• 아동학회지
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• 제28권5호
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• pp.175-191
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• 2007

This study selected 113 gifted underachievers and 128 gifted achievers from 17 elementary schools to examine gifted children's personal characteristics(self-concept, locus of control, and learning habits) that have an effect on underachievement. Self-concept(general self-concept and academic self-concept), locus of control, and learning habits(endurance, learning strategy, and learning motivation) variables were analyzed to determine gifted underachievers' personal characteristics. (1) Comparison of personal characteristics of gifted achievers with gifted underachievers indicated gifted underachievers had low self-concept, external locus to control, and problems in learning habits. (2) The sub factors of habits of learning motivation and learning strategy had the greatest effect on underachievement of gifted children.

• 영재교육연구
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• 제14권2호
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• pp.75-99
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• 2004

본 연구는 영재아동과 일반아동의 성격 특성의 차이와 영재아동의 성별에 따른 성격 특성의 차이를 알아보는 것이다. 부산광역시에 소재하고 있는 2개 초등학교 4-6학년에 재학 중인 아동 237명과 초등학교 4-6학년에 재학 중인 아동 중 담임교사를 통해 학교에서의 성취(집단지능검사나 학업성취 등)가 상위 5% 이내이거나, 교사가 영재로 지목한 학생들을 K-WISC-III를 실시하여 IQ지수가 130이 넘은 아동 108명을 대상으로 5요인 아동용 성격검사를 실시하였다. 연구 결과, 첫째, 영재아동과 일반아동은 신경증, 외향성, 개방성, 성실성에서 큰 차이를 보였으나 친화성은 별 차이가 없었다. 둘째, 영재여아와 영재남아는 성격 측면에서 두드러진 차이를 보이지 않았다. 그러나 하위 요인에서 영재남아는 신경증의 하위요인인 수줍음(위축)과 개방성의 하위요인인 영리성이 영재여아보다 유의미하게 높았고, 외향성의 하위요인인 자극추구성은 유의미하게 낮았다. 이러한 연구 결과는 아동의 정서적 안정이나 적극성, 열정, 그리고 사물과 상황을 바라보는 개방적인 사고와 높은 성취욕구와 유능감 등이 영재아동의 두드러진 특서이라 할 수 있으며 영재아동의 잠재력을 최대한 발휘할 수 있는 교수-학습 프로그램을 구성하기 위해서는 성의 차이를 고려하기보다는 개개인의 성격 차이를 고려하여야 함을 시사한다.

• 대한가정학회지
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• 제43권12호
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• pp.135-151
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• 2005

The purpose of this study was to examine the influence of father's characteristics on the creativity of gifted preschoolers and nongifted preschoolers. Father's personality, creative personality and parenting self-efficacy were included in father's characteristics. The study subjects were 96 gifted and 180 non-gifted preschoolers and their fathers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984: Kim et al., 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976: Kim et al., 2004), and Parenting Efficacy Scale(Choe et al., 2001). The results showed that extroversion, healthy ability and disciplined ability of the gifted preschoolers' fathers influenced the children's fluency of creativity, while the disciplined imagination of gifted preschoolers' fathers influenced children's elaborateness of creativity. Regarding non-gifted children, the intimacy of the non-gifted preschoolers' fathers influenced the children's fluency of creativity, the general parenting ability of non-gifted preschoolers' fathers influenced children's abstractness of titles of creativity, the general parenting ability of non-gifted preschoolers' fathers the influenced children's elaborateness of creativity, and general parenting ability and learning guidance ability of non-gifted preschoolers' fathers influenced the children's resistance to premature closure of creativity.

• 한국초등과학교육학회지:초등과학교육
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• 제35권2호
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• pp.243-252
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• 2016

The purpose of this study was to analyze affective characteristics and the demands of elementary science gifted students on gifted educations in urban and rural areas. The subjects were 196 science gifted students. The survey questionnaires were consisted of self-esteem, interests in science, scientific attitudes, and demands regarding gifted classes. The results of this study were as follows. First, self-esteem and interests in science, particularly interests toward science, toward science learning, toward science related careers, in urban gifted students were higher than those in rural areas. Whereas interests toward science activities and science anxiety of science gifted students in rural areas were significantly higher than those in urban area. Furthermore, scientific attitudes of science gifted students in urban area were higher than rural those in open-mindedness, critical-mindedness, voluntariness, creativity, whereas science gifted students in rural areas were higher than urban those in cooperation. Second, for the analysis on demands regarding class contents and methods, 'teaching content that challenges and exciting stimuli' of science gifted students in rural areas were significantly higher than those in urban area. Third, for the analysis on demands regarding educational environments, 'satisfaction with class materials provided by gifted classes' of gifted students in urban area were higher than those in rural area.

