• (The)Study of the Eastern Classic
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• no.57
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• pp.407-435
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• 2014

Gusadang Kim, Nak-Haeng is a scholar of 18th century in Yeongnam region who wrote about 130 Chinese poems. In this study, I searched Gusadang's inner world by interpreting his Chinese poems. His life is closely related to his father Jesan Kim, Seong-Tak who was exiled. The fact that he devoted himself to his father for 10 years shows he had strong standards in making decisions in life. In short, Gusadang was a person who looked gentle but was tough inside and he remained firm in his faith even with outside pressure. He could not achieve glory because he spent time serving his father in his thirties. Although he heard compliments from others that he was talented enough to succeed as a scholar, he lacked time and mental energy to study. Also, he was a moralist and wrote some poems about impressive events in his life even though he did not fully devote himself to writing poems. In this study, I searched his inner world focusing on how he felt and thought about outside world by analyzing his poems. In conclusion, I found three characteristics from his poems. Firstly, depressed feelings are shown based on excessive self-consciousness in the poems related to his father. Secondly, his will to keep balance in life is shown because he wanted a harmonious life as a seeker after truth. Thirdly, a sense of isolation is shown because he had to keep a distance from outside world.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.503-527
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• 2009

The purpose of this research is to compare and analyze differences in modern 'Hyo' concepts and behaviors between the gifted and the general students of the elementary school. In this study, two groups(the gifted and the general students of the elementary school) were compared, in grade, birth-order, family members, education and religion factors in family, to seek for a better way to teach the Korean gifted students. The results are, as follows. First, the gifted had higher 'Hyo' concepts than the general students, because developments of the gifted in the field of intellect, emotion and will are faster than the general. The gifted had many interests in values and moral decisions. There are no meaningful differences between boys and girls in the gifted group. But in the general group, girls have higher 'Hyo' concepts than boys. This is because girls emotional developments are faster than boys. Second, in the gifted group, 5th graders have higher 'Hyo' concepts than 6th graders. On the other hand, in the general group, there are no meaningful differences between 5th graders and 6th graders. Third, there were no differences between the groups(gifted/general) by birth-order, family members and having religions or not. However, the comparison between nuclear families and large families shows that Korean traditional ethics - 'Hyo' is still in existence as a basic concept in the family, in spite of the changing family size and unit. In addition, in the family with a religion, the' Hyo' concept is revealed stronger than the other group. This is caused by the power of commanding love and affection which are emphasized through religions. From the results of this research, the gifted students of the elementary school have high consciousness concerning 'Hyo' concepts and behaviors. It is very essential for them to improve their 'Hyo' concepts until adulthood. Therefore, teachers and parents should pay more attention to help them improve their senses of Korean traditional morality - 'Hyo'.

• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.127-150
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• 2001

The upcoming century is a knowledge based society which did not exist before which requires creative ability to solve problems. Therefore, it is necessary to Provide a creative program of problem solution in order to match this global trend The creativity of problem solution means the ability to solve a problem using previous ideas in an advanced way or develop new ideas. Creative education is especially important for infants. Because the young mind is where fresh ideas preside and can frame-work the early stage of life like a blank sheet of paper. The Infant-Early Child Creative Development Institute. as an adhesive institute at Yeungjin College, develops various programs that integrate methods which match current trend in this era and also start the Creative Promotion Test with 2,000 Families for the expansion of creative education from the baseline as an alternative method. The infants tested in the creative test will find ways of problem solution through animation beam projects for their given situation and also discuss the problems with their family members. Through these processes the infant and family members will complete the creative structures to solve the problems using limited materials given by the institute, and the final product will be evaluated as objective results. The final evaluation of the test will also be considered the teamwork of family cooperation and the attitudes of participants as well as the product of problem solution. The criterion of the evaluation is to be considered both a creative way of thinking and creative attitudes. Because the score counts were conducted manually it delayed the selection of awarded students who took the test. Also, we found that some parents have difficulty in accessing information to find the score through homepage from the computer. this Problem might be corrected in the future plan. Like Freud's saying, if human character and exploring attitudes during the early stage of a child, a person's creativity is composed their infant period as their basic foundation. Therefore, the family wh first environment the infant encounters will be treated as a prima when making basic structure. From this viewpoint, this creative test work as a festival of creativity fare with 2,000 families.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.855-874
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• 2012

