• Title/Summary/Keyword: Gifted Education

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A Case Study Of Scientific Gifted Education in Russia (러시아의 과학영재교육 사례연구)

  • Oh, Hee-Jin;Lee, Hyo-nyong
    • Journal of Science Education
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    • v.32 no.1
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    • pp.85-100
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    • 2008

  • Korea has begun institutional education for the gifted since 2002. It has quantitatively expanded, but needs rather qualitative growth. The purpose of this study is investigating a case of scientific education for the gifted in Russia. Three principal of Russian science academy, one educational psychologist, and one education-government official had in-depth interviews for this study. All data from interviews were carefully analyzed. The Science education for the gifted in Russia gives us full assurance that students should reveal their potential ability with the specialized program in school. The Russian run various, particular academies because they try to search for potential ability in manifold areas. The people in charge of scientific education in Korea should make an effort to seek for varied routes in the way of searching for hidden originality and potential ability.

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Analysis of the Effectiveness of a University Affiliated Science-Gifted Educational Program: The Case of C Gifted Education Center (C 영재교육원을 통해 살펴본 대학부설 과학영재교육원 프로그램 효과성 분석)

  • Han, Ki-Soon;Yang, Tae-Youn
    • Journal of The Korean Association For Science Education
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    • v.29 no.2
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    • pp.137-155
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    • 2009

  • The purpose of the present study was to analyse the effectiveness of a gifted education program. To analyse the effectiveness of an education program for the gifted affiliated with a university, the study carried out a quasi-experimental design to compare the 153 gifted students who enrolled in an education center for the gifted and the 131 potentially gifted students who were nominated by teachers for their high achievements and interests in science but without any education services for the gifted. These two groups of students were compared in the aspects of problem finding ability in science, motivation, self regulation, science-related attitudes, and science anxiety through the pre- and post-treatment settings. The results indicated that the gifted group showed a significant improvement in originality and elaboration of problem-finding ability, but the potentially gifted group showed significant decrease in most variables of problem finding. Related to motivation and self-regulated learning, gifted students showed an increase in cognitive strategy use and decrease in intrinsic value, but the potentially gifted students showed significant decreases in most variables related to motivation and self-regulation, except intrinsic value. Related to the scientific attitudes and science anxiety, there were no significant changes between pre- and post-tests in the gifted group, but significant decreases in most variables were found in the potentially gifted group. The results of paired t-test and Ancova indicate that significant differences between the gifted and the potentially gifted groups are mainly due to the significantly lowered performance in post tests in the potentially gifted group, rather than a significant increase in gifted group.

  • https://doi.org/10.14697/jkase.2009.29.2.137 인용 PDF KSCI