초등학교 학생들의 창의성 신장은 수학 교수-학습 과정에서 꼭 고려해야 할 목표들 중의 하나이다. 창의성 신장을 위한 많은 시도들이 있었지만, 창의성 신장을 위한 학습자료들은아직 많은 연구 문제들을 남기고 있다. 본 연구에서는 초등학교 고학년 영재 아동들의 창의성 신장을 위해 100시간 분량으로 개발된 학습 프로그램을 소개하고, 개발된 자료들을 초등학교 교수-학습에 투입하여 얻은 긍정적인 결과들을 제시할 것이다.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.37-51
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• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.

• Journal of Creative Information Culture
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• v.6 no.2
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• pp.77-88
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• 2020

The purpose of this study is to statistically analyze the correlation between CS Unplugged education and the computational thinking of gifted and talented students. In this study, qualitative research was conducted for 17 students in 5th grade gifted class at an elementary school in the city of Yongin. Students participated in 10 hours of CS unplugged classes. Student questionnaire, class journals, student activity sheets, and student interview records were collected and qualitatively analyzed. In order to supplement the qualitative data, computational thinking ability tests were also administered. The results of the study are as follows. First, CS unplugged education plays an effective role in improving CT of gifted and talented students. Second, it was not every sub-area of CT that CS unplugged education brought statistically significant improvements in. Third, CS unplugged education is suitable to be presented as the first step of the SW curriculum for gifted and talented students.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.789-800
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• 2013

This study investigated the characteristics of elementary science-gifted education teachers' reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of 'productive reflection'. The results revealed that most of reflective journals included the aspects of 'instructional strategies and instruction for science-gifted education (100.0%)' and 'science-gifted students (90.9%)'. 'Curriculum for science-gifted education (42.4%)' was also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (81.8%)' or 'instructional strategies and instruction for science-gifted education (81.8%)' and the other aspects were most frequent. The integrations between 'Curriculum for science-gifted education (30.3%)' and the other aspects were also frequently included. However, the integrations between 'subject matter knowledge (6.1%)' or 'assessment in science-gifted education (0.0%)' and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.

• Journal of Science Education
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• v.38 no.1
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• pp.196-204
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• 2014

The characteristics of gifted children includes a non-cognitive characteristics and cognitive characteristics. Until now, the instruction for the affective domain of gifted children have been treated lightly compared to the cognitive instruction. The purpose of this study was to analyze the effects of personality education programs of the moral judgement of science-gifted elementary school students, and which implied that the 6 large virtues of human-centered relationship are 'honesty, commitment, forgiveness, responsible, caring, and owns' was applied to the science-gifted elementary school students for 4 weeks. Then, it was investigated whether there are differences in gender effects and the personality education program's effectiveness through the moral judgment test KDIT. The results of this study are as follows. First, the personality education program was found to be effective to improve the moral judgment of the gifted students. Second, the difference between groups of female students and male students in science gifted elementary school was not significant.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.347-368
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• 2010

With wide recognition of importance on gifted elementary school students in computer, the numbers of public and private institutes recognizing and fostering the gifted elementary school students in computer have been increasing. In this paper, the current status and improvement plans of curriculum for gifted students in computer are discussed. First of all, a gifted student in computer is defined based on the diverse characteristics and conditions of those students. Then the current status of gifted information education curriculum is presented. Based on the discussion, various improvement plans for gifted elementary information education are proposed. Those plans include 1)development of standard curriculum, 2)development of curriculum reflecting knowledge, application and ethics of information education, 3)development of standard discriminant tools, 4)development of educational objectives, 5)development of educational contents 6)development of teaching-learning models and 7)development of evaluation methods.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.73-80
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• 2004

이 연구에서는 초등학교 1학년 수학영재학생들을 위한 심화학습 자료를 개발하였다. 개발된 학습 자료에는 다양한 활동 중심과 간학문적 접관을 통하여 수학에 대한 흥미를 증진시진 수 있는 내용을 포함시켜 지적영역에만 국한되는 편협성을 탈피하여 보다 창의성을 신장하도록 하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.165-168
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• 2014

초등정보영재학생들에게 있어 스마트폰 앱의 개발은 기본적으로 자바와 같은 프로그래밍 언어 뿐만 아니라 기타 복잡한 프로그래밍 환경 등 프로그래밍에 대한 지식을 요구한다. 본 연구에서는 앱인벤터(AppInventor)를 활용하여 프로그래밍 언어를 습득하는데 걸리는 시간과 영재학생들의 인지부하를 최소화 하면서 초등정보영재학생들의 창의적 문제해결력을 향상시킬 수 있는 앱 개발 교육프로그램을 개발하고자 하였다.