• Title/Summary/Keyword: Class for the gifted

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Development and Application of the Mathematically Gifted Student Learning Program Utilizing App Inventor for Self-directed Learning Ability (자기주도적 학습능력의 향상을 위한 앱인벤터 활용 수학영재프로그램의 개발과 적용)

  • Lee, Jae-Jun;Yoo, In-Hwan
    • The Journal of the Korea Contents Association
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    • v.16 no.6
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    • pp.1-8
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    • 2016
  • Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.

Proposing a Pre-service Teacher Training Program for the Gifted Education

  • Shin Myeong-Kyeong;Park Jong-Wook;Chung Byung-Hoon
    • Journal of the Korean earth science society
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    • v.26 no.4
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    • pp.347-357
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    • 2005
  • Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

Development of Integrated Science and Art Teaching-Learning Programs for the Improvement of Creative Brain Activity of Scientifically Gifted Elementary School Student (초등과학영재의 창의적 두뇌 활성화를 위한 과학과 미술 통합 교수-학습 프로그램 개발)

  • Kwon, Young-Sik;Lee, Kil-Jae
    • Journal of Korean Elementary Science Education
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    • v.32 no.4
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    • pp.473-484
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    • 2013
  • The purpose of this study was to develop science and art integrated program to improve the creativity of scientifically gifted elementary school students. This study was to develop science and art integrated program to enhance the creativity of these subjects. This program was consisted of 30 lessons covering 10 topics. It was developed of five stages including the observation stage reflecting the characteristics of the right hemisphere relevant to creativity, the interest and curiosity stage, the experiment design and performing stage, the internalization stage, and the stage of expressing arts. This program was applied to 20 senior gifted students in Y Elementary School in Gyeonggi province. Torrance Tests of Creative Thinking(TTCT) was used in order to investigate and measure the effectiveness of the program before and after its use in class. The results of this study are as follows: First, this program showed results of significant improvement of creativity of scientifically gifted elementary school students after its use in class(p<.05). Second, it was significantly effective in increasing their creativity, especially in the subdomains such as originality, abstractness of title, and territory of resistance on hasty conclusions after its use in class(p<.05). Third, it was significantly effective to increase the Creativity Index that represents creative potential(p<.01). In particular, emotional expression, internalized visualization, unique visualization, and richness of the imagery emerged. This study implies that the science and art integrated program was closely related to the right hemisphere of the features enabling the subjects to create new ideas, new things, and new reactions. In addition, this program is expected to contribute to activate the brain areas of creativity for gifted students in the science field.

The Characteristics of Beginning Science-Gifted Education Teachers' Reflection on Their Science Teaching with Coteaching through Mentoring (멘토링을 통한 코티칭 과학영재수업에 대한 초임 과학영재교육 담당교사의 반성의 특징)

  • Noh, Taehee;Yang, Chanho;Kang, Hunsik
    • Journal of The Korean Association For Science Education
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    • v.33 no.6
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    • pp.1170-1185
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    • 2013
  • In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

Analysis on the Perception Discrepancy between Teacher's Teaching Goal and Students' Learning Goal in the Elementary School Mathematics Class for the Gifted (초등수학영재학급에서 교수자의 지도 목표와 학습자의 학습 목표 인식 간극 분석)

  • Lim, Seoung Jae;Song, Sang Hun
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.1
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    • pp.1-16
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    • 2015
  • This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.

Discovery of Materials Using Rotatable Tangram to Develop Teaching and Learning Materials for the Gifted Class (초등학교 영재학급용 교수·학습 자료 개발을 위한 가변칠교판 활용 소재 발굴)

  • Kang, Min Jung;Song, Sang Hun
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.1
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    • pp.169-186
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    • 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.

A Case Study on Characteristics of the Mathematics Gifted Children (수학영재의 특성에 관한 사례연구)

