• Title/Summary/Keyword: Gifted education units

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The Analysis of Spatial Distribution of Gifted Education Units in Seoul (서울시 영재교육기관의 공간적 분포특성 분석)

  • Kim, Sungyeun;Lee, Seon-Young
    • Journal of Gifted/Talented Education
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    • v.25 no.5
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    • pp.711-729
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    • 2015
  • The purposes of this study are to derive the regions in Seoul that lack gifted education units by analyzing the spatial distribution of the units and to investigate the factors related to the unit locations. The gifted education units are divided into the three following types: the first type is a gifted class at a school, the second type is a gifted education center at a provincial office of education, and the third type is a gifted education center at a university. The results of using a GIS-based spatial analysis were as follows. First, a buffering analysis showed that even though there were gifted educational blind spots in Jongno-gu and in parts of the outskirts of Seoul, the spatial distribution of gifted education units in Seoul seemed homogeneous because they were too small. Second, a special quotient analysis showed that there was a hub unit of gifted education in Guro-gu. Third, an analysis of local Moran's Index showed that Jung-gu was a cold spot and Songa-gu was a hot spot. Fourth, a correlation analysis investigated that the number of gifted education units had generally no statistically significant relationship with economic factors. These results will help to improve the efficiency and equity of the management of the gifted education units in Seoul that will be established or expanded in the future.

The Characteristics of Observing and Inferring of Elementary Gifted Students in Inquiry Activities of the Strata (지층에 대한 탐구 활동에서 초등영재 학생들의 관찰 및 추리 특성)

  • Moon, Byoung-Chan;Lee, Gyoung-Hak;Kim, Hai-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.28 no.4
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    • pp.476-486
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    • 2009
  • The purpose of this study was to investigate elementary gifted students' characteristics of observing and inferring in the inquiry activities. For this study, 40 students of the 4th and 5th grades participated in inquiry activities where the strata were developed well, Haenam Uhangri province. And we analyzed the outcomes of students' inquiry activities. The results are as follows. First, 119 units as observing results were obtained, but most of them showed that they were not focused on the portion of stratus, but that they were implicated in whole stratus as observing object. Second, 90 units were collected with reasoning results, but 4 units of them were wrong in constructing of inferring. Based on outcomes of students' inferring, elementary students preferred to apply deductive inferring method rather than use abductive inferring. Third, only 39 of 119 units acquired from observing were used for constructing inferring and 80 which were discovered from observing activities were discarded without applying of inquiry activities. Fourth, about 42% of students' inferring results were in accord with them of the geologists. But 58% views which didn't agree with geologists showed that they were applied to misconceptions among constructing inferring.

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A design of teaching units for experiencing mathematising of elementary gifted students: inquiry into the isoperimetric problem of triangle and quadrilateral (초등영재 학생의 수학화 학습을 위한 교수단원 설계: 삼·사각형의 등주문제 탐구)

  • Choi, Keunbae
    • Communications of Mathematical Education
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    • v.31 no.2
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    • pp.223-239
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    • 2017
  • In this paper, it is aimed to design the teaching units 'Inquiry into the isoperimetric problem of triangle and quadrilateral' to give elementary gifted students experience of mathematization. For this purpose, the teacher and the class observer (researcher) made a discussion about the design of the teaching unit through the analysis of the class based on the thought processes appearing during the problem solving process of each group of students. The following is a summary of the discussions that can give educational implications. First, it is necessary to use mathematical materials to reduce students' cognitive gap. Second, it is necessary to deeply study the relationship between the concept of side, which is an attribute of the triangle, and the abstract concept of height, which is not an attribute of the triangle. Third, we need a low-level deductive logic to justify reasoning, starting from inductive reasoning. Finally, there is a need to examine conceptual images related to geometric figure.

The Development on Core Competency Model of Scientist and Its Verification for Competency-Based Science Gifted Education (역량 중심의 과학 영재 교육을 위한 과학자의 핵심 역량 모델 개발 및 타당화)

  • Park, Jae-Jin;Yoon, Jihyun;Kang, Seong-Joo
    • Journal of Gifted/Talented Education
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    • v.24 no.4
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    • pp.509-541
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    • 2014
  • There was a great need to consider a core competency-based approach as a new direction of the science education for gifted students according to the value and vision of the 21st century knowledge-based societies. Therefore we developed a core competency model of scientist and examined its validity as a prerequisite for a core competency-based education of science gifted students. In order to this, the survey was conducted after developing questionnaire through the theoretical review of the various resources such as paper, book, and newspaper articles and the qualitative analysis of the behavioral event interview, and then an exploratory factor analysis was performed to validate the factor structure based on the results of the survey. The results revealed that the core competency model with the 5 cluster units of competency and the 15 core competencies was potentially constituted. And the reliability, convergent validity, and discriminant validity of the core competency model were verified through the confirmatory factor analysis. The cognitive cluster consisted of 5 competencies and they were as follows: creative, comprehensive, exploratory, analytical, and conceptual thinking competency. The achievement-orientation cluster consisted of 3 competencies and they were as follows: initiative, preparation & problem solving, and strategic influence competency. The scientific attitude cluster consisted of 3 competencies and they were as follows: flexible thinking & attitude, passion for research, and views about science competency. The personal effectiveness cluster consisted of 2 competencies and they were as follows: diverse experiences and global attitude competency. Finally, the networking cluster consisted of 2 competencies and they were as follows: personal understanding and communication competency. Findings were expected to provide the basic data for developing programs and establishing strategies based on the core competency as well as introducing the core competency model of scientist to science education for gifted students effectively.

