• Journal of the Korean Society of Earth Science Education
• /
• v.6 no.2
• /
• pp.152-158
• /
• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• Journal of The Korean Association of Information Education
• /
• v.22 no.3
• /
• pp.367-374
• /
• 2018

In order to cultivate the human resources needed in the 4th industrial revolution era, it is necessary to select the gifted students and educate them systematically. Although excellent gifted students are important in a specific field, more convergent talents in the fields of mathematics, science, and information are required. The purpose of this study is to investigate how evaluation factors reflecting the characteristics of information gifted students affect the selection of science gifted students of a university gifted education center. In the characteristics of information gifted students, the cognitive factors such as Rule creation ability, Reasoning ability, Efficiency ability, Generalization ability, Structuring ability and Abstraction ability were highly correlated in selecting the science gifted students. Correlations in the applicants group of students for science gifted education center are higher than those in the first passers group and higher than those in the final successful candidates group. This means that the factors that shows the characteristics of the information gifted have a great influence on the selection of the science gifted.

• Journal of Gifted/Talented Education
• /
• v.9 no.1
• /
• pp.63-84
• /
• 1999

This study is to examine the current problems of teaching gifted children and suggest elements(or factors) to be considered in setting up goals thereof by analyzing incumbent teachers awareness. 121 teachers were arbitrarily selected from 30 different kindergartens located in Seoul and Anyang, and they were interviewed with two parts questionnaires(or opinions) of improving current practice. The first part of the questionnaire is composed of the questions about teachers awareness of gifted children, actual state of teaching gifted children, effects of teaching in kindergarten for gifted children, and desired direction for teaching improvement. The second part of the questionnaire provided interpretation of precociousness by study habit, creativity and definitive properties and asked the number of children qualified in their classes. Since the results of the first interview as to awareness of gifted children were dismal, 40 teachers were thereafter randomly selected again, and the second interview was warranted. The results alarmingly revealed that program of teaching gifted children were barely existing even though the teachers awareness for the needs of special education for the precocious as well of study materials and programs thereof was high. In addition, the teachers familiarity of gifted children was surprisingly low. At the second interview whereby gifted children was explained, the teachers awareness of gifted children was dramatically improved to 40% in comparing with 7.4% at the first interview without explanation of gifted children. Teachers awareness of gifted children was low because of lacking direct or indirect experience of having gifted children and special programs therof in their classes as well as teachers nonchalance. Therefore not only adequate training and education of teachers, but also cultivation of qualified teachers for special programs for the precocious are obligatory. Training of incumbent teachers and determination of gifted children are prerequisite for timely discovery of gifted children and adequate education for them. Development of special education programs and diffusion are also crucial.

• Research in Mathematical Education
• /
• v.12 no.4
• /
• pp.251-258
• /
• 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."

• Journal of Korean Elementary Science Education
• /
• v.27 no.4
• /
• pp.437-445
• /
• 2008

The purpose of this study was to examine about science gifted class student's effect of education for the science gifted class. For this, 21 item-questionnaires were given to 292 students at the 4th, 5th and 6th graders in 3 elementary gifted schools located in Incheon. The results of this study were as follows: First, science gifted students were positive in effect of gifted class. This was more positive as class is low. Second, gifted students are thinking that it is helped to own learning that study at gifted class in cognitive side but appeared relatively low regarding school record or utterance, study method, thinking faculty, creativity. Third, they did not think that is exerting a lot of effects about own habit that study, interest, pride in emotional side. Fourth, they thought that is effective in relation with new friends more than teachers and parents in sociocultural side. Fifth, in private tutoring side they thought that is not influencing to solve academy taking a course of decrease.

• Journal of The Korean Association For Science Education
• /
• v.25 no.6
• /
• pp.635-641
• /
• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• Journal of Science Education
• /
• v.39 no.2
• /
• pp.278-289
• /
• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).

