• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.401-424
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• 2008

A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.122-134
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• 2019

The purpose of this research is to analyze the effect on children's creativity and nutrition knowledge of cooking activities by applying recipe development. The procedure consists 7 steps which are diagnosing a necessity, setting a basic direction, setting ingredients and topics of the activity, designing some models of the activity, designing some developed activity, lastly completing the creative cooking activity. The model of this activities consists 5 steps which are exploring the ingredients, creating a recipe, practising the activities, representing the activities, lastly evaluation the activities. Participants were 36 children who are 4 to 5 years old from K daycare center located in Busan. The results exhibited that creativity and nutrition knowledge of experimental group is significantly higher than comparative group. The creative cooking activity by applying recipe development is effective for advancing in creativity and getting nutrition knowledge of children.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.479-499
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• 2013

The purpose of this study is to examine the effects of Mother's Child-Rearing Attitudes on young children intelligence, multiple intelligences and emotional intelligence. In order to achieve the purpose of the study, 215 children and their mothers and teachers of children 15 were investigated. Data analysis, correlation analysis and regression analysis were conducted to analyze the mother's Child-Rearing Attitudes and the relationship between the young children's intelligence and multiple intelligences and emotional intelligence. The results of this study and the conclusions obtained through the discussion are as follows: First, the relationship between the mother's child-rearing attitudes and intelligence, multiple intelligences, on the other hand, showed a high correlation relationship between the mother's child-rearing attitudes and emotional intelligence and appeared to be correlated with low. Second, the rejective attitude and autonomous attitude variables that best explain the entire intelligence and multiple intelligence of young children, the affectionate attitude and autonomous attitude, the young children's the entire emotional intelligence best explain the factors. These results in the development of intelligence, multiple intelligence, emotional intelligence, affectionate attitude depending on the situation, autonomous attitude shows rejective attitude avoiding uniform, certain attitudes, rather than to show the mother's Child-Rearing Attitudes desirable that suggests.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.1-34
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• 2005

This study is composed of 2 parts. Study 1 empirically examined (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking skills, measured by two divergent thinking tests, and children's creative performances. Study 2 is a three-year follow up study of the study 1. Study 2 followed up some (71) children who participated in study 1. In study 2, long-term stability of the performance based assessment involving story-telling, collage making, and math problem making were examined during the three-year time period. In addition, study 2 tried to look at the methods effect of the domain issue of creativity, comparing self-report scale and performance-based assessment. The findings of this study support the position that creative ability in young children is rather (but not absolutely) domain-specific. The long-term stability of the performance-based assessments compares favorably with stability figures for other creativity tests. Results also indicate that there are some method effect in explaining the domain issue of creativity. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.449-463
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• 2011

The purpose of this study was to examine the validity of Multiple Intelligence Scales for Young Korean Children (MIS-YKC). Participants of this study were 357 children's parents and teachers from Seoul, Gyeongdo, Jeonlado & Choongchungdo. Data were analyzed by confirmatory factor analysis, Pearson's r and Cronbach's ${\alpha}$. Results are as follows. (1) Confirmatory factor analysis of MIS-YKC for parents MIS-YKC revealed that fit indices such as $X^2$=365.712 (df=168, p=.000), RMSEA=.057, SRMR=.047, NNFI=.935, CFI=.948. and MIS-KYC by teacher's evaluation $X^2$=436.765 (df=168, p=.000), RMSEA=.066, SRMR=.051, NNFI=.917, CFI=.934. (2) Correlations between multiple intelligence scales and IQ were significant. (3) Cronbach's ${\alpha}$ ranged from .80 and .86 for seven intelligence scales and .95 for the total scale by parents' evaluation. Cronbach's ${\alpha}$ is ranged from .76 and .91 for seven intelligence scales and .95 for the total scale by teacher's evaluation. All these results show that the multiple intelligence scales for young Korean children parents and teachers are quite reliable and valid.

• School Mathematics
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• v.12 no.3
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• pp.353-370
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• 2010

The purpose of this study was threefold: (1) to select the components of spatial ability that could be associated with the implementation of a polycube task, embody the selected components of spatial ability as learning elements and develop the prototype of polycube teaching-learning materials applicable to gifted education, (2) to make a close analysis of the development process of the teaching-learning materials to ensure the applicability of the prototype, (3) to give some suggestions on the development of teaching-learning materials geared toward mathematically gifted classes. The findings of the study were as follows: As for the first purpose of the study, relevant literature was reviewed to make an accurate definition of spatial ability, on which there wasn't yet any clear-cut explanation, and to find out what made up spatial ability. After 13 components of spatial ability that were linked to a polycube task were selected, the prototype of teaching-learning materials for gifted education in mathematics was developed by including nine components in consideration of children's grade and level. Concerning the second purpose of the study, materials for teachers and students were separately developed based on the prototype, and the materials were modified and finalized in light of when selected students exerted their spatial ability well or didn't in case of utilizing the developed materials in class. And then the materials were finalized after being finetuned two times by regulating the learning type, sequence and degree of learning difficulty. Regarding the third purpose of the study, the polycube task performed in this study might not be generalizable, but there are seven suggestions on the development process of teaching-learning materials.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.347-358
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• 2020

He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.677-688
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• 2001

The purposes of this study are to investigate the school science high achievers' achievements in enrichment physics, logical thinking level, and to analyze the relationship between logical thinking level and the achievement in enrichment physics of high achievers in science. The subjects were 357th and 8th graders who achieved highly in school science. To assess their achievements in enrichment physics, we developed a new test consisting of descriptive problems which were based on middle school curriculum. Those problems require one or two steps of thinking process, not simple knowledge of science. To assess logical thinking level, we used the instrument called GALT(Group Assessment of Logical Thinking) developed by Roadranka et al. The results showed that the school science high achievers' average achievement in enrichment physics was low, 56.3 out of 150, which indicated that they had not done much of enrichment learning beyond middle school science curriculum. Just only 54% of the school science high achievers are in formal logical thinking level. From the analysis of relationship between their logical thinking level and the achievement in enrichment physics, the value of the correlation coefficient was 0.174, which means that they are not almost correlated. Therefore, it is not desirable to judge science gifted children just from achievement in school science or enrichment physics, so both(logical thinking and the achievement in enrichment physics) tests should be taken for selecting gifted student.