• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.185-192
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• 2016

This study tries to address several problems embedded in the training of English teachers for gifted programs. With a critical analysis of current English Education and English teacher training, the researcher points out some possible problems in English Education and English teacher training in South Korea. The researcher also points out possible problems in teaching English for Gifted Children. Based on the given problems, the researcher accordingly suggests available solution to English Education for gifted Children, and also better ways of English teacher training for gifted programs. The researcher suggests bilingual, production-based and convergence-based English education for gifted children and those English teachers for gifted children.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.381-404
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• 2009

The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed $70{\sim}80$ percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1055-1076
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• 2013

The purpose of this study was to examine the flow of teacher-student verbal interactions and the types of discourse in the science gifted classes of three effective teachers. The three effective teacher were recommended by the expert of a gifted education or science education expert. A participant observation was carried out in their classes, and all the classes were videotaped. The collected videotape materials were transcribed, and Flanders Interaction Analysis Categories and an AF program were utilized to analyze the video clips. The findings of this study were as follows: First, there was no specific flow of verbal interactions in the classes provided by the effective gifted teachers, but the kind of positive verbal interaction that the students responded diversely to their questions or lectures took place. Second, the most prevalent type of utterance in the classes of them was lecturing, and the remark of direction and criticism scarcely took place. And lots of non-directive remarks were found such as emotional acceptance, praise, encouragement or acceptance of ideas. As a result, the effective science gifted teachers made more nondirective remarks such as emotional acceptance, praise, encouragement and acceptance of ideas than directive remarks such as direction or criticism, and their non-directive remark made it possible to elicit more extensive responses from their students.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.93-104
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• 2006

The centroid of triangle is physical property but almost mathematics teachers do not teach centroid by the help of experiments an so they have misconception on principle of centroid. In this paper we investigate whether teachers have made an experiment on centroid of triangle, and we check up on the level of understanding on centroid for mathematics teachers. We introduce the method of teaching centroid and study the process of generalization about centroid of triangle for gifted students.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.293-302
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• 2005

This study investigated behavior characteristics for the gifted(N=210) and the high achievers(N=1l5). The participations in this study were 200 teachers who rated their 325 students' behavior characteristics in 25 public elementary schools in U.S.A rating of behavior characteristics in learning style, motivation, creativity, and leaderships by teachers indicated differences in keen observation, rapid insight into cause-effect relationship, a large storehouse of information, language fluency, absorption/task persistent, preference for own learning activities, concerns for moral/ethical issues, and a diversity of interests between groups. No differences in understanding of underlying principles, organization, curiosity, creativeness, motivation, initiating activities in areas of personal interest, directing group activities, and intellectual playfulness/imagination were found in addition to some differences between two groups.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.79-109
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• 2008

In most curricular model for gifted children, independent study is included as an important element for developing students' study ability and producing creative production Gifted children also prefers this style of learning and they study more easily and with more fun when they learn in the learning style they prefer. This study aims to find out how gifted children in math area performs independent study and how teachers who teach them recognize independent study; survey study was used to analyze the reality of the production in relation to independent study. In result, gifted children's independent study ability was rather very low and teachers recognized the necessity of independent study but lacked understanding of the method of independent study.

• Journal of Internet Computing and Services
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• v.20 no.6
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• pp.167-177
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• 2019

The enhancement of national competitiveness in future society is the discovery and training of excellent SW convergence gifted. In order to cultivate these SW convergence gifted, reinforcing competence of teachers in charge should be made first. Therefore, in this paper, artificial intelligence education contents, one of the core technologies of the 4th Industrial Revolution era, were developed to reinforcing competence of SW convergence gifted teachers. After setting the direction of artificial intelligence education content, we constructed educational content suitable for secondary SW convergence gifted education, and designed and developed it in detail. The composition of artificial intelligence education content consists of machine learning and tensor flow understanding, linear regression machine learning implementation for numerical prediction, and multiple linear regression-based price prediction machine learning implementations. The developed educational contents were verified by experts with qualitative aspects. In the future, we expect that the educational content of artificial intelligence proposed in this paper will be useful for strengthening the ability of SW convergence gifted teachers.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.1-11
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• 2011

This study was carried out to analyze primary gifted education systems in Korea and China. The results of the research are as follows : (1) The objectives of the gifted children education of two countries are same. They intend to dig out hidden talent and giftedness of gifted children. They emphasize the development of creativity in the gifted children through the various special teaching methods. (2) Korea has been doing the gifted education limitedly focused on the 4th grade students in elementary school after regular school curriculum, but China has performed gifted education from primary school to university quite systematically. (3) Korea tend to select the students based on the objective sources such as teachers' observation, recommendation, school scores, but this has limit to find out the real potential genius. China has the similar problems, but they consider of the comprehensive talented and abilities in students at school unit level. (4) Both countries have the teacher training systems for study to make more efficient programs and methods in gited education. It has been emphasized the necessity of gifted education to expand the range and target. Most of all it is very essential to train the teachers to manipulate the gifted education programs. The government should be persue the multiplicity and professionality now. So there are so many things to learn from China since they managed the gifted education in a regular curriculum of the school.