• 정보교육학회논문지
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• 제22권3호
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• pp.367-374
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• 2018

4차 산업혁명시대에 필요한 인재를 양성하기 위해서는 영재를 선발하여 체계적으로 교육하는 것이 필요하다. 특정 분야에 뛰어난 영재도 중요하지만 이보다는 수학, 과학, 정보 분야의 융합 인재가 요구된다. 본 연구에서는 대학영재교육원의 영재 교육 대상자들을 선발할 때에 정보영재의 특성이 반영된 평가 요소가 과학영재 선발에 어떠한 영향을 미치는지에 대해 알아본다. 정보영재의 특성에서 인지적인 요소들인 규칙화 능력, 추론화 능력, 효율화 능력, 일반화 능력, 구조화 능력, 추상화 능력이 과학영재를 선발하는데 있어 상관 관계가 매우 높게 나타났다. 과학영재교육원 지원자들 그룹에서의 상관 관계가 1차 합격자 그룹보다 더 높고, 최종 합격자들 그룹보다 더욱 높다. 이것은 정보영재의 특성을 나타나는 문항들이 과학영재 선발에 많은 영향을 미친다는 것을 의미한다.

• 한국지구과학회지
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• 제42권4호
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• 한국과학교육학회지
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• 제15권3호
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• pp.291-302
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• 1995

Most middle school and high school students learns under the same study plans and educational courses. Such an equal level education policies prevent the science-gifted from developing and promoting their ability. So it is severely necessary to sort out the gifted in science and make them develop their ability. In this paper, the attitudes of teachers and parents toward the science-gifted student in middle school were investigated as well as the characteristics of the gifted. One hundred science teachers of middle school who recommended the gifted in science and their parents in Seoul area were questionnaired. The follows are the consequences of investigation. 1. Most teachers and parents of the gifted considered that the school should do a special care for the gifted in science. That is, they prefer the enrichment course to the acceleration course for it. 2. The teachers play the role of motivating the study and promotion very well, but do not well as either the advisor or the cooperator with the parents because of their excessive work and lack of professional knowledgement about education of the gifted. 3. The parents play the role of the advisor or the counselor well, but do not well as the cooperator with school. 4. Among the characteristics of the gifted, there are not any differences between boys and girls in conduct characteristics. But there are meaningful difference in emotion characteristics. 5. The education of the gifted is very important for developing of country and personal promotion. So the administrative and financial support are necessary in order to sort out the gifted in science earlier and provide various programs.

• 한국영재학회:학술대회논문집
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• 한국영재학회 2005년도 춘계학술대회
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• pp.173-180
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• 2005

The purpose of this study was to identify common and domain-specific cognitive characteristics of gifted students based on a hierarchical structural model of human abilities. This study is based on the premise that abilities identified by tests can appear as observable characteristics in test or school situations. Abilities proposed by major models of intelligence were reviewed in terms of their power to explain cognitive characteristics of gifted students. However, due to the lack of their explanatory power and disagreement on common and domain-specific cognitive abilities, a new hierarchical structural model was conceptualized in a unique way based on interrelationships between abilities proposed by the models. The newly established model hypothesizes a cognitive mechanism that accounts for how domain-specific knowledge is formed, as well as which abilities are common and domain-specific, how they are related functionally, and how they account for common and domain-specific cognitive characteristics of gifted students. The cognitive mechanism has important implications for our understanding of the chronically controversial concepts, 'intelligence' and 'knowledge.' Clearer definitions of what intelligence is (g or multiple), what knowledge is, and how knowledge develops ('genetic or environmental,' 'rationalistic or empiricist') may result from this model.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권4호
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• pp.251-258
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• 2008

This paper deals with factors discriminating mathematically gifted and non-gifted students. Discussion of some characteristics of mathematically gifted students is done in the first session. Several factors distinguish mathematically gifted from the non-gifted students. High mathematical creativity, high intelligence and opinion of teachers are some of the key factors that can be used for discriminating mathematically gifted and non-gifted students. Research studies have revealed that cognitive as well as affective factors will enhance giftedness. In this study the investigator wishes to look in detail about the characteristics of mathematically gifted students and how they can be identified. Anyway, teachers can change environmental factors and maximum outcome of giftedness can be ensured."

• 영재교육연구
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• 제12권2호
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• pp.93-125
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• 2002

본 연구는 영재교육 담당 교원이 갖추어야 할 이상적인 자질을 탐색하고, 이러한 자질을 갖춘 교원을 양성하고 임용할 수 있는 바람직한 제도를 제시하고 있다. 영재교육 담당 교원이 갖추어야 할 자질은 문헌 연구와 개발원의 설문조사 결과를 토대로 분석하였다. 영재교육 담당 교원이 갖추어야 할 자질을 영재교육에 대한 철학적 이해와 사명감, 전문적 자질, 인성적 자질의 세 측면에서 정리하여 제시하였다. 우리나라와 외국에서 현재 취하고 있는 영재교육 담당 교원 양성 및 임용 제도 현황을 분석하였으며, 외국의 사례로는 미국과 싱가포르를 제시하였다. 우리나라에서 우수한 자질을 갖춘 영재교육 담당 교원을 양성하고 임용할 수 있는 제도적 개선 방안을 제시하였다.