• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.1-18
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• 2018

This study aims to analyze the mathematics curriculum in the gifted school and obtain the understanding of the current situation of education for the math-gifted children in Korea, therefore providing a point of view for the improvements. In order to attain these purposes, the study examined the subject competency for the mathematics set by regular mathematics curriculum system and 2015 revision curriculum, and extracted the analytical standards, based on which the education plan documents of each gifted school were analyzed. The conclusion that has been made based on the analysis results is as follows. First of all, the curriculum of mathematics in the gifted schools in korea is heavily concentrated on analytics and algebra. Secondly, in mathematics curriculum for gifted children in Korea puts the most emphasis on the problem solving competency. Third, geometry subject in the mathematics curriculum of Korean gifted schools deals with the given content only at the level of regular high school curriculum. Fourth, learning materials in most gifted schools are not the ones especially revised and adapted for the gifted students but usually the ones for the college students. Lastly, gifted schools are running the curriculum featured with curriculum compacting and advance learning focusing on acceleration.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.31-38
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• 2005

This study investigated the performance of 346 students on the Reynold intellectual Assessment Scale scores for sex, ethnic, and socioeconomic differences. The sample consisted of 198 males and 148 females(271 White, 32 Black, 20 Hispanic, 8 Asian, and 15 others) who were referred for gifted evaluation. The findings indicated significant differences between the IQ scores with regard to sex, ethnicity, and socioeconomic status. Implications of these findings are discussed. in terms of assessing minority group members with the Reynolds Intellectual Assessment Scales (RIAS) to identify gifted children.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.395-426
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• 2010

The purpose of this study was to delve into parents who turned their children into creative achievers in the East and the West in an attempt to determine the cultural generality and specificity of the rearing of gifted children. The subjects in this study were Western parents, who brought up Marie Curie, Einstein, Edison and Newton, and Eastern parents, who raised Lee Hwang, Lee lee, Jeong Yak-yong and Heo Nanseolheon. To compare their parenting characteristics, common denominators and differences, a variety of data were investigated, including historical records about the parents, biographies, critical biographies, autobiographies and letters. As to the common features of the parenting style of the eight Asian and Western parents, they were talented themselves or capable of educating their children in their talent areas, and provided them with optimal learning environments or chances without pushing them. They accentuated independent spirits and emphasized renovative and open way of thinking. And at least one parent in each family showed absolute support for their child. Regarding differences in parenting style between the East and the West, the Western parents urged their children to develop their talents with more intention, rather the Asian parents prized the well-rounded personality and growth of their children. The former interacted with their children in an horizontal manner, but the latter had a vertical relationship with their children. The former expressed their feelings in an active way, but the latter had their emotion in control. Besides, the Western parents disclosed themselves to their children by showing them even their mistakes or improper behaviors, whereas the Asian parents strived in everyday life to give their children a good example or a good role model.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.711-721
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• 2017

As the importance of SW education increases, the necessity of SW gifted education is being required that early discovery of talented children in SW fields. In 2016, thirty SW gifted classes were set up for elementary and secondary school students and SW gifted education began. However, SW gifted education could not be carried out with consistency in detail because each class had different conditions such as selection methods of gifted students, curriculum and environment. Therefore, it is necessary to analyze the situation of SW gifted classes in order to decrease the gap of the SW gifted class. In this research, all the SW gifted classes were investigated in the view of the curriculum, environment, student selection and contents through reviewing the installation-performance reports and on-site visits of all classes. Also, limitations and problems of the SW gifted classes were described and improvement methods were discussed.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.629-655
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• 2014

