• Title/Summary/Keyword: Gifted Education

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Study on emotional factors navigation defects adversely affect the child's development (아동발달의 부정적 영향을 미치는 정서적 결함요인 탐색에 관한 연구)

  • Lee, Soon-Bea;Kim, Min-Joung
    • Journal of Industrial Convergence
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    • v.12 no.2
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    • pp.24-38
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    • 2014
  • The significance of this study is to utilize research and care in the field, navigate to the factors that negatively affect the child's development objective of the present study. Exploratory study of the development affected by age to be raised to the acquired write that emotional abilities are not genetically gifted. This is a crucial time for the development of emotional skills in infancy and childhood entire life, and see this time the biggest impact of social environment and the relationship between parents and children made home amicably, the parents are the most influential factors michim at home The. As such it should be recognized that an important role in the development of the emotional power of the child's parent role. Seen to suggest ways to develop children's development through these findings.

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Validation of the Psychological Capital Scale for Technical High School Students specialized in Invention and Patent Education (발명·특허 특성화 고등학교 학생들의 심리적 자본 척도 타당화 연구)

  • Ahn, Byungkuk;Ahn, Doehee
    • Journal of Gifted/Talented Education
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    • v.25 no.4
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    • pp.629-648
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    • 2015
  • This study was to develop new psychological capital scale for high school students attending a technical high school specialized in invention and patent education, and to examine validity and reliability of the new psychological capital scale. Of the 400 high school students attending a technical a technical high school specialized in invention and patent education in a Province, Korea, 388 completed and returned the questionnaires. PCQ (Psychological Capital Questionnaire)-24 items version was modified to measure psychological capital of them. By conducting confirmatory factor analysis, the final 19 items were selected. The Cronbach's alphas of the final version were ranged from .723 to .871. Convergent validity was supported through correlations among the sub-scales of the final version of PCQ, creative intelligence, creativity, and academic efficacy. Criterion-related validity was supported by mean differences on 4 sub-scales of psychological capital (i.e., self-efficacy, hope, resilience, and optimism) between two groups (i.e., prize-winning experiences for invention or academic achievement).

An Analysis on the Actual Conditions of the Mathematical Misconceptions Held by the Gifted Education Learners (수학영재교육 대상자의 수학용어에 대한 오개념 실태 조사)

  • Nam, Seung-In
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.1
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    • pp.179-198
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    • 2011
  • The understanding of mathematical concepts should be backed up on a constant basis in oder to grow problem-solving skills which is one of the ultimate goals of math education. The purpose of the study was to provide readers with the information which could be considered valuably for the math educators trying both to prevent mathematical misconceptions and to develop curricular program by estimating the actual conditions and developing backgrounds of the mathematical misconceptions held by the gifted education learners. Accordingly, this study, as the first step, theoretically examined the meaning and the developing background of mathematical misconception. As the second step, this study examined the actual conditions of mathematical misconceptions held by the participant students who were enrolled in the CTY(Center for Talented Youth) program run by a university. The results showed that the percentage of the correct statements made by participant students is only 35%. The results also showed that most of the participant students belonged either to the level 2 requiring students to distinguish examples from non-examples of the mathematical concepts or the level 3 requiring students to recognize and describe the common nature of the mathematical concepts with their own expressions based on the four-level of concept formulation. The causes could be traced to the presentation of limited example, wrong preconcept, the imbalance of conceptual definition and conceptual image. Based on the estimation, this study summarized a general plan preventing the mathematical misconceptions in a math classroom.

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Difference between Gifted and Regular Students in Mathematical Creativity and Mathematical Self-Efficacy

  • Seo, Jong Jin;Hwang, Dong Jou
    • Research in Mathematical Education
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    • v.8 no.3
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    • pp.183-202
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    • 2004
  • The former study results demonstrate that differences between people of creativity and non-creativity lie in differences of the self-efficacies rather than those of cognitive aspects and a man of higher self-efficacy has a tendency to set up a higher goal of achievement and higher self-efficacy influences his or her achievement results as well (Zimmerman & Bandura 1994). Using the method of mathematical creative responses of open-ended approach (Lee, Hwang & Seo 2003), difference of mathematical self-efficacies has been surveyed in the study. Results of the survey showed that some students of a high mathematical self-efficacy even had bad marks in the originality or creativity but, in some cases, some students of a low mathematical self-efficacy rather had good marks in the fluency. Therefore, the response results mathematical creativity ability may be a special ability and not just a combination of self-efficacy ability. The fluency of the mathematical creative ability may be a combination of mathematical motivation ability that have been surveyed in the study suggest that not only cognitive components but also social and emotional components should be included in a development process of new creative method for teaching and learning mathematics.