• Journal of Gifted/Talented Education
• /
• v.17 no.2
• /
• pp.307-337
• /
• 2007

The purpose of this study is to verify the validity of a creativity measurement tool and to discover the creativity characteristics of creative gifted students by assessing the difference in the creativity characteristics of creative gifted students, who were selected from gifted students in elementary and middle schools through the Torrance Test of Creative Thinking(TTCT), according to school level and the type of the students (gifted student in mathematics, gifted student in science). To this research purpose, creative gifted students were selected by the Torrance Test of Creative Thinking(TTCT) on 594 students, who had applied for super gifted education, from 17 gifted students institutes under the jurisdiction of Jeollabukdo office of education, Then, t-tests and multiple regression analysis were performed to analyze the creativity factors between elementary students and middle school students and between mathematics-gifted students and science-gifted students. From the research, the following results were obtained. Although TTCT is effective in distinguishing gifted students with and without creativity, correlation coefficient values between creativity factors(the correlation coefficients between 'fluency' and 'originality' and between 'fluency' and 'elaboration' were .78 and .50 respectively) suggested the possibility of low uniqueness of creativity factors. In addition, compared with elementary students, middle school students showed significantly lower fluency (circles), elaboration(picture construction, picture completion), and the abstractness of titles(picture structure). In the meantime, science-gifted students displayed significantly higher originality(picture construction), and elaboration(picture construction, picture completion, circles) than mathematics-gifted students. Therefore, continuous study is required to enhance the validity of the test for the selection of creativity gifted students. Besides, efforts should be made to find ways to enhance the creativity of gifted students and to resolve the problem of decreasing creativity with student academic level increasing.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.427-447
• /
• 2011

This research looked into the recognitions of a teacher's discernment & recommendations of gifted elementary students targeting 184 elementary school teachers in Seoul district and compared and contrasted their awareness in order to confirm whether there existed a difference in the discernment of gifted elementary students according to their awareness level of professionalism in gifted and talented education. The research results are as follows: There appeared a significant difference in teachers' recognitions level of professionalism in gifted education according to their experience relevant to a gifted elementary student. The teachers, in the process of observations & nominations of gifted elementary students, pointed out creativity, learning motive and attitude as the highest judging standard and also regard such elements as discerning criteria of gifted students. In the process of observations & nominations of gifted elementary students, it was found that teachers' recognitions of importance of discerning criteria of gifted elementary students in relation to parents or fellow teachers' recommendations appeared relatively lower than their recognitions of importance in relation to learning ability, creativity, learning motive and attitude. The research results showed that a group of teachers, who have a high recognitions level of the professionalism in gifted education in the process of observations & nominations of gifted students, perceive the realm of creativity, learning motive, and attitude as more important. This suggests the necessity of elevating teachers' awareness level of professionalism in gifted and talented education in order to discern high-quality gifted students in the process observations & nominations of gifted elementary students putting emphasis on the realm of creativity, learning motive, and attitude.

• Journal of Fisheries and Marine Sciences Education
• /
• v.22 no.3
• /
• pp.316-329
• /
• 2010

The purpose of this study was to examine how middle school students perceived the operation of on-line and off-line math-gifted education. The research questions were as follows: 1. How do students recognize the current situation concerning the operation of on-line and off-line gifted education? 2. How do students recognize the effect and satisfaction level of on-line and off-line gifted education? 3. How do students recognize the improvement of on-line and off-line gifted education? The subjects in this study were 591 students who included 208 in on-line classes and 383 in off-line classes. The results were as follows: First, the students who were enrolled in the on-line and off-line classes regarded gifted people as ones who had a superb ability in a particular field and as ones who think creatively. Second, all the students in on-line and off-line classes found gifted education to be of use to developing their potentials, and they had the biggest preference for experiential field study as the most effective teaching method. Third, concerning their needs for the management of gifted classes, they asked for immediate Q&A services over the Internet.