• Journal of Fisheries and Marine Sciences Education
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• v.15 no.2
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• pp.193-205
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• 2003

In this study concerns of parents of gifted children were analyzed. More specifically, this study attempted to classify concerns of parents of gifted children into categories and prioritize concerns in terms of frequency parent indicated. Fifty-two parents whose children are gifted participated in this study and completed open-ended questionnaire. Collected data were analyzed using content analysis and frequency analysis. The results of this study revealed that concerns of parents of gifted children were classified into six categories and sixteen subcategories, and personal trait among six categories was most frequently indicated by parents. The implications of these results for educational and counseling practice were discussed with several limitations of this research and suggestions for future research were made.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.17-29
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• 2002

The purpose of this study was to examine the sex role identity of children who are gifted in mathematics and sciences. In order to investigate the sex role identity types, Korean Sex Role Inventory was administered to 192 gifted and 128 normal children in elementary schools. The research findings are the followings: 1. There was no statistically significant difference in the sex role identity types between gifted boys and gifted girls. 2. There were statistically significant differences between gifted and normal groups. The gifted children are more androgynous and less undifferentiated than normal group. 3. Gifted boys were higher in androgyny and masculinity than the normal group. Gifted girls showed the same pattern.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.935-959
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• 2014

This study attempted to examine the significance of experience in the gifted class management. The participants of the this study were teachers of the science gifted classe in elementary school located in Seoul. The study was conducted in interviews with four teachers of the science gifted class that individually used their own gifted programs. The interviews were analyzed by applying a phenomenological method of analysis derived from Giorgi. Data collection focused on the feelings, thoughts, behaviors, and changes in life of the teachers of the gifted in order to analyze the experience of the research participants. As a result, 123 significant statements were deduced; based on these significant statements, 26 themes and 12 focal meanings were examined closely. Then, the focal meanings were combined to propose situated structural descriptions of the significance of experiences from the perspective of participants. At the same time, by integrating the situated structural descriptions of the individual participants, the experiences of the teachers of the science gifted class were organized as a general structural description. This study examined in depth the experiences of the teachers of the gifted who are the subjects of the gifted class management through a phenomenological method, and also attempted to examine what these teachers wanted on site and what their experiences with the gifted education meant to them. The implications in understanding the problems of the science gifted education in individual elementary schools and in improving the gifted class management were suggested.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.505-521
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• 2013

The purpose of the study is the find out current status and key factors of attendance in private education of gifted students. The results show that 95.9% of gifted students and 94.6% of general students are currently participating in private education. Most percentages of students took English and math programs at the private institutes. Average amount of time students spend for private education was 2~3 hours per day, and most percentage of parents spent 400,000~600,000 won per month for their children's private education. There were no significant differences between the gifted and the general students in the aspects of private education statuses. Regarding the key factors of attendance in private education, improvement of study related skills, school grade management, and influences of surroundings, such as parents and friends, were showed as significant variables in gifted students group. Interestingly, influences of surroundings showed negative effect. For general students and their parents, improvement of study related skills and school grade management factors were significant variables. And for the parents of gifted students, improvement of study related skills and entering higher level schools appeared as significant factors for the participation in private education. Implications of the study were discussed in depth.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.565-580
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• 2015

We investigated gifted students' scientific integrity, perception of scientific misconduct and needs for research ethics education. For this study, 267 science academy students who have participated in R&E program responded to questionnaire of those three parts. The major findings are as follows: First, 45.31% of gifted students answered that they had one or more experiences in five categories; fabrication, falsification, plagiarism, unfair authorship, and connivance of scientific misconduct. Second, almost 90% of gifted students responded that statements of questions are scientific misconduct except the self plagiarism. Third, 28.83% of gifted students needed to study research ethics and all of them were 1st graders. Fourth, they wanted to know specifically the limit of apt citation, writing skills of research notes, specific examples of scientific misconduct, and concrete acting method for scientific integrity, etc. In order to get gifted students to conduct their research responsibly, educators have to consider and reflect the voice of gifted students.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.196-206
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• 2013

The purpose of this study was to analyze perfectism, interpersonal characteristic between the gifted & talented students and the general. The subject of this study were 112 the gifted students and 120 the general. They answered the questions about perfectism and interpersonal characteristic. To compare the gifted and general students' tendency, collected data was classified by their gender and grade. And correlation analysis was done in oder to analyze the relation between the gifted students' perfectism and interpersonal characteristic. The important results of this study were as follows. First, the grade gap of perfectism was not meaningful in both groups. Otherwise, the gender gap of perfectism was meaningful in both groups. Female's perfectism was higher than male's. And the gifted students' perfectism was higher than the general students'. Second, Differently, the gender gap of interpersonal characteristic was meaningful in the same group. Female had higher positive social-relationship, expression tendency than male. But female had lower competition-aggressiveness propensity than male. In the general group, the 6th grade students showed more positive role, social-relationship than 5th grade. And male showed more competition-aggressiveness propensity than female. Comparing the gifted and the general, the gifted had more dominant-superior, exhibitionistic-narcissistic propensity. It could be a reason of the gifted students' social problem. Third, among self-oriented perfectism and dominant-superior, independent-responsible propensity had meaningful correlation. Also socially-prescribed perfectism had influenced on dominant-superior, sociability-friendliness, exhibitionistic-narcissistic propensity.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.15-45
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• 2004

The purpose of this study is to find out the effect of science journal writings on the cognitive and affective features of the science gifted students. In this research, the tasks of on-line science journal writings were assigned for 6 months and the subjects in this study were 21 students of Chemistry Division of the Center for Science Gifted Education, Seoul National University. Consequently in science journals, science concepts are found in various aspects according to the writing formats, and psychological and behavioral characteristics of the science-gifted are revealed in positive or negative aspects. In cognitive prospect, science journal writing equips students with better understanding about science concepts and scientific research. In affective prospect, science journal writing help students improve observation and attitude toward science as wren as writing skills. Accordingly, science journal writing has positive effect on cognitive and affective characteristics of the science-gifted. In conclusion, acknowledged by most of science-gifted students as both beneficial and appropriate in their education program, science journal writing should be emphasized in education for science-gifted students.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.161-177
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• 2015

The purpose of the present study was to verify the structural relationship among metacognition, interactions, problem solving ability and achievement in gifted students through the 3P model. In this study, factors affecting the performance of gifted education are based on 3P(presage, precess. product) theory(Biggs, 2003). Participants attended a 174 gifted student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of metacognition and interactions as exogenous variables; and problem solving ability and achievement as endogenous variables. The results of this study are as follows: First, metacognition and interactions had significant effects on gifted students' problem solving ability. Second, problem solving ability had significant effects on gifted students' achievement. And problem solving ability was verified as a complete mediating variable between metacognition and achievement also interactions and achievement.