• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.241-252
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• 2008

The purpose of this study is to investigate the impacts of a science gifted education program. 155 students who experienced the SNU science gifted education program were interviewed. The interview questions consisted of eligible questions from 'Interview Protocol of Hertzog' (2003) based on 'Recommended Practice in Gifted Education (Shore, Cornell, & Ward, 1991)'. All interviews were immediately transcribed and analyzed qualitatively. It was found that scientifically gifted students had similar concepts of the gifted to what scholars consider as the gifted. Comparing the programs to school education program, the students agreed that the science gifted education program provided more experiments opportunities, higher and deeper level of contents, and more active interactions. Regarding long-term effects, it was found that program influenced on students' decisions for the future, stimuli and expansion of horizons, school work and entrance examinations. Students gained self-confidence and became more interested in science. Some pointed out that they felt greater stimulated, although some indicated an elevated level of self conceit. Implications of science gifted education were found based on these results.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.947-963
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• 2013

This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.635-641
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• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.33-50
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• 2007

In this study, we made a survey for gifted students of science education center for gifted youth in a university to find their viewpoints about giftedness, need of gifted education, attribution. Using the results of the survey, we interviewed mathematical gifted student, parents, teachers to find their viewpoints about giftedness, need of gifted education, attribution. From this, we found the followings: First, Parents and teachers selected intellectual ability as a most important factor of giftedness. On the other hand, gifted students selected creativity as it. Second, gifted students show different communication ability depending on the education place. Third, mathematical gifted students attributed their problem solving ability to interior cause. On the other hand, parents and teachers of gifted students attributed students' problem solving ability to exterior cause.

• International Journal of Internet, Broadcasting and Communication
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• v.8 no.2
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• pp.43-48
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• 2016

In the present knowledge and information society, knowledge and use of information and communication technology(ICT) is very important for every citizen. Also, for national power of a nation, IT-related industries need to be supported since those industries can be reconstructed in a short period of time unlike other industries. In this sense, identification and education of gifted children in IT become a serious national issue. Since 2013, gifted education has been conducted as a form of convergent education by government policy. However, there have been controversies on convergent education for gifted education. The purpose of this paper is to analyze the usefulness of convergent curriculum for gifted education in IT. For this purpose, gifted children in IT in a gifted education center are analyzed. By comparing the entrance ranking and graduation ranking, it is concluded that the current convergent gifted curriculum may not be efficient.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.3
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• pp.316-329
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• 2010

The purpose of this study was to examine how middle school students perceived the operation of on-line and off-line math-gifted education. The research questions were as follows: 1. How do students recognize the current situation concerning the operation of on-line and off-line gifted education? 2. How do students recognize the effect and satisfaction level of on-line and off-line gifted education? 3. How do students recognize the improvement of on-line and off-line gifted education? The subjects in this study were 591 students who included 208 in on-line classes and 383 in off-line classes. The results were as follows: First, the students who were enrolled in the on-line and off-line classes regarded gifted people as ones who had a superb ability in a particular field and as ones who think creatively. Second, all the students in on-line and off-line classes found gifted education to be of use to developing their potentials, and they had the biggest preference for experiential field study as the most effective teaching method. Third, concerning their needs for the management of gifted classes, they asked for immediate Q&A services over the Internet.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.383-409
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• 2005

The history of the gifted education in mathematics is short. And the governmental policies and school practices for gifted education were more focused on gifted education in science. But the gifted education in mathematics will become an important part of gifted education. A situation of the education center for the gifted in science is developing favorably more and more because students and parents have a correct understanding of the education center for the gifted in science. The purpose of this study was to compare and analyze the mathematics curriculum, the contents of education at mathematics class and the actual conditions of operation by the education center for the gifted in science attached to 23 universities in Korea. And we suggested several ideas to improve the problems for gifted education in mathematics.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• 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.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.77-98
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• 2007

It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.