• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.401-424
• /
• 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 Gifted/Talented Education
• /
• v.23 no.2
• /
• pp.161-175
• /
• 2013

The purpose of this study is to investigate the differences of perception on giftedness between homeroom teachers and teachers of the gifted. The data was collected from 13 homeroom teachers and 8 teachers of gifted students. It was analyzed using recommendation letters, and shorthand notes about giftedness. The results of the study were as follows: most homeroom teachers used awards, learning attitude, presentation of self and school achievements for defined giftedness and preferred an exemplary student with task commitment but often overlooked motivation. The teachers of the gifted preferred motivation and self-satisfaction but not other social and affective characteristics. Also homeroom teachers thought that education condition is important, while the teachers of the gifted believed it was not an all important element. These differences will hurt the credibility in the selection or gifted students because homeroom teachers and teachers of the gifted use different words and expressions in their assessments of the same students. Therefore, I believe more needs to be done to encourage homeroom teachers to better understand gifted children through training programs.

• Korean Journal of Child Studies
• /
• v.25 no.3
• /
• pp.15-26
• /
• 2004

The problem solving activities developed for this formal assessment program are based on familiar, real life problems. Responses of third and fourth grade subjects to problem solving items were assessed by problem solving ability, reasoning, and imagination/creativity. Reliability of problem solving activities was supported by the results of interrater reliability and Cronbach's alpha. Correlations between problem solving activities and the Naglieri Nonverbal Ability Test(NNAT: 1985) showed that cluster scores on the NNAT were significantly related to each score on the problem solving activities. Problem solving by gender showed that girls were more likely to express ideas than boys. There were also differences related to grade level on some items.

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

• Journal of Gifted/Talented Education
• /
• v.22 no.1
• /
• pp.1-21
• /
• 2012

The objective of this study is to suggest improvement plan for invention gifted education based on the awareness of teachers and professionals who related to the invention gifted education for the expansion and development of invention gifted education through improvement of relevant problems. To this end, invention gifted education system and its operational status were analyzed, and questionnaire survey on the awareness of the development plan and satisfaction level was conducted, targeting professionals related to the invention gifted education and teachers in charge of invention gifted education classes or gifted education center. The research results are as follows. First, the level of satisfaction on the invention gifted education was greater than normal (M=3.0) in general, but in the field of 'educational materials', 'teacher training programs' and 'human and material support system of support agencies', the level of satisfaction was relatively low, which requires expansion of the support. Second, it is necessary for Korean Intellectual Property Office and Korea Invention Promotion Association to designate and establish specialized research institution to play a key role in enhancing development and efficiency of invention gifted education. As a result of the questionnaire survey, it turned out that expectation and necessity of the specialized research agency was highly recognized. In particular, demand for 'research and development of gifted education method and materials' and 'research and development of teacher training materials and implementation of teacher training' was high among the key areas of the specialized research institution. Third, teachers and professionals related to the invention gifted education responded that 'invention knowledge' in the areas of invention knowledge and thinking and 'entrepreneurship' in the area of invention attitude was somewhat low toward the question on the level of the 9 characteristics of gifted students with invention talents which current beneficiaries of invention gifted education have, which leads to conclusion that review on the model for the selection of gifted children with invention talents as well as research and development of invention gifted education program to enhance characteristics with low levels is required. If long-term development plans and initiatives are deduced based on this, an effective framework for the invention gifted education will be established in the near future. In addition, it is expected that the differentiated political visions and goals will be established in connection with master plan for the promotion of gifted education.

• Journal of Digital Convergence
• /
• v.11 no.6
• /
• pp.299-309
• /
• 2013

The purpose of this study was to develop the method of distinction for sports gifted children, which evaluated as well as cognitive capability and physical fitness. For the validation verification of developed method, we measured physique, physical fitness and developed cognitive agility method for 369 children from 2nd grade to 6th grade. Results were followed as below: The frequency of success of sports gifted group was higher than normal group(p<.05). Total time for cognitive agility of gifted child's group in both sex were shorter than normal group(p<.05). There were no significant correlation between physique and cognitive agility time. 50m run and side step test had correlation with cognitive agility time in boys and girls(p<.05). In spatial skills, only higher tendency in sports gifted group showed. Cognitive agility had positive correlation with space perception in both boys and girls of upper grades. With theses results, we concluded that developed cognitive agility test might be synthetic evaluated method for cognitive agility as qualitative capacity for boys and girls in elementary school.

• Journal of Convergence for Information Technology
• /
• v.9 no.7
• /
• pp.122-134
• /
• 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 the Korea Convergence Society
• /
• v.10 no.8
• /
• pp.171-179
• /
• 2019

This study was to develop the health education program model of young children based on e-book using QR code to prevent and manage fine dust. We developed program to prevent and manage fine dust for young children' health through in-depth discussions with 2 young children's health experts and 3 young children education experts, and developed the e-book using QR code. The program model for fine dust's prevention education based on e-book using QR code was verified for suitability as a field adaptation and teaching medium for 5-year old. The results of this study are as follows: First, the program model for fine dust's prevention education based on e-book using QR code was developed through 3 stages of appreciation activity-central activity-finishing activity. Second, the e-book using QR code is a useful teaching medium applicable to fine dust's prevention education program. In conclusion, the e-book-based fine dust's prevention education program using QR code will be used as an appropriate education method for fine dust's prevention and health management activities in the field of education for young children.

• School Mathematics
• /
• v.12 no.3
• /
• pp.353-370
• /
• 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 Gifted/Talented Education
• /
• v.12 no.2
• /
• pp.1-15
• /
• 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.