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Effect of PBL applied On-line Debating System. (웹기반 문제중심학습(PBL) 시스템을 적용한 사이버 토론 학습 프로그램의 효과)

  • Seo, Seong-Won;Park, Sang-Tae;Kim, Eui-Jeong
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2013.05a
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    • pp.397-400
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    • 2013
  • This research examines how e-PBL system affects 'self-directed learning ability' by applying it to "Science Cyber Conference" participants for 16 weeks. Participants' perception of PBL class process was also looked. After applying PBL program, participants' 'self-directed learning ability' has effectively changed statistically(p<.05). Especially, it showed significant change in 6 areas of 'self-directed learning ability' out of 7. Participants also showed positive response to PBL program (p<.05).

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Development and Application of Programming Learning System Using LED Display Kits (LED 디스플레이 키트를 활용한 프로그래밍 학습 시스템의 개발 및 적용)

  • Chun, Seok-Ju
    • Journal of The Korean Association of Information Education
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    • v.14 no.1
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    • pp.123-130
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    • 2010
  • In this paper, we introduce a new programming learning system for young students. The programming learning system consists of a LED display kit and a web-based flowchart system. The LED display kit acts as an output device by way of displaying lights while following a set of instructions given through a flowchart programming. In the flowchart system, the students use symbolic variables for the calculation and can get various displays or animations after creating a flowchart by drag-and-drop. Then we describe the survey results of various programming classes using our system between fall 2005 and spring 2009. The programming teaching was conducted with diverse groups such as elementary school students, gifted students, college students, and teachers etc. The responses from our in class surveys were generally positive.

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The Relationships among Integrative Creativity, Creativity in Scientific Humor, and Perceptions of Educational Benefits for Making Scientific Humor of Elementary Students (초등학생의 통합 창의성, 과학 유머 창의성, 과학 유머 만들기의 교육적 효과에 대한 인식의 관계)

  • Son, Minhee;Kang, Hunsik
    • Journal of Korean Elementary Science Education
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    • v.38 no.2
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    • pp.191-202
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    • 2019
  • This study investigated the relationships among 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' of elementary students. To do this, five graders (n=42) at an elementary school and five graders (n=38) at a gifted science education institutes in Seoul were selected. Tests for 'integrative creativity', 'creativity in scientific humor', and 'perceptions of educational benefits for making scientific humor' were then administered. Analysis of the results revealed that the scores for some subcategories of 'creativity in scientific humor' were positively correlated with those for 'integrative creativity', especially for 'creative motivation (e.g., curiosity and playfulness)' and 'creative potency (e.g., knowledge, imagination, sensitivity, flexibility, and fluency)' more than 'creative attitude'. The subcategories of 'integrated creativity' that were significantly related to 'creativity in scientific humor' were somewhat different according to the subcategories of 'creativity in scientific humor'. The scores for all subcategories of 'perception of educational benefits for making scientific humor' were not significantly correlated with those for almost all subcategories of 'integrative creativity' and 'creativity in scientific humor'. Educational implications of these findings are discussed.

Analysis of Elementary and Middle School Students' Perceptions of Virtual Reality Interaction Tool (가상현실에서 상호작용 도구에 대한 초·중학생의 인식 분석)

  • Shim, Jaekwoun
    • Journal of Creative Information Culture
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    • v.5 no.1
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    • pp.15-24
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    • 2019
  • Tools and methods for interacting with the virtual environment are essential in order for a student to perform the virtual reality education contents. However, since the developed controller has generally been constructed for adults, it is necessary to study interaction tools considering the purpose of education and the level of students. Therefore, this study analyzed elementary and middle school students' perceptions of HMD and interactive tools, which are currently widely used as an initial research for developing interactive tools. Results show that students' perceptions has increased in post-questionnaire compared to pre-questionnaire, indicating that the universal controller can be used in the education. Implications for the development of interaction tools are discussed based on interviews with students.

Analysis of Differences in Academic Achievement based on the Level of Learner Questioning in an Online Inquiry Learning Environment

  • CHOI, Hyoseon;LEE, Sunghye;CHAE, Yoojung;PARK, Hyejin
    • Educational Technology International
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    • v.19 no.1
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    • pp.93-122
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    • 2018
  • It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

Analysis of Research Trends in Elementary Information Education in Korea using Topic Modeling (토픽 모델링을 활용한 국내 초등 정보교육 연구동향 분석)

  • Shim, Jaekwoun
    • Journal of The Korean Association of Information Education
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    • v.25 no.2
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    • pp.347-354
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    • 2021
  • As interest in artificial intelligence education for elementary school students has recently increased, it is necessary to analyze the existing elementary information education research from a macroscopic point of view to understand the current situation and to provide implications for subsequent research. This study analyzed Journal of The Korean Association of Information Education for the purpose of looking at the research trend of elementary information education in Korea. For the data of the study, all papers published until 2020 in the first issue of the journal were selected, and 11 research topics were derived by modeling topics. As a result of the study, topic T1, the highest proportion, was analyzed to account for about 38%, and keywords such as education, research, analysis, elementary school, and information were derived according to the order of contribution to topic T1. As a result of regression analysis according to the year of the topic, it was found that the research trend is changing to computing thinking, software education, and artificial intelligence education. The significance of this study is that text data related to elementary information education is objectively clustered.