• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.49-65
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• 2013

The purpose of this study is to investigate the longitudinal impact of the engagement of private tutoring on student achievement and the influence of the engagement of gifted education on the effect of private tutoring by applying hierarchical linear growth modeling technique on the KELS (Korean Education Longitudinal Study) data. For the analysis, we used KELS data including the score of Mathematics achievement from 2005 to 2007 in order to get useful variables like whether or not to engage private tutoring, weekly time and monthly cost of private tutoring, the experience of gifted education, gender, prior achievement of 6th grade, parents' monthly income, internal motivation and self-efficacy. The sample consisted of 4,435 7th graders from Korean middle schools who were included in the KELS and have the data available to a significant dataset having no missing values include. The result suggest that the private tutoring experience predicted students' high Mathematics achievement and the interaction between grade and private tutoring time and cost has negative impact on the mathematics achievement. In contrast, it was found that the experience of gifted education has negative impact on the growth of mathematics achievement, but positive impact on the effect of private tutoring cost on the mathematics achievement. In other words, the experience of gifted education shows affirmative impact on the effect of private tutoring cost on the mathematics achievement indirectly. On the basis of this results, we discussed deeply the effect of private tutoring on the Mathematics achievement and the influence and its meaning of the experience of gifted education on the effect of private tutoring.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.187-193
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• 2011

Recently, the demand for gifted education has been increased tremendously especially due to the impact of the second National plan of gifted education, which has made wide expansion of the education. Accordingly, in parallel with the boom of gifted education demand for IT education for gifted children has been also increasing. In this paper, I considered efficient methods to operate education programs for elementary information-gifted children in association with the expanding information-gifted education. In order to demonstrate the methods, I conducted literature reviews and questionnaire surveys. Based on them, I suggested methods to operate education programs for elementary information-gifted children. This study is expected to help to establish even more effective education for elementary information-gifted children.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.149-150
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• 2012

본 연구의 목적은 영재학생들의 영재교육 수혜 경험이 학생의 학교 성적 및 학업능력이라고 하는 논리적 사고력, 협동력, 설득력 등에 미친 영향을 분석함으로써 영재교육이 나아가야 할 방향을 제시하고자 한 것이다. 이를 위하여 선행 연구 분석을 통해 연구 진행 방향을 설정하고 지속적으로 영재교육을 받은 경험이 있는 과학고등학교나 영재학교의 재학생을 대상으로 회고의 방법을 통해 설문을 실시하였고 설문은 학생 기초자료, 학업능력에 대한 영향, 학교 성적 변화 세 영역으로 구분된다. 본 연구는 선행 연구가 영재교육 직후에 실시되었던 단기적 효과를 분석했던 것과 달리 지속적으로 교육을 받았던 학생들을 대상으로 설문 및 심층면담을 실시함으로써 장기적인 효과를 살펴보았다는 데 의의가 있다.

• The Mathematical Education
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• v.48 no.4
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• pp.387-398
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• 2009

In this paper, we investigated the influence of technology, which gave an impact on students through the process of teaching & learning for the proof of an additive law of sine function in the mathematics education for the gifted. We chose students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University, and analyzed their processes of a mathematical inference or conjecture, an algebraic description and a proof by visualization using technology. We found the following facts. That is, the visualization using technology is helpful to the gifted students in understanding principles and concepts of mathematics by intuition. Also, it is helpful to ones verifying various cases and generalizing principles. But, using technology can be a factor that disturbs learning of students who are clumsy with operating technology.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.282-290
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• 2008

The Research and Education (R&E) program was a year-long, apprenticeship and research-based program that was guided by mentors who are scientists or science teachers. The objective of the R&E program was to help scientifically gifted students in Korea Science Academy (KSA) and Science High Schools (SHS) to enhance abilities in creative thinking, scientific inquiry, problem solving, positive attitude towards scientists, and promoting cooperative research and interests in science and technology. In this study, the impact of the R&E program on the goals of 182 gifted college students in KAIST was evaluated using Likert-type items and multiple-choice method approach that provided a more comprehensive evaluation of the program's impact on science attitudes, creative thinking, scientific inquiry, and interests in science and technology. The results indicated a positive impact on cooperative research, gaining knowledge on the research topic, attitude towards scientists, interest in science and technology, scientific inquiry, and creative thinking in that order. There were rather remarkable and meaningful differences in science inquiry (p<.05), and scientific knowledge (p<.01), between the two groups of KAIST freshmen who came from SHS and KSA in 2006. Implications for science apprenticeship or a research-based mentorship program and their respective evaluations are also discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.100-110
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• 2008

To evaluate the educational programs at Science Education Center for the Gifted (SECG) on how it had influenced its graduates, we have surveyed the graduates with questionnaires categorized into four sections: scientific motivation, self-confidence, knowledge/inquiry activities, and peer-to-peer interactions. Of the graduates who studied at SECG for more than two years and are currently attending college, we questioned 26 students and interviewed 10 students. According to our research data, most students evaluated highly the quality of education they received at SECG; especially, in the areas of science knowledge/inquiry activities and social interactions with their peers. Based on the results from the interviews, for these gifted students with highly developed aptitude in science, we concluded that interactions with real-world scientists, investigative approach to and application of newly-learned scientific concepts, and emphasis on interactive activities with other gifted students at SECG were regarded as effective in promoting motivations towards science and self-confidence.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.281-297
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• 2016

The purpose of this study was to investigate the structural relationships between gifted preschool children and their related variables(creativity, motivation, family system). 230 preschool children, parents and teachers from U-city have participated in this study. the collected data were analyzed with SPSS and AMOS. The goodness of fit was evaluated using the SRMR, RMSEA, CFI, and TLI. The results of this study were as follows: First, family system(adaptability, cohesion) were found to have a statistically significant direct impact on gifted preschool children. Second, creativity were found to have a significant direct effects on gifted preschool children. moreover they also had an indirect effect on gifted preschool children through family system. Third, motivation were found to have a statistically significant direct impact on gifted preschool children.

• Journal of the Korea Society of Computer and Information
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• v.20 no.5
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• pp.151-159
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• 2015

The algorithm in computer science includes skills to design a problem solving process for solving problems efficiently and effectively. Therefore all learners who learn computer science have to learn algorithm. Education for algorithm is effective when learners acquire skills to design algorithm as well as ability to use appropriate design skills solving problems. Especially since it is heightened people awareness to cultivating informatics gifted students who have potential of significant impact on society, many studies on how to teach them have been in progress. Therefore in this study we adopted puzzles to help informatics gifted students learn skills to design algorithm and how to use them to solve problems. The results of pre and post test compared to traditional algorithm learning, we identified that puzzled based algorithm learning gave a positive impact to students. Students had various problem solving experience applying algorithm design skills in puzzle based learning. As a result, students of learning and learning transfer has been improved.

• Journal of the Korean earth science society
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• v.36 no.6
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• pp.580-590
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• 2015

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.