• Journal of Science Education
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• v.39 no.2
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• pp.255-266
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• 2015

The purpose of this study is to find out the effects of convergence gifted education program for science-physical education on self-efficacy of the gifted students in elementary school. So, the program was carried out for the gifted students in the 5th grade of elementary school during the 8 hours on two subjects, we investigated the cause and effect through the pre-post test of self-efficacy and interview. The results were as follows. First, it was observed that it would have a meaningful effect to improve the self-efficacy of gifted students who performed gifted education program for science-physical education convergence. Especially, the results of 'confidence', 'difficulty preferences' was statistic meaningful differences. Second, convergence gifted education program for science-physical education enhanced confidence and challenge of consciousness of students. Especially, when products of gifted students are applied to real-world valued the higher confidence. Therefore, we found that in order to increase the gifted students' self-efficacy, gifted education program is configured by applying the products to the actual field.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.35-50
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• 2014

The current curriculums for the gifted and talented students in informatics are not practical and systematic in teaching methods because it is hard to provide the gifted and talented students with appropriate education individualized at their own levels. Furthermore, there are still some problems in previous curriculums for the gifted and talented students in informatics as follows. First, there are not sufficient on previous curriculums for the gifted and talented education in informatics in middle and high schools. Second, previous curriculums in use do not contribute to cultivating the creativity, problem-solving, logical thinking abilities and insight for the gifted students. Third, there is no curriculum, which reflects on individual's ability and aptitude, for the gifted and talented education in informatics. Therefore, in this paper, we suggest stepwise enrichment curriculums that enables the gifted and talented students to be equipped with creative problem-solving skills and computational thinking abilities. In this regard, at first, The problem with existing research and educational institutes for the gifted and talented in informatics were analyzed. Next we developed a concrete stepwise enrichment curriculum in accordance with the practical educational objectives of the gifted and talented in informatics.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.477-501
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• 2009

The Purpose of this study is to investigate the general trends of research on gifted education in Korea, by analyzing the articles published during the last thirty years. A total of 347 articles from 14 academic journals which are registered were yearly and synthetically analyzed. The articles were examined in terms of their topics, domains, and age and grade. The most widely researched topic was the cognitive characteristics of the gifted followed by curriculum and affective characteristics of the gifted. Studies on scientifically, generally and mathematically gifted students occupied 86% of total researches. Researches utilized elementary students as their subjects more than middle school or high school students. There is a lack of research on the problems that the gifted students face and on the assessment of gifted education institutes. Moreover, there is hardly any longitudinal study.

• Journal of Science Education
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• v.41 no.1
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• pp.98-110
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• 2017

The purpose of this study is to compare the friendship expectation that gifted students perceived in the gifted class and the regular class. To this study, friendship expectation survey, which sub-domains were intimacy, ability similarity, and morality, was conducted to 121 gifted students. The results of this study were as follows: First, according to the results of comparing the friendship expectations of gifted students in the gifted class and the regular class, there were statistically significant differences in the sub-domains of intimacy and morality. But there was no significant difference in the sub-domain of ability similarity. Second, there were statistically significant differences in the some detail items of all sub-domain(intimacy, ability similarity, and morality). Based the results of this, the implications to understand the friendship of the gifted students were suggested.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.191-215
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• 2014

The quality of gifted education depends on the quality of teachers in the field. Teachers in music (Korean traditional music) gifted education are significant variable in identifying students' giftedness and successful instruction. The purpose of this study was to explore the desirable components of teachers in music (Korean traditional music) gifted education and develop the evaluation criteria based on the desirable components. Previous research on the components of good teachers, teachers in gifted education and teachers in music (Korean traditional music) gifted education were reviewed. Based on literature review, the evaluation criteria of teachers in music (Korean traditional music) gifted education was developed. To collect opinions and derive consensus of the evaluation criteria, this research used Delphi method with a panels of 25 experts. The evaluation criteria classified with 3 dimensions, 8 categories, and 18 variables as the result.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.965-979
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• 2013

In this paper, we explore how the concepts of fatigue society and self exploitation are related with the gifted and gifted education. Gifted students' burnout are the result of an excess of positivity. The violence of positivity stems from over-producing, over-achieving or over-communicating. Especially, this paper tries to warn gifted students' maladaptive perfectionism, high expectations of themselves and their surroundings, high task commitment, and excessive self criticism could make the gifted the high risk group who burnout themselves in this fatigue society. In addition, it is discussed how the gifted students' suicides are closely related to the issues of fatigue society and self exploitation structurally. Most importantly, we examine that why and how the concept of fatigue society results in ultimate decline of creativity. Finally, we discuss some ways to overcome this over-achieving fatigue society and their implications in the aspects of gifted students' creative lives and products.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.389-404
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• 2016

This research aims to build a concept map reflecting gifted elementary students' perception on fun factors of the classes for the gifted. Data for this research was gathered through brainstorming of 80 students currently attending classes for the gifted. 10 of them were selected as focus group for classification and evaluation, and 140 gifted-class students were asked of the fun factors for level of agreement after concept map analysis. Results of the research were, first, 46 final statements about fun factors which are categorized into 6 sub-categories ('the gifted class teacher's encouragement and feedback', 'confidence and chance', 'teamwork and intimacy with gifted friends', 'fulfilling, beneficial, and rewarding feeling', 'new and special experiments', 'qualitatively different class level and learning environment'). Second, the gifted students showed highest level of agreement on 'new and special experiments' category among the 6 sub-categories. Implication of this research on the field has been discussed.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.899-917
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• 2013

This study is purpose of empowerment of Parents of Gifted Children Using Action Learning. Conclusions and Implications of this study are as follows: First, the gifted children at home parents worry and stress associated with parenting experience, but directly to the nurturing gifted education is insufficient for parents. Thus, the characteristics of gifted and talented gifted parents who have appropriate training should be conducted. Second, a gifted parent empowerment by having a parent in child care for the ability to relieve stress and parenting, parents in the education of their children the confidence to believe that may be helpful. Third, parents of gifted children for strengthening the application of action learning approach is to derive a real problem with gifted children and their parents to seek a solution for the child care that can enhance the capabilities will be presented.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.73-85
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• 2009

The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.421-437
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• 2015

In this study, research was held on verifying mediator effects of academic resilience of gifted youth in relation between academic burnout and school adaptation. To accomplish this, academic burnout, school adaptation, and academic resilience for gifted youth were measured from the participants of 444 gifted youth who had participated in Gifted Education Center and Gifted Class. The results were analyzed by SPSS/WIN 21.0 and AMOS 21.0. A summary of the results of this study is as follows. First, it was revealed that academic resilience for gifted youth plays a role of full mediation in relation between academic burnout and school adaptation. Second, it was revealed that academic burnout and school adaptation had moderator effects in influence of academic resilience for gifted youth. Especially, school adaptation and academic burnout were observed to be negatively correlated with low group of academic resilience. Based on the results of the study, several implications and limitations were proposed for the role of academic resilience in gifted youth.