• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.935-959
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• 2014

This study attempted to examine the significance of experience in the gifted class management. The participants of the this study were teachers of the science gifted classe in elementary school located in Seoul. The study was conducted in interviews with four teachers of the science gifted class that individually used their own gifted programs. The interviews were analyzed by applying a phenomenological method of analysis derived from Giorgi. Data collection focused on the feelings, thoughts, behaviors, and changes in life of the teachers of the gifted in order to analyze the experience of the research participants. As a result, 123 significant statements were deduced; based on these significant statements, 26 themes and 12 focal meanings were examined closely. Then, the focal meanings were combined to propose situated structural descriptions of the significance of experiences from the perspective of participants. At the same time, by integrating the situated structural descriptions of the individual participants, the experiences of the teachers of the science gifted class were organized as a general structural description. This study examined in depth the experiences of the teachers of the gifted who are the subjects of the gifted class management through a phenomenological method, and also attempted to examine what these teachers wanted on site and what their experiences with the gifted education meant to them. The implications in understanding the problems of the science gifted education in individual elementary schools and in improving the gifted class management were suggested.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.321-328
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• 2007

The purpose of this study was to examine: (a) whether there was a difference on science-related attitudes between children's accepted and those not for admission to a science education institute for the gifted; (b) whether the children's success or not effects their science-related attitudes. To do those, 138 fourth graders participated in the study. The data showed as follows: First, successful applicant group (N=15) had a little more positive attitudes than unsuccessful applicants group (N=119) on science-related attitudes test. However, no significant differences between the two groups were found; Second, the effects of pass or failure for entrance examination on science-related attitudes were not revealed in unsuccessful applicant group (N=42) as well as in successful applicant group (N=15), in comparison with each group's pretest scores (on day for entrance examination) and posttest scores (after a lapse of 3 months).

• 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.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.13-26
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• 2008

By analyzing 21 elementary mathematics curricula of university attached science education institutes for the gifted in Korea, we give some basic and useful data that can be useful to develop better curricula for elementary mathematics curricula for the gifted in the future.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.654-670
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• 2019

From the perspective of science gifted education, the successful intelligence theory is a means to understand how the gifted education curriculum reflects the characteristics of science gifted students. The purpose of this study is to investigate if the successful intelligence is fully reflected in the teaching materials of two gifted education centers (GECDOE: Gifted Education Center affiliated with District Office of Education, GSEIU: Gifted Science Education Institute attached to University). For this study, we selectively used 143 (GECDOE) and 134 questions (GSEIU) from the teaching materials of two gifted education centers. Those questions is analyzed through the semantic network analysis method. The results are as follow. First, the teaching materials of two gifted education centers are not evenly reflected in the successful intelligence, such as analytical ability, creative ability, and practical ability. Second, the teaching materials of two gifted education centers intensively demands analytical ability for students such as 'identify problem', 'represent and organize information', and 'additional prompts for analytical thinking'. Third, the teaching materials of two gifted education centers are presented to students without linking each frame of successful intelligence to one another. As the gifted students are quick to learn and show a preference for more complex thinking, it is necessary to develop teaching materials to experience the various abilities and promote integrated thinking according to the level of the gifted students. In this respect, this study is expected to be used as useful information for developing teaching materials to support customized education for gifted students.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.73-86
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• 2023

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.05a
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• pp.197-216
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• 2005

정보과학영재의 선발에서 가장 중시되어야 할 문제는 교육에 의한 가능성을 측정하는 것이다. 그러므로 정보과학영재의 선발에서는 정보과학영재의 정의와 특성에 따라 그들이 가지고 있는 정보과학분야에 대한 창의적 사고력과 이해력이 바탕이 되어야 한다. 본 논문에서는 영재와 정보과학영재에 대한 여러 학자들의 정의와 특성을 바탕으로 초등정보과학영재 선발평가에 필요한 필수요소를 추출하여 선발평가 문항을 개발하였다.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.389-404
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• 2016

This research aims to build a concept map reflecting gifted elementary students' perception on fun factors of the classes for the gifted. Data for this research was gathered through brainstorming of 80 students currently attending classes for the gifted. 10 of them were selected as focus group for classification and evaluation, and 140 gifted-class students were asked of the fun factors for level of agreement after concept map analysis. Results of the research were, first, 46 final statements about fun factors which are categorized into 6 sub-categories ('the gifted class teacher's encouragement and feedback', 'confidence and chance', 'teamwork and intimacy with gifted friends', 'fulfilling, beneficial, and rewarding feeling', 'new and special experiments', 'qualitatively different class level and learning environment'). Second, the gifted students showed highest level of agreement on 'new and special experiments' category among the 6 sub-categories. Implication of this research on the field has been discussed.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.307-316
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• 2006

The purpose of this study was to analyze intellectual characteristics of elementary students in science-gifted education. For this, 72 science-gifted students were selected. Multiple intelligences, creativity, and the science process skills of these students were tested. To compare these traits with those of general students, 78 general students were also tested. The results of this study indicated that science-gifted students significantly surpassed general students in the areas of logical-mathematics, intra-person, and naturalist. Especially, the intelligences of logical-mathematics and intra-person were strong point of the science-gifted students. But music intelligence among the 8 intelligence was weak point. Creativity and the science process skills of the students in science-gifted education excelled those of general students. Therefore, to enhance the efficiency of the science-gifted education program in elementary school, it is necessary to consider the intellectual characteristics of the students.

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