• Communications of Mathematical Education
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• v.31 no.3
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• pp.257-277
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• 2017

The purpose of this research is divide into two kinds. First, develop the mathematical modeling program for mathematically gifted students focused on Voronoi diagram and Delaunay triangulation, and then gifted teachers can use it in the class. Voronoi diagram and Delaunay triangulation are Spatial partition theory use in engineering and geography field and improve gifted student's mathematical connections, problem solving competency and reasoning ability. Second, after applying the developed program to the class, I analyze gifted student's core competency. Applying the mathematical modeling program, the following findings were given. First, Voronoi diagram and Delaunay triangulation are received attention recently and suitable subject for mathematics gifted education. Second,, in third enrichment course(Student's Centered Mathematical Modeling Activity), gifted students conduct the problem presentation, division of roles, select and collect the information, draw conclusions by discussion. In process of achievement, high level mathematical competency and intellectual capacity are needed so synthetic thinking ability, problem solving, creativity and self-directed learning ability are appeared to gifted students. Third, in third enrichment course(Student's Centered Mathematical Modeling Activity), problem solving, mathematical connections, information processing competency are appeared.

• School Mathematics
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• v.15 no.2
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• pp.429-442
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• 2013

The purpose of this study was to examine the curricula for mathematically gifted focused on contents and graded sequences of those. Three cases of the curricula for the mathematically gifted including teachers' lesson plans and activity sheets for students were collected from gifted education institutes attached the Metropolitan Office of Education. By qualitative analysis, three cases are compared. The first, in a view of educational contents on mathematics, characteristics of the educational programs were investigated. The second, how these contents were arranged according to grades was inquired. On the basis of the results, further studies can be proposed as follows. First, there is a need to study the criteria for setting the educational contents and the sequences of education for the mathematically gifted connecting elementary mathematics education curricula. Second, it is necessary to form the networks in which can allow communication among teachers and researchers for the mathematically gifted.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.369-381
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• 2020

This study aims to analyse the relationship between multiple intelligence and scientific creativity of science-gifted elementary students focusing on the subject of biology. For this, 37 science-gifted fifth-graders in the Science-Gifted Education Center at an Office of Education conducted a multiple intelligence test. In addition, researchers collected science-gifted students' results of scientific creativity activity at the botanical garden field trip. The main findings from this study are as follows: First, strong intelligence was logical-mathematical intelligence for gifted students, and weak intelligence was found to be naturalistic intelligence for them. Second, there was no significant correlation in the relationship between multiple intelligence and scientific creativity of science-gifted students. Third, as a result of independent two sample t-test for each intelligence and scientific creativity scores divided into the upper and lower groups, only verbal-linguistic intelligence statistically differed significantly at the level of p<.05 (t=2.13, df=35, p=0.04). Fourth, as a result of conducting a two-way analysis to see if there were any interaction effects, verbal-linguistic and visual-spatial, logical-mathematical and visual-spatial, logical-mathematical and bodily-kinesthetic, and visual-spatial and musical-rhythmic intelligence all showed significant values at the level of p<.05 level in interaction effects on originality element comprising scientific creativity. Fifth, an analysis of students with high naturalistic intelligence showed that their scores of scientific creativity tasks conducted at the botanical garden field trip were all lower. Based on the results of this study, this study discussed the implications of scientific creativity learning linking multiple intelligence in primary science education and gifted education.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.747-761
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• 2016

The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.831-846
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• 2010

The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1187-1203
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• 2012

This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.136-145
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• 2021

The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.761-772
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• 2011

In current knowledge-based society, national competitiveness and growth of society depend on advances in information and communication technologies considerably. In order to grow advances in information and communication technologies, it is essential to identify and foster gifted children in IT as early as possible. In gifted education in IT, enhancing programming ability and logical thinking ability is very important and is also a part of objectives of gifted education in IT. The purpose of this paper is to identify correlation of programming ability and logical thinking ability for the gifted children in IT. For this purpose, gifted children from a gifted institution at Seoul are selected and their test scores during the period of attendance at institution are analyzed. Also, for extensive analysis, the test scores had been collected for 6 years. Based on thorough statistical analysis, the conclusion is that programming ability and logical thinking ability highly correlate each other. This conclusion can be used to decide and affect a selection examination, curriculum, and selection of an exemplary programming language for gifted education in IT.

• School Mathematics
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• v.10 no.4
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• pp.583-601
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• 2008

The creative productivity is regarded as an essential factor to perform the gifted education. While it is very important to cultivate and to expand a creative productivity through mathematically problem solving in gifted education, we have difficulties in actual education of the (mathematically) gifted, even are there few researches/studies which deal with teaching and guiding the creative problem solving in mathematically gifted education, it is hard to find a guideline that provides proper ways (or directions) of learning-instruction and evaluation of the mathematically gifted. Therefore in this study, the researcher would provide a learning-instruction model to expand a creative productivity. The learning-instruction model which makes the creative productivity expanded in mathematically gifted education is developed and named MG-CPS(Mathematically Gifted-Creative Problem Solving). Since it reflected characteristics of academic- mathematical creativity and higher thinking level of the mathematically gifted, this model is distinguished from general CPS. So this model is proper to provide a learning experience and instruction to the mathematically gifted.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.