• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.338-352
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• 2020

This study analyzed and compared the characteristics in plan and practice of elementary school teachers' science-gifted classes and invention-gifted classes based on pedagogical content knowledge (PCK). To do this, we selected eight elementary school teachers with experience in conducting elementary science-gifted classes and/or invention-gifted classes were selected at the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers tended to organize the science-gifted classes with a focus on the exploration of causes and application activities for scientific phenomena, but tended to organize the invention-gifted classes with a focus on producing creative output based on methodology. They were all emphasizing the enhancement of creativity in planning and practicing both science-gifted classes and invention-gifted classes. However, there were also some differences in the elements of creativity required by each class. They tended to select subjects for science-gifted classes based on regular science curriculum, while selecting subjects for invention-gifted classes focused on creative design rather than considering the practical art curriculum related to invention-gifted education. They tended to pursue and practice STEAM education in both science-gifted classes and invention-gifted classes. In a way that conforms to these class goals and points, they were using experiments and practices, providing feedback to students, and conducting evaluations. However, some shortcomings were also revealed in the processes. Educational implications of these findings are discussed.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.100-107
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• 2003

The purpose of this study is to assess gifted students' conceptions about nature of science (NOS). Scientifically gifted students who are expected to be professionals in the future should possess an adequate understanding of NOS that if firm foundation for scientific career. 47 volunteers from the 8th grade gifted science program in Seoul National University Gifted Education Center participated to answer questions inquiring NOS conceptions. Their answers were analyzed and compared to different groups such as non-gifted students and younger gifted students. As a result, gifted students' understanding of NOS appeared to surpass that of non-gifted students in many aspects and it seemed that gifted students formed their NOS view in early ages. The relative weakness in their NOS conceptions was found in understanding of scientific enterprise. Their strong misunderstanding about obstacles that minority people would face in scientific enterprise was noticed, too. They admitted that there has been discrimination in scientific enterprise, but they wrongly believed that outstanding scientists cannot be affected by it. Further studies will be required to probe more.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.654-670
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• 2019

From the perspective of science gifted education, the successful intelligence theory is a means to understand how the gifted education curriculum reflects the characteristics of science gifted students. The purpose of this study is to investigate if the successful intelligence is fully reflected in the teaching materials of two gifted education centers (GECDOE: Gifted Education Center affiliated with District Office of Education, GSEIU: Gifted Science Education Institute attached to University). For this study, we selectively used 143 (GECDOE) and 134 questions (GSEIU) from the teaching materials of two gifted education centers. Those questions is analyzed through the semantic network analysis method. The results are as follow. First, the teaching materials of two gifted education centers are not evenly reflected in the successful intelligence, such as analytical ability, creative ability, and practical ability. Second, the teaching materials of two gifted education centers intensively demands analytical ability for students such as 'identify problem', 'represent and organize information', and 'additional prompts for analytical thinking'. Third, the teaching materials of two gifted education centers are presented to students without linking each frame of successful intelligence to one another. As the gifted students are quick to learn and show a preference for more complex thinking, it is necessary to develop teaching materials to experience the various abilities and promote integrated thinking according to the level of the gifted students. In this respect, this study is expected to be used as useful information for developing teaching materials to support customized education for gifted students.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.112-136
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• 2000

In this study, literatures concerning the scientifically gifted/talented were identified through exploration of ERIC(Education Research Information Center) and then categorized. Existing educational programs for the scientifically gifted/talented were analyzed to aid in development and progress of education program of the scientifically gifted/talented. The followings are the results of this study 1. Exploration of ERIC from 1981 to 1997 showed 150 documents related to the scientifically gifted/talented and of those found there were 63 scientifically gifted/talented education program documents which accounts for 42.0%. 2. 42.0% of documents related to the scientifically gifted/talented and 65.1% of education program for the scientifically gifted/talented were in the publication type of journal articles. 3. 60.0% of documents related to the scientifically gifted/talented and 68.3% of education program for the scientifically gifted/talented were in the type of paper of reports. 4. 71.4% of education programs for the gifted/talented was centered around scientifically gifted/talented students in middle or high school. 5. 52.4% of education programs for the scientifically gifted/talented was being carried out as an supplementary enrichment education program such as summer programs or short term projects. Education programs for the scientifically gifted/talented carried out as a regular class accounted for 38.1%. 6. Systems like Mentorship System and Internship System is being well carried out due to good interrelationships between universities and institutions. There were many programs encouraging majors and careers in science related fields. 7. Individualized education, which is effective in teaching the scientifically gifted/talented whose abilities, interests, and attitudes differ, is being well carried out.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.4
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• pp.984-990
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• 2015

In the knowledge-based society, IT literacy and application of a person become a measure of personal competitiveness. As IT industry is of great important nationally, many countries are trying to make an effort to promote IT industry. In this sense, identification and fostering of the gifted children in IT become an important national task since, in IT industry, usually only a few prodigies have led whole IT industry. Currently gifted education aims for convergent gifted education according to government policy. The purpose of this paper is to investigate correlation of information subject and convergent subject for the gifted children in IT. For this purpose, the gifted children in IT who attended a gifted science education center attached to a university at Seoul Metropolitan Area are selected. Their grades during their the period of attendance are collected and analysed. The statistical results show that there is a meaningful correlation between information subject and convergent subject for the gifted children in IT. It means that the higher scores information subject is, the higher scores convergent subject is. The results can be used to make or change gifted curriculum and education contents for gifted IT education.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.252-259
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• 2007

The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.107-126
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• 2006

In this paper we deal with the concept and definition of giftedness, the difference between giftedness and talent, and introduce the gifted education policy and current affairs, identification principle and methods of gifted children and so on there in New Zealand and also we introduce how the current affairs for gifted education there in New Zealand is different with ours. Finally, 1 have suggested a gifted education program of mathematics which can be used in Year 7(6th grade here in Korea) with the assistance of Brian Storey who is the coworker of this paper.

• School Mathematics
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• v.1 no.2
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• pp.461-482
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• 1999

Russia is a country which is interested in mathematics education for the gifted students for a long time. Some aspect of education for the gifted students in Russia (for example, mathematics curriculum of the Russian physio-mathematics school, mathematics education by correspondence for sifted students etc.) has been partially studied. The purpose of this work is to introduce various systems of the mathematics education for the gifted students in Russia, and to draw significant conclusion for systematizing gifted education in Korea. In order to achieve this goal, we analyzed Russian literatures and articles published in Russia by the physio-mathematics school, ministry of education, and etc. In this article, we gave some characteristics of the various types of gifted education in Russia, and the practical curriculum for the gifted education.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.191-215
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• 2014

The quality of gifted education depends on the quality of teachers in the field. Teachers in music (Korean traditional music) gifted education are significant variable in identifying students' giftedness and successful instruction. The purpose of this study was to explore the desirable components of teachers in music (Korean traditional music) gifted education and develop the evaluation criteria based on the desirable components. Previous research on the components of good teachers, teachers in gifted education and teachers in music (Korean traditional music) gifted education were reviewed. Based on literature review, the evaluation criteria of teachers in music (Korean traditional music) gifted education was developed. To collect opinions and derive consensus of the evaluation criteria, this research used Delphi method with a panels of 25 experts. The evaluation criteria classified with 3 dimensions, 8 categories, and 18 variables as the result.