• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• Journal of Gifted/Talented Education
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• v.9 no.2
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• pp.73-101
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• 1999

The purpose of this study was to suggest an advanced system for educating scientifically gifted children in the Center for Science Talented Education at Kyungpook National University. Several suggestions based on analysis of current identifying-process and instructional materials for scientifically gifted children were provided for advancing the educational system of the center. First, this study suggested a three-step procedure to identify procedure emphasized students reasoning skills as one of important characteristics of the gifted child. Second, this study provided an instructional model for developing hypothesis testing skills in scientifically gifted children. The model was originally based on Lawson's scientific reasoning processes and learning cycle mode. Third, this study also suggested an effective administration system of the Center for Science Talented Education. Further, this study suggested effective ways on research works for advancing the center, educating instructors, the cyber center for remote education, and international co-works for developing the gifted children's potential abilities.

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.11a
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• pp.27-32
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• 2005

As humanity embarks on its learning journey in the 21st century, education needs to take on new dimensions. This discourse focuses on the essentials of what educators could do to promote creative development in young gifted and talented students.Current practices in Singapore's Gifted Education Programme are shared. Future possibilities of educating the young gifted studentson their creative attributes like Piirto's 7 Is, brain functions, energy levels or intensities, volition, virtues and other personal and interpersonal skills will be explained. Gifted students are the captains of their own ships, the pilot of their own planes. Teaching them about their creative potential is the first step in awakening their consciousness from within. It is up to them to decide to become more creative with support from parents and teachers thereafter.

• Journal of Gifted/Talented Education
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• v.8 no.1
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• pp.7-38
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• 1998

In order to explore the science enrichment learning program for the science gifted in general elemetary and secondary schoo1,the identification of the science gifted, gifted education methods and science education cumculums were investigated through literature survey. Admitting the Renzulli's enrichment triad model and three dmensional scienctific factors as context, process and content, the snow ball program was explored. Identification methods and science education cumculum of enrichment learning for the science gifted were presented. In the snow ball program, it was presented that each factor of three dimensional scienctific factors was focused in the different ways due to the levels or the ages of students. The examples of the snow ball program and science education cumculum of enrichment learning for the science gifted were illustrated.

• Journal of Science Education
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• v.39 no.2
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• pp.278-289
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• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.427-447
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• 2011

This research looked into the recognitions of a teacher's discernment & recommendations of gifted elementary students targeting 184 elementary school teachers in Seoul district and compared and contrasted their awareness in order to confirm whether there existed a difference in the discernment of gifted elementary students according to their awareness level of professionalism in gifted and talented education. The research results are as follows: There appeared a significant difference in teachers' recognitions level of professionalism in gifted education according to their experience relevant to a gifted elementary student. The teachers, in the process of observations & nominations of gifted elementary students, pointed out creativity, learning motive and attitude as the highest judging standard and also regard such elements as discerning criteria of gifted students. In the process of observations & nominations of gifted elementary students, it was found that teachers' recognitions of importance of discerning criteria of gifted elementary students in relation to parents or fellow teachers' recommendations appeared relatively lower than their recognitions of importance in relation to learning ability, creativity, learning motive and attitude. The research results showed that a group of teachers, who have a high recognitions level of the professionalism in gifted education in the process of observations & nominations of gifted students, perceive the realm of creativity, learning motive, and attitude as more important. This suggests the necessity of elevating teachers' awareness level of professionalism in gifted and talented education in order to discern high-quality gifted students in the process observations & nominations of gifted elementary students putting emphasis on the realm of creativity, learning motive, and attitude.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.64-73
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• 2020

The purpose of this study is to analyze the difficulties of teachers who teach gifted students in invention and to help address their concerns. To this end, the researcher interviews four teachers with more than three years of experience in guiding gifted students in invention. As a result, they have the difficulties such as difficulties in themselves, relationship with parents, in teaching students, relationship with school and relationship with education office. Supporting measures are 1) strengthening incentives for inventive gifted teachers, 2) continuing in service education, 3) improving the student selection process for gifted students in invention, 4) improving parents' perception of gifted students in invention, 5) improving awareness of school administrators, 6) consistent and continuous administration.

• Research in Mathematical Education
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• v.5 no.2
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• pp.87-98
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• 2001

The Center for Science Gifted Education (CSGE) of Chongju National University of Education was established in 1998 with the financial support of the Korea. Science & Engineering Foundation (KOSEF). In fact, we had prepared mathematics and science gifted education program beginning in 1997. It was possible due to the commitment of faculty members with an interest in gifted education. Now we have 5 classes in Mathematics, two of which are fundamental, one of which is a strengthened second-grade class gifted elementary school students, and one a fundamental class, and one a strengthened class for gifted middle school students in Chungbuk province. Each class consists of 16 students selected by a rigorous examination and filtering process. Also we have a mentoring system for particularly gifted students in mathematics. We have a number of programs for Super-Saturday, Summer School, Winter School, and Mathematics and Science Gifted Camp. Each program is suitable for 90 or 180 minutes of class time. The types of tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving tasks. Levels of the tasks developed for talented elementary students in mathematics can be further divided into grade 5 and under, grade 6, and grade 7 and over. Types of the tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving task. Also levels of the tasks developed for talented elementary students in mathematics can be divided into the level of lower than grade 5, level of grade 6, and level of more than grade 7. Three tasks developed and practiced are reported in this article.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.252-260
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• 2008

The purpose of this study was to examine the difficulties experienced by teachers in science gifted education. To fulfill the purpose of this study, 80 science teachers that taught gifted students were requested to write an anecdotal report regarding gifted education and presented 215 difficulties. By means of inductive categorical analysis, these difficulties were grouped into several categories. The results were as follows: The difficulties experienced by teachers in science gifted education fell into three categories: 'difficulties relating to environment (23.7%)', 'difficulties relating to students(16.7%)', 'difficulties relating to teachers(59.5%)'. Most serious difficulty was 'insufficient educational program'. and many teachers felt difficulty in developing the educational materials. Additionally, we discussed some features of each categories of difficulties.

• Research in Mathematical Education
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• v.4 no.2
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• pp.79-93
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• 2000

The purpose of this article is to introduce the gifted education of mathematics in Korea. We first discuss what is going on in Korea for mathematics education for gifted students. The curriculums for the institutes for gifted education are mentioned. Some focus of this article is proposing some teaching materials that are actively utilizing many basic concents of cryptography and super-string theory, along with careful use of calculators and computers. Many of the materials haven been designed with problem-posing approach on through invoking the cognitive conflict.