• International Journal of Computer Science & Network Security
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• v.23 no.9
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• pp.71-76
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• 2023

In order to achieve this goal, we consider the following issues: a retrospective analysis of the concepts of "giftedness", "intellectually gifted personality"; the experience of working with gifted youth abroad is analyzed; features of work with gifted student youth are revealed; educational and methodological support and practical work with gifted students are analyzed; an empirical study was conducted to determine the attitude of gifted youth to organizational forms of work with them; developed a scientific circle as a form of work with intellectually gifted student youth. A set of methods is used, in particular: theoretical methods: comparison, analysis, synthesis and generalization; empirical methods: analysis of documentation and results of pedagogical activity, observation.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.183-188
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• 2022

This paper explores the opportunities for scholarly publishing as part of the educational activities of the system of extracurricular research and experimental education, UNESCO Category 2 Centre, "Junior Academy of Sciences of Ukraine" (hereinafter referred to as the JASU), using Open Journal Systems (hereinafter referred to as OJS) publishing platform. The purpose of the study was to identify and select a publishing model and substantiate the procedures for the launch of an OJS-based open-access student scholarly e-journal with a view of improving scholarly communication between gifted children from Ukraine and other countries.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.657-677
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• 2014

Considering the expansion of gifted education and the quantitative increase the Gifted Science Academy, it is important to seek the appropriate methods of mathematics teaching for gifted high school students. In particular, to reflect current trends in mathematics education that the mathematical creativity is being presented as an important educational goal, Now is the time we need student-centered discussion model for regular mathematics classes, not teacher-centered instruction in the way of knowledge transfer. In this study, class model of preparation-based discussion was designed and applied to the regular mathematics classes for the Science Academy. Students participating in this research had a lot of pressure in preparation activities for discussion, but they said that the discussion compared to traditional lecture was mathematically meaningful experience. These findings suggest the implication that class model of preparation-based discussion can be meaningfully applied to the regular mathematics class.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.75-86
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• 2006

This study is partially supported Korea Science Foundation. In this paper we will introduce the result of project to revise mathematics curriculum of Korea Science Academy, and we will discuss the management of mathematics curriculum of Korea Science Academy. This study also analyze the pattern of taking mathematics course during year 2005. From this analyzing result, we will discuss about the development of mathematics curriculum of Korea Science Academy.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.693-704
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• 2016

The aim of this study was to investigate the conditions and strategies of interaction for the school adjustment for the early entrance students of science academy for the gifted. To know their concerns and process of school adjustment, we interviewed six early entrance gifted students of the science academy and two gifted students preparing for their early entrance with a semi-structured questions. Using the grounded theory, a paradigm model was organized and a core category was abstracted through the open, axial, and selective coding. Based on the open coding analysis, 75 concepts, 21 sub-categories, and 10 categories were derived. In the axial coding, the paradigm model was organized by the link between 10 categories derived from open coding. Through the selective coding, this study discovered the core category about early entrance student's school adjustment was overcoming difficulties by using academic, social, and emotional strategy for school adjustment. Through this, we understand the school adjustment process of the students of early entrance to science academy for the gifted.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.437-445
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• 2008

The purpose of this study was to examine about science gifted class student's effect of education for the science gifted class. For this, 21 item-questionnaires were given to 292 students at the 4th, 5th and 6th graders in 3 elementary gifted schools located in Incheon. The results of this study were as follows: First, science gifted students were positive in effect of gifted class. This was more positive as class is low. Second, gifted students are thinking that it is helped to own learning that study at gifted class in cognitive side but appeared relatively low regarding school record or utterance, study method, thinking faculty, creativity. Third, they did not think that is exerting a lot of effects about own habit that study, interest, pride in emotional side. Fourth, they thought that is effective in relation with new friends more than teachers and parents in sociocultural side. Fifth, in private tutoring side they thought that is not influencing to solve academy taking a course of decrease.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.45-63
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• 2003

The purpose of this study is to analyze the status and gifted students' perception on curriculum implementation for gifted education at Busan Science Academy. For the purpose, we investigated the curriculum documents, the process of implementing curriculum and the result of the questionnaire. The questionnaire about the curriculum courses, teaching strategies and evaluation method was answered by 143 students at Busan Science Academy. The curriculum courses are composed of general courses and specialized courses: general courses comprise of Korean language, social studies, foreign languages, arts, and physical education. Specialized courses consist of mathematics, physics, chemistry, biology, earth science, information science. Elective courses are divided into basic elective courses and in-depth courses. Each in-depth course deals with more specialized content. The significant results of the questionnaire are as follows: First, according to gifted students' perception, the credits of specialized courses and in-depth elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities and discussion, but the students prefer diverse teaching strategies such as lecture, discussion, experiment, individual research, problem solving and field studies. Third, students prefer a paper-and-pencil testing assesment rather than a written report assesment and lab experiment assesment. According to this study, the characteristics of the acceleration curriculum at Busan Science Academy were too intensive. Thus it is difficult to implement the enrichment education according to the demand of gifted students in this school. Therefore, this study suggests that we need to revise the curriculum courses of Busan Science Academy and develop contents and strategies for gifted education in science and mathematics.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.920-930
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• 2011

This research was executed in order to analyze the factors and strengths of learning difficulties that science-gifted high-school students experienced in Korea Science Academy. The subjects are 284 gifted high-school students from Korea Science Academy who responded to a paper-and-pencil questionnaire survey. The questionnaire used in this research was developed by focusing on the difficulties in the learning situations of science-gifted highschool students based on Rhodes' 4P theory of creative achievement. The data was analyzed using cross-tabulation analysis, frequency analysis, MANOVA by the SPSS 12.0 program. The analysis of the questionnaire survey on the learning difficulties showed (i) a grade difference in interpersonal relationship and (ii) gender differences in learning ability and learning strategies. Also, it was observed that the students tried to solve their learning difficulties most frequently by meeting their school peers except for methods of 'the others' such as relying on religious power.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.552-563
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• 2009

The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.217-241
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• 2014

This study aimed to explore the direction and possibility of development of the integrated curriculum for the Gifted students in the discipline-centered curriculum perspective. To this end, the study analysed the Ontario interdisciplinary curriculum based on a Drake's Integration Model which is typical model of the discipline-centered curriculum and explored the applicability to Science Gifted Academy in Korea. Through showing the possibility of enrichment on the selected majors, integration with other disciplines and solving the future problems by the integrated curriculum centered on 'Big Idea', the Ontario interdisciplinary curriculum gave suggestions of curriculum integration within or through individual research and integrated curriculum for the Gifted. The application of the Ontario's "Introduction to Information studies" to "Information Science" in Science Gifted Academy in Korea could be obtained the conclusion that the Drake's Integration model is applied to the Gifted by the individualization of the navigation network, KDB(Knowledge-Do-Be) umbrella, and the final interdisciplinary task. From this result, we could suggest that the development of integrated curriculum for the Gifted should be considered the clarity of learning objectives for the Gifted, the plan of evaluation to demonstrate big understanding and big idea, the integration with other disciplines or real-world problem, as well as the need of teachers council for the integrated curriculum. This study is expected to be contribute to development of the integrated curriculum model for the gifted based on the their characteristics and to be utilized in Science Gifted Academy.