  • Kim, Min-Jung;Ryu, Sung-Rim
    • Education of Primary School Mathematics
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    • v.10 no.1 s.19
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    • pp.41-56
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    • 2007
  • Related with the mathematics gifted children the situation of different case studies is the research which is limited in mathematics problem solving process of the most mathematics gifted children. The research which it sees hereupon observes from the scope which is wider the quality of the mathematics gifted children, before the hazard mathematics gifted children whom it sees enter into the mathematics gifted children education center unit life and life after studying living and dismissal of a class from the general school, namely for their general life it leads compared to attitude it observes the reporter it does a quality. For a what kind of interest in the mathematics gifted children, the research leads the family or general class, from the gifted children education center it has it considers encouragement, map and to give a help to good mathematics gifted children education activation, it does. It will reach and to respect with afterwards it set a same three research problem. First, before entering into the mathematics gifted children education center, are the mathematics gifted children what kind of quality? Second, Are the mathematics gifted children what kind of quality for general school hour? Third, Are the mathematics gifted children what kind of quality after dismissal of a class after hour? Being selected in the hazard gifted children education center which solves an up research problem, simple characteristic and approach ease characteristic, by the condition of the permission possibility back it selected 2 person gifted children school boxes which are coming and going. And, before entering into these mathematics gifted children education center, studying life from the general school, life after dismissal of a class it will extend at 1 years, various recording it will ask and it collected direct observation and interview it led against their quality it analyzed. It shared the result which it analyzes with emotional quality, studying conduct qualities, general qualities of the mathematics gifted children and qualities of mathematics gifted children parents. Studies level of the mathematics gifted children parents high facility when them are young from, the interest and helping out which it has were considerable, to advance with the direction where in order for always with great disaster them are proper the map it did. In general quality of the mathematics gifted children from young age the ability which finds a language and a possibility concept superiorly the ability which expresses the thought of oneself logically was superior, the competitive spirit was high, it liked it came reading, a leader role, to reveal a deepening school with the fact that it comes and goes. Also it will burn with their studying conduct quality and it will roll and it did deeply and it arranged knot eagerly, accomplishing which is superior from the field which is various it showed, the originality was superior, the subject attachment power was high quite, oneself it studies it has a devotion the possibility of knowing it was. And, the social characteristic of the friends and is good with their emotional quality and it does there is own reflection and an encouragement at any time and also a confidence, but just as good as the stress also it receives the possibility of knowing it was to him.

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Effects of Project Based Material on Problem solving Ability and Attitude of Mathematically Gifted in Science High School - Focusing on Probability and Statistics - (주제탐구형 자료가 과학고 수학영재의 문제해결 및 태도에 미치는 효과 - 확률.통계 영역을 중심으로 -)

  • Lee, Jong-Hak
    • The Mathematical Education
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    • v.50 no.4
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    • pp.467-487
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    • 2011
  • The purpose of this study is to analyze of gifted students' improvement on mathematical attitude and problem-solving ability through project-based materials in science high school. For this study, research questions are established as follows. 1. Does the project-based materials-used instruction have a positive effect on improving problem-solving ability? 2. Does the project-based materials-used instruction have a positive effect on improving mathematical attitude? To solve these research questions, this study employed a survey and interview type investigation for gifted students' mathematical attitude and problem-solving ability. A subject of classes were randomly selected among the 11th grader in D science high school and designated one class as the experimental group and the other class as the control group. Twelve hours of the project-based materials-used instruction and the traditional textbook-oriented instruction had been carried out in each class. Findings on this study are as follows: First, the project-based material-used instruction is shown to be more effective in enhancing problem-solving ability than the traditional textbook-oriented instruction. Second, the project-based material-used instruction is shown to be more effective in improving mathematical attitude than the traditional textbook-oriented instruction.

An Analysis of Generalization Class using GSP for the 8th Grade Students in a Math Gifted Class - Focused on Viviani theorem - (GSP를 활용한 중학교 2학년 수학 영재학급의 일반화 수업 분석과 교육적 시사점 - Viviani 정리를 중심으로 -)

  • Kang, Jeong Gi
    • Communications of Mathematical Education
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    • v.30 no.1
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    • pp.23-46
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    • 2016
  • This study is aimed to implement a preferred generalization classes for gifted students. By designing and applying the generalization lesson using GSP, we tried to investigate the characteristics on the class. To do this, we designed a lesson on generalization of Viviani theorem and applied to 13 8th grade students in a math gifted class. As results, we could extract five subjects as followings; mediating the conjecture by GSP and checking the pattern, misunderstanding the confirm by GSP as a proof and its overcoming, digressing from the topic and cognitive gap, completing the proof by incomplete conjecture, gap between the generalization and understanding generality. Based on this subjects, we discussed the educational implications in order to help implement a preferred generalization classes for gifted students.

An Analysis of Using TI-73 Calculator for the 5th Grade Students in an Elementary Math Gifted Class (TI-73 계산기를 활용한 초등 5학년 수학 영재 학급의 수업 분석)

  • Kang, Young Ran
    • Education of Primary School Mathematics
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    • v.16 no.3
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    • pp.315-331
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    • 2013
  • In this study, lessons on coordinate, percentage, and factorization in prime factors were taken with TI-73 calculator for 20 elementary school students in the 5th grade math gifted class in Pohang city. Through these lessons, the researcher examined with cases how using the calculator would influenced the lessons for the gifted students, and attempted to obtain implications on using calculators as learning tools in class. Activity sheets were made for this study and a 80-minute lesson was held three times for three weeks. In order to collect data, the class was recorded on videotape, the students were interviewed, and documents used in the class were collected. Then all the data were transcribed. Data analysis was completed through several readings of transcripts and main themes were derived by classifying, comparing, and contrasting coding. As a result of the study, the calculator played a role the tool as the mediation to communicate and the challenge their solvable tasks beyond the limitation of paper and pencil environments. But, in using the calculator, there was differences in gender between boys and girls. Above all, to enter commands into the calculator resulted in obstacles for learning process.