• Proceedings of the Korea Society of Elementary Mathematics Education
• /
• 2010.08a
• /
• pp.173-192
• /
• 2010

• Journal of The Korean Association of Information Education
• /
• v.15 no.1
• /
• pp.31-38
• /
• 2011

This study proposed a new education program for the information science gifted talent using unplugged computing and EPL that are new teaching approach of computer science. We analyzed unplugged computing contents and developed the advanced educational program for the information science gifted talent. We also made up a curriculum and teaching strategy and applied the elementary information science gifted talents the developed program with unplugged computing. In order to verify an effectiveness of new program, we tested t-test and found the positive results between before and after the program as well as an experimental group and the comparison group. In interview and observation about the gifted talents, we also saw that the students evaluated an unplugged computing lesson to the positive responses. We expect the proposed unplugged computing program will give many help for teaching the information science gifted talent.

• Journal of Gifted/Talented Education
• /
• v.23 no.5
• /
• pp.771-791
• /
• 2013

What are the identification criteria elementary school teachers prefer? What are the characteristics of students that teachers consider when nominating them to gifted programs? Will those criteria of identification/nomination differ as to teacher experiences related to gifted education or teacher involvement in the professional development? This study aims to find the answer to these questions. For this purpose, a total of 511 elementary school teachers with a varying degree of experiences with gifted education were recruited from 23 schools in 11 school districts in Seoul. The results show that teachers generally preferred task commitment, creativity, curiosity, and domain specific talents as criteria for identifying gifted students, while perceiving achievement records, total grades, leadership, and general intelligence as less important. Teachers experienced in gifted education or having been involved in professional development perceived curiosity, task commitment, and creativity as more important than teachers without such experiences. The importance-performance analysis of identification criteria indicates that teachers reported high importance on task commitment, curiosity, and creativity, but those factors were less considered in actual nomination. On the contrary, teachers reported low importance on quick learning and achievement(total grades, subject grades), but those were highly considered in nomination. A similar pattern was found in both experienced and nonexperienced teachers although the importance-performance gap was higher for the latter. Implications for teacher nominations and professional development were discussed.

• Education of Primary School Mathematics
• /
• v.15 no.1
• /
• pp.31-40
• /
• 2012

In this paper, we developed teaching learning models using a numeral operation for the mathematical gifted focused on the design of a circle using GSP and investigated effects of this models. This model gave gifted-students to be able to produce creative outputs with mathematical principles and practicality and beauty of mathematics. We found following facts. Firstly, a developed teaching-learning model improves a mathematical gifted student's mathematical creativity as analytic thinking and deductive inference. Secondly, a circular design using GSP helps gifted students to understand the abstract rules because mathematical patterns was represented visually by a circular design. Lastly, a circular design using a numeral operation is helpful to gifted students revealing to creativity and beauty of mathematics.

• Journal of Science Education
• /
• v.38 no.3
• /
• pp.612-624
• /
• 2014

The purpose of this study was to analyze successful intelligence and learning strategies for the scientific gifted and the general students in elementary school. For this purpose, we conducted a survey targeting 327(including 159 gifted students) 5th - 6th grader elementary students in Incheon Metropolitan City. We were utilized to evaluate the students' successful intelligence(Song, 2002) and learning strategies(Kim, 2005). The results of this study were as follows. First, successful intelligence and learning strategies of the scientific gifted students in elementary school were higher than the regular class students, it was a significant difference statistically(p < .001). Second, when compared according to grade level, the scientific gifted students class higher than the general class students, it was a significant difference statistically(p < .001). Third, when compared according to gender, the scientific gifted students were higher than the general class in both men and women, it was a significant difference statistically(p < .001)

• Communications of Mathematical Education
• /
• v.37 no.2
• /
• pp.257-276
• /
• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.

• Journal of Elementary Mathematics Education in Korea
• /
• v.24 no.1
• /
• pp.169-186
• /
• 2020

The purpose of this study is to find new material for developing teaching and learning materials for the gifted class of elementary school students by using the rotatable tangram made by modifying the traditional tangram. Rotatable tangram can be justified by gifted students through mathematical communication. However, even gifted class students have some limitations in finding and justifying triangles and rectangles of all sizes unless they go through the 'symbolization' stage at the elementary school level. Therefore, students who need an inquiry process for letters and symbols need to provide supplementary learning materials and additional questions. It is expected that the material of rotatable tangram for the development of teaching and learning materials for elementary school gifted students will contribute to the development of mathematical reasoning and mathematical communication ability.

• Journal of The Korean Association For Science Education
• /
• v.35 no.5
• /
• pp.817-827
• /
• 2015

This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.369-388
• /
• 2010

A Discourse Analysis tool has been developed and has been applied in the cooperative group inquiry activities in order to derive the characteristics of elementary gifted students in science. We recorded and videotaped the whole group problem-solving processes where 4 elementary students worked together to solve given problems as a group for one year in a gifted education center attached to a university in Seoul. We analyzed recorded discourses using systemic functional linguistics with a focus on the structure of information and topic. The discourse analysis tool was developed with the cooperation of science education and gifted education experts. In discourse analysis, we focused on meaning development processes rather than grammatical analysis. Through application of newly developed discourse analysis tool, we confirmed that the tool is useful in understanding the characteristics of science-gifted elementary students. We also founded that the interaction between students has significant effects on problem-solving processes by comparing two students who showed contradictory features in the share of dialogue. In addition, the result suggested that we need to provide students with proper training for ways to communicate with others for effective science-gifted instruction.

• Education of Primary School Mathematics
• /
• v.18 no.2
• /
• pp.77-89
• /
• 2015

In this study, an 'Independent Study Checklist' for gifted mathematics students was developed and applied. The characteristics shown in the results after the 'Independent Study Checklist' was applied to mathematics gifted students were analysed. The checklist was divided into six phases of the independent study process and included checking contents at each stage. Observations, student interviews and results of the process of 'Independent Study' were collected and analysed to understand the characteristics of students' outcomes. The results from the application of the 'Independent Study Checklist' suggest the followings. First, the 'Independent Study Checklist' took the role of a self-check list to identify the process of the 'Independent Study'. Second, the check points of the 'Independent Study Checklist' presented the view of discussion to gifted students. Third, the 'Independent Study Checklist' was used as teaching material for teachers of gifted students. Fourth, 'Independent Study Checklist' was optionally used according student's study topics and method. Fifth, the checklist at each phase was continuously used during the whole process of 'Independent Study'. The teachers' interest and encouragement took the role of facilitating students' study process.