The Effects of a Problem-Based Learning Program Titled 'Designing Safe and Strong Bridge' on the Scientific Attitudes, Science Career Orientation, and Leadership of Scientifically Gifted High School Students ('튼튼하고 안전한 다리 설계' 문제중심학습(PBL) 프로그램이 고등학교 과학영재의 과학적 태도, 과학 진로지향도 및 리더십에 미치는 영향)

  • Kim, Dae-Hyun;Yoo, Mi-Hyun;Woo, Heejin
    • Journal of Gifted/Talented Education
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    • v.26 no.3
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    • pp.449-471
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    • 2016
  • This study was conducted in order to investigate how a Problem-Based Learning (PBL) program titled(called) 'Designing Safe and Strong Bridge' effects scientifically gifted students' scientific attitude, scientific career orientation and leadership. The participants were 19 scientifically gifted students in the second grade in C high school in Gyeonggi province; they were selected by participation in the tri-level gifted students identification step. Before and after 14 units of the program, the participants were asked to take tests about scientific attitude, scientific career orientation and leadership and to write a review about the PBL program at the end. The major results of this study are as follows. First, participants' scientific attitude was statistically significantly improved after the PBL program (p<.05). In the sub-domain of this area, six parts excluding the part of openness were significantly developed. Second, the degree of scientific career orientation was statistically significantly improved after the PBL program (p<.05). All 4 sub-domains in the degree of scientific career were significantly developed. Third, all of leadership scores were statistically significantly increased after the PBL program (p<.05). In the first factor, the parts of inner and inter personal characteristics were significantly developed. According to their post-program opinions, participants developed in terms of all the secondary factors, such as ability of interpersonal relation, consideration for others and groups, responsibility for the task, confidence and vision, during the process of PBL problem-solving in the small group work.

A Study on the Development and Effect of Korean Language Education Program Based on Multiple Intelligences (다중지능에 기초한 국어교육 프로그램 개발 및 효과검증)

  • Ku, Ji-Hye;Park, Seong-Ok
    • Journal of Gifted/Talented Education
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    • v.19 no.1
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    • pp.69-94
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    • 2009
  • The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.

A Performance Analysis of Superscalar Processor According to the Number of Functional Units (연산처리기 개수에 따른 슈퍼스칼라 프로세서의 성능 분석)

  • Kim, Ji-Sun;Jeon, Joong-Nam;Kim, Suk-Il
    • Proceedings of the Korea Information Processing Society Conference
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    • 2003.05a
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    • pp.451-454
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    • 2003
  • 슈퍼스칼라 프로세서는 이슈대역폭에 비해 실제로 처리되는 명령어의 개수는 상대적으로 적다. 본 논문에서는 슈퍼스칼라 프로세서의 성능을 높이기 위해, 연산처리기 개수에 따른 슈퍼스칼라 프로세서의 성능을 측정하고, 연산처리기의 활용도를 측정하였다. 실험을 위해 연산처리기 개수는 각각 1개, 2개, 4개로 하였고, 목적프로세서는 4개의 명령어를 동시에 이슈하고 실행할 수 있는 슈퍼스칼라 프로세서를 대상으로 실험하였다. 또한 연산처리기의 활용도를 분석하기 위해 시뮬레이터를 구현하여 명령어가 실행될 때, 실제 처리된 명령어의 개수를 측정하여 연산처리기의 활용도를 측정하였다. 이를 통해 슈퍼스칼라 프로세서에서 명령어를 실행할 때 필요한 연산처리기의 개수를 결정할 수 있었다. 실험 결과 4-way 슈퍼 스칼라 프로세서에서 명령어 실행에 필요한 연산처리기의 개수는 2개가 적당함을 확인할 수 있었다.

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Analysis of academic achievements on above-level testing of newly entering students in science specialized high schools (상급 학년 수준 시험을 활용한 과학고 신입생들의 학업성취도 특성 연구)

  • Ahn, Tae Hwan;Park, Kyung Hee
    • Journal of Gifted/Talented Education
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    • v.25 no.1
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    • pp.119-138
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    • 2015
  • This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.