• School Mathematics
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• v.19 no.1
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• pp.77-93
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• 2017

The purpose of this study is to investigate the characteristics of problem making of 19 mathematically gifted students in junior high school. In this study, we examined the expansion and sophistication of the problems made by gifted students, focusing on the analysis framework proposed in the previous research. Next, the problem making by gifted students were categorized into 'horizontal problem making' and 'vertical problem making.' As a result of this study, it was found that problem making by gifted students was not enough in terms of extension and sophistication. In addition, gifted students made problems in the direction of decreasing complexity than original problems when creating new problems, and considered the conditions presented in the original text separately but not comprehensively.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.239-264
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• 2008

The gap in academic achievement owing to entrance age in elementary school has been used as important basic data to formulate policies on school entrance system and other educational policies. Other countries have made further studies to prove the effect on academic achievement of age gap between students in the same grade. This study identified the clear difference in a component ratio in the participants and the successful candidates based on the by entrance age during the entrance examination of the "K" science education center for the gifted. Also, this study analyzed the difference in success in an examination depending on the season of birth between the participants and the successful candidates during the entrance examination. It also compared the birth ratio by season of each group including common students. Some preceding studies with common or backward students show the result that students who entered the school in full age have higher level of academic achievements than students in younger age. But the results of this study proved that gifted students who entered the school in full age did not have a high level of academic achievements. Like these studies, this study show the result that school entrance age works as an important factor of selection of gifted students. Students who entered the school in full age entered much more the "K" science education center for gifted students than students in young age.

• Research in Mathematical Education
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• v.1 no.1
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• pp.95-106
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• 1997

Even though there are extracurricular mathematics classes for gifted students in all levels of schools in Korea, teachers cannot conduct the classes properly because the contents of the textbook are not adequate for the purpose of the classes. So, what they tend to do in the classes is just drilling with many problems which have already shown up at university entrance examinations and various mathematics competitions. The purpose of this paper is to give an example of what the content should be in "Mathematics III" (an elective subject for the science high school students according to the fifth and sixth amendment of national curriculum) and to suggest how to design the extracurricular classes for gifted students. Extracurricular classes of the ordinary secondary school as well as the elective course for the science high school can be suitably designed with choices of topics in the contents of Mathematics III.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.497-518
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• 2008

This study aims to examine how Science Gifted Education Center(SGEC) affect the decision of graduates of gifted education institute in applying for science-related Special high school. To this end, the study investigated factors that affected their decision on applying for higher SGEC, such as career goal prior to their admission to a SGEC, motivation for the admission, and curricular activities at SGEC. A questionnaire survey was administered on 30 students, and resulting data were used as basic information to construct interview questions. Selected 22 students among them were interviewed separately, with transcripts of the recorded interviews being analyzed. The results of the study indicate that among many factors of SGEC for the gifted which affected student's choice of special-purpose high school of science, activities of the center putting an emphasis on open research activities and social interaction had a positive effect on the students' choice of special high school.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.426-438
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• 2019

The purpose of this study is to help science gifted students construct posters after conducting scientific open inquiry. To this end, we analyzed 25 posters written by elementary science gifted students and extracted deficient aspects from the posters. Based on this, a checklist consisting of 17 items in 5 categories was developed to help students construct posters. By applying the developed checklist to the evaluation of 14 posters constructed by science gifted students in middle school, the correlations between evaluators and Cohen's kappa values showed high reliability. In addition, by comparing the evaluation results of the seven 7 posters constructed using the checklist with the evaluation results of control group, a significant difference at the level of p<.01 was obtained, therefore, the usefulness of the checklist was confirmed. Students who used checklists responded positively, including that the checklist helped them to recognize deficiencies in their inquiry and to construct posters systematically without omitting key items of the posters. Finally, additional considerations were discussed for the preparation and presentation of the students' posters.

• East Asian mathematical journal
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• v.40 no.2
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• pp.167-181
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• 2024

This study explored the characteristics of elementary gifted students' creative problem-solving skills combining creativity and problem-solving ability based on their work on Fermi estimation problems. The analysis revealed that gifted students exhibited strong logical validity and breadth but showed some weaknesses in divergent thinking abilities (fluency, flexibility, originality).

• Journal of Environmental Science International
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• v.19 no.10
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• pp.1283-1291
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• 2010

In this study, we developed the environmental education program focused on the communication with the exhibits at the ecological museum applicable to the environmental education for gifted students. For this study, we chose 60 gifted students attending U Institute of Education for the gifted, and classified these students into two groups, then applied newly developed program to the 30 experimental group students, and applied general environmental education program to the 30 comparative group students. Below are the study results: First, the environmental education program focused on the communication with the exhibits at the ecological museum was much effective in increasing environmental sensitivity of gifted students as compared to the general environmental education program. Second, the environmental education program focused on the communication with the exhibits at the ecological museum was much more effective in increasing the willingness to environmental act for gifted students as compared to the general environmental education program Third, the satisfaction of the gifted students about the environmental education program focused on the communication with the exhibits at the ecological museum was higher than the general environmental education program.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.771-797
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• 2015

The purpose of this study was to assess musically gifted students'needs in order to develop the gifted curriculum in music. The survey was carried out with 103 musically gifted students who are being educated in institutes for the gifted. The survey asked the needs about components of the gifted curriculum in music: the educational objectives, contents, teaching strategies, evaluation as well as educational environment influencing on the curriculum. As for the objectives, the result showed the highest needs was the ability to communicate with audience by expressing one's feeling. For the high school students, a large number items had significant differences between the necessary level and the current level. As for the contents, the highest needs were the class piano, second instrument, and the experience of the musical field. High school students needed the second instrument more than middle school students did. As for the teaching strategies, the highest needs were the autonomous choice by learners, the instruction pursuing learners' interests, and the field work. As for the evaluation, the highest needs were the peer evaluation and the evaluation on the collaborative performance or team work. As for the educational environment, the gifted in music strongly needed spaces to practice instruments. Additionally, high school students needed a space to perform like a concert hall. Thus the gifted curriculum in music must be thoroughly developed based on the result above.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.382-398
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• 2020

This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.