• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.673-696
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• 2015

Students' perception of science-related career strongly influences the formation of career motivation in science. Especially, the high level of science gifted students' positive perceptions plays an important role in allowing them to continue to study science. This study compared perceptions of science-related career between general and gifted middle school students using semantic network analysis. To ensure this end, we first structuralize semantic networks of science-related careers that students perceived. Then, we identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. The findings illustrated that the number of science-related careers shown in science gifted students' answer is more than in general students' answer. In addition, the science gifted students perceived more diverse science-related careers than general students. Second, scientific career such as natural scientists and professors were shown in the core of science gifted students' perception network whereas non-research oriented careers such as science teachers and doctors were shown in the core of general students' perception network. In this study, we identified the science gifted students' perceptions of science-related career was significantly different from the general students'. The findings of current study can be used for the science teachers to advise science gifted students on science-related careers.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.635-652
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• 2016

This study investigated operation plan for the Cyber Bridge Program based on the survey from teachers of science high schools. Teachers were found to be thinking it positive that cyber programs can be operated free from the time and spatial restrictions. They thought that teacher interactions are hard to occur and teachers' role in learning is limited as well. Also, the geographical, physical, and socio cultural minorities might have benefits from cyber programs either as regular programs or the before entrance programs. Therefore, the detailed plans are needed. Most of all, since the educational contents are the key for the programs, we suggested some contents categories and developmental criteria. As a result, the developments of high quality contents and financial supports for the successful Cyber Bridge Program are essential.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.111-119
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• 2008

We objectively analysis of teacher recommendation on selection process for scientifically gifted program, by having conducted the test of scientific attitude, process skill, logical thinking, creative problem-solving ability and creativity of the students who were enrolled in science gifted-education programs, students who were recommended by science teachers as talented in science and students of ordinary classes. In result, both gifted program students and teacher-recommended students scored much higher than ordinary class students in all test fields, but there was no meaningful difference between the gifted-program students and teacher-recommended students. This result signifies that teacher recommendation is a valuable tool for selecting students for a science gifted-education program.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.981-1001
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• 2013

Many studies on convergence education have been done in the field of gifted education to meet the social needs for people of convergence talent and to adjust our education system to the paradigm shift. However, the number of studies on convergence gifted education is not sufficient enough and most of them are mainly on science and art. So, this study reviews the previous studies on gifted education involving convergence, and discusses the pressing issues to address for the development of convergence gifted education in korea. Also, the direction of the further research is introduced. There is an agreement that the definition of the convergence gifted and convergence gifted education needs to be clarified, and further researches have to be conducted to establish a basis for defining integrated thinking ability. Furthermore, it is suggested that the contents for convergence gifted education should be developed accommodating individual differences, and a theory-based approach to creating convergence gifted education programs is proposed. On top of that, the needs for the studies on how to strengthen the educational capability of the teachers are discussed.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.37-52
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• 2017

The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.817-836
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• 2015

This research focuses on the development of gifted child behavior checklist which feasibly has application on the nation-wide gifted children observation-recommendation method. Corresponding measure has significance as it reflects actual observations of teachers teaching gifted children first-hand and involves measure of importance regarding each characteristic. An open survey on gifted children behavior characteristics lists and specific behavior patterns has been acquired from teachers in gifted education, and the checklist was developed through expert group review, pre-test, and confirmatory factor analysis process. The former checklists have shown several difficulties on application of observation-recommendation on the field due to behaviors that can't be observed in school, less important behaviors, and collide and duplicate behaviors etc. With regard to such problems, problematic clauses were removed based on the observation probability and importance of the behaviors. Ultimately, total of 32 behavior characteristic checklist consisting of ten sub factors(logical thinking, high achievement, originality, perfectionism, creative problem solving, curiosity, task commitment, conversation ability, creativity, passion) and two to three questions on each factor had been drawn. Through internal consistency test and item-total score correlation, each item of the measure has been analyzed to be consistently evaluating corresponding variables. In addition, the result of confirmatory factor analysis showed every item to be weighed appropriately on its sub-factor, strongly suggesting its feasibility on observation-recommendation of elementary gifted children as an appropriate checklist.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Research in Mathematical Education
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• v.22 no.3
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• pp.175-201
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• 2019

Spending as much time outside of school as in school, gifted youth are affected by non-school aspects including parents, other family members, peers, mentors, mathematics competitions and camp participations. These influences have been known to shape children's intellectual development, academic achievement, interests, and eventually college and career choices. From interviews with five former Olympians from Korea to identify out-of-school influences on their academic achievement and development, we discovered, in addition to confirmation of previously identified factors, additional sources of positive influence seldom previously mentioned and more common to Korean culture were gleaned - mathematics workbooks and Ha-Gwon. The findings of this study are informative for teachers and parents who are interested in development of gifted youth in providing ways to accommodate their special needs and in showing how they can carefully individualize those sources to be positively affecting intellectual development as well as academic achievement.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.239-255
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• 2011

As a case study on the use of coteaching in science instruction for science-gifted elementary students, this paper analyzed the characteristics of coteaching science instruction for science-gifted elementary students by plan, performance, and reflection-evaluation stages of the classes. To do this, we observed two teachers' coteaching science instruction for science-gifted elementary students during twelve classes and analyzed the taped videos, their journals, and the transcripts for in-depth interviews with them. The results indicated that the characteristics of the coteaching science instruction, in the planning stage of the classes, showed improvement in the quality of the sciencegifted education programs, the reduction of the psychological burdens of developing the programs, and some efficiency loss due to the joint preparation of the classes. The characteristics in the performance stage of the classes include the seamless progression of the classes through the division of roles, the increase of the students' opportunity to explore, the supplement of the teachers' inadequate descriptions and the overlooked contents, the increase of the interaction between teachers and students and/or the interaction among students, the reduction of the risk of accidents in experiments, and the reduction of the responsibility for teaching. Finally, the characteristics in the reflectionevaluation stage of the classes could be attributed to the diversity of the evaluation viewpoints, the increase of the learning opportunities to develop the teaching professionalism, and the increase of the fear for assessing my own classes.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.347-361
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• 2006

This research intends to understand classroom culture of gifted youths in secondary mathematics. For this purpose, we have observed ethnographically the mathematics classes of gifted youths for eight months at two Science Education Centers for Gifted Youths. We have collected qualitative data using the methods, participation observation, interviewing, video taping, recording, collecting assistant materials. And these data were closely connected and analyzed synthetically. From this, we found the followings; First, gifted youths in mathematics evaluate the academic abilities as the best standard for their friendship. Second, the gifted youths in secondary mathematics are under an obsession that they should act like gifted youths. Third, even though they know the merits of class type of inquiry and discussions, they didn't participate actively in those types of class. Forth, main differences of classes between Gifted Education Centers and general middle school come from the difference of class type, the roles of teachers and students.