This study aims to explore the characteristics of environmental catalysts which have affected the development of music giftedness of the disadvantaged students. For this purpose, this study deals with nineteen disadvantaged gifted in music and examines their self-evaluation test, personal statement, and interview. Based on Gagn$\acute{e}$'s environmental catalysts of differentiated model of giftedness and talent(DMGT), the analysis of the interviews conveys the milieu of the disadvantaged gifted hardly exerts positive influences on their musical activities and studies. While concerning music and supporting their children financially and emotionally, parents unintentionally tend to exert negative influences on their children for their misapprehension of giftedness and incompetent advice. On the whole, the disadvantaged gifted hardly admit their teachers as experts in music. In relation to provisions, most students participate in extra school and local program and none of them participates in music gifted program. They are not satisfied with the quality in education. Despite the importance of the events such as crystallizing experience, award-winning, and performance, most students don't have enough events for inspiring their giftedness. As a conclusion, this study gives a proposition for a strategy to improve the environmental catalysts for the disadvantaged gifted in many different ways: the improvement of social recognition, the enhancement of parent consulting and teachers training programs, and the development and diffusions of more qualified gifted programs and so on.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.265-292
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• 2008

This thesis was projected for the purpose of looking into the recongnition of the talented children education, classifying with parents' up-bringing styles, and it classified parents' upbringing styles with affection, refusal, and autonomy, aiming at 189 parents whose children are enrolled in public kindergartens located at three urban districts, J City, G City, and I City, and four rural districts, J County, M County, O County, and I County, and investigated the recongnition for the talented children education,, basing on four kinds of inclination. The results are as followings. First, it is important to activate parent education for the talented children, to help parents, who bring up children with refusal attitude, to give their children sufficient affection, to offer children the chances to express freely and explore, to give children possible permission, and to accept children completely, Second, the cultivated experts with specialized culture and disposition are necessary to grasp the peculiarity of talented children in respective fields. Third, the establishment of the expert talented children education institution specializing in research is necessary Fourth, at the national level, no-fee education for the talented children has to be carried into effect, the national talented children education agencies have to be established widely, researches for the talented children have to be established, the experts for educating talented children have to be brought up, and research expenses have to be supplied to respective talented children education agencies.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• Journal of Gifted/Talented Education
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• v.10 no.1
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• pp.33-53
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• 2000

The purpose of this study was to compare the evaluation of students and teachers on the degree of students' improvement in terms of creativity after participating in enrichment programs for the gifted. Two topics in each of the Language Art and Mathematics were implemented to gifted students in grade 2 and 3 in one of the elementary schools in Kyung-Ki province and one private gifted education center for 12 times during the summer. The results showed that the young gifted students could monitor their performances very well and the evaluation of their creativity were consistently more positive than that of their teachers who taught them. They were significantly more positive regarding their creativity in mathematics than in Language Art. The results imply that young gifted children can evaluate their creativity reliably and consistently. Therefore, the teachers should try to understand and consider their own evaluation about their creativity in planning educational programs for the gifted. In the following studies, it is necessary to have pro- and post-test data on creativity collected by diverse methods and to include older students as subjects to see whether the results of this study are generalizable to older students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.381-383
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• 2023

본 연구는 2016년 이후 2022년까지의 국내 정보영재 관련 연구를 분석하여 이를 통해 향후 정보영재 관련 연구의 방향을 모색하기 위해 시도되었다. 이를 위하여 한국교육학술정보원에서 제공하는 학술지 수록 총 38편의 논문을 대상으로 발행 연도, 연구 대상, 연구 주제, 연구 방법 등을 분석하였다. 그 결과 활발한 정보영재 관련 연구가 필요하고, 연구 주제 측면에서 정보영재 판별과 선발, 교원의 전문성에 관련된 연구가 필요하며, 내용 체계 기준으로 AI, 데이터 관련 연구가 필요함을 알 수 있었다.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.371-380
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• 2014

There is a little curriculum for gifted and talented elementary information. Generally parallel curriculum model(PCM) for gifted children is being applied to many subjects. It is necessary to apply the PCM for gifted elementary children of information science. This model is a prime example of a training program was applied to the encryption. There are four parallel curriculum model. The four curriculum model can be used individually or combined, may be used only partially. In this study, the benefits of parallel curriculum model in order to reflect as much as possible in order all four courses were used. This program for 19 students in the gifted children for information science class were applied to four periods. Observe and record the activities of students in class, the survey targeted learners, assignments, methods of analysis were used. We found that the level of the program was suitable and the aspects of giftedness such as an ability to focus on the task and an ability to solve the problem were enhanced. Moreover, participants became more interested in the topic of encryption following the program.