This research aimed to obtain basic data for elementary school students to form proper concepts by comparing the science gifted students and the ordinary students of elementary school with regard to the groundwater concept, formation process, existence forms, and movement. The research subjects were 65 fifth and sixth graders of the elementary school students and the spatial ability test was conducted on the subjects, and 4 science gifted students and 8 ordinary students chosen from the subjects were analyzed using half-structured interview data and ground water drawing drawn by the students. The conclusion derived in accordance with the research purpose is summarized as follows. It was found that there were no great differences in the answers to the question asking what groundwater is between the science gifted elementary school students with high spatial ability and the ordinary elementary school students with moderate spatial ability. The ordinary students with low spatial ability tended to regard groundwater as the concept of water and sewage. In the concept of the formation process of groundwater, the science gifted elementary school students with high spatial ability explained it by citing diverse surface water such as rainfall, river water, lake, and waterfall, and the ordinary elementary school students with moderate spatial ability all mentioned only rainfall and river water and could not explain diverse spatial factors. The ordinary elementary school students with low spatial ability mentioned rainfall and river water and perceived that groundwater was formed artificially. In the concept regarding the existence form of groundwater, the ordinary elementary school students with low spatial ability could not think of space perception that small pore space exists in earth or soil in the ground. The science gifted elementary school students with high spatial ability knew that groundwater exists in pore space with regarding groundwater movement, the ordinary elementary school students with low spatial ability thought that there was no groundwater movement and that it could be moved only by artificial facilities. There were differences in the perception of pore space and in the perception of existence and non-existence of groundwater movement accordingly, but for most of the elementary school students, the concept of groundwater was formed differently from the scientific concept. It is considered that most of the elementary school students formed erroneous concept about groundwater and could not connect ground water under the surface of the earth with the substances forming its surroundings with regard to the concept of groundwater.

• (The)Study of the Eastern Classic
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• no.71
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• pp.147-180
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• 2018

Seokjeong JEONG-JIK LEE is a scholar who tried to render a form of service for his country by writing works of literature during the crisis of the Period of Modern Enlightenment. He mainly expressed his perception of reality through an evaluation of historical figures. He left behind a text on the Analects of Confucius, which is known as the '10 questions and answers regarding the Analects of Confucius', in his posthumous work. It seems that he wrote it to be used as lecture material for his students. The purpose of this thesis is to analyze his recognition to the Analects of Confucius and its learning direction expressed in the writing '10 questions and answers regarding the Analects of Confucius'. With respect to the word ren(仁), which is the most fundamental concept of the Analects, he viewed his life in an introspective way from the standpoint of a 'Hoinyupe(好仁有蔽)', which means that if you like kindness and fairness but don't like learning it, then there will be negative effects, and through the 'Gwangwajiin(觀過知仁)', which means that you will know for sure kindness and fairness when you observe wrongdoing, not the general viewpoint of 'Humaneness or Love'. He tried to determine the meaning of ren, and virtue(德) through a common denominator from an overall point of view. It might have been a reflection of his thoughts that a sound comprehension of powerful countries was needed. In terms of relationship between Gunja(君子) and Myeong(命), Gunja needs to make constant efforts to understand Myeong as a talented person who can maintain order. The direction of learning was examined under three categories: Jongipjibang (從入之方), Gunjajiryu(君子之類), and Sumunihae(隨文而解). Jongipjibang is defined as a way to complement the weaknesses of leaners according to their characteristics and it promotes a focus on pushing ethics into practice rather than acquiring knowledge as it is today. Gunja was classified into 3 stages. However, it merely provides standards to help learners' understandings, so not all students may fall into these stages. Sumunihae gives explanations of commentaries on the book. Seokjeong remarked that the meaning was not different even if the same concept was annotated differently in the "Four Books". This is because the context was emphasized according to the principle of 'Sosisojeol Pilchakpilseom (所始所切, 必着必贍)'.