• Proceedings of the Korean Society for the Gifted Conference
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• 2001.05a
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• pp.43-72
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• 2001

Identification and discrimination the mathematical giftedness must be based on it's definition and factors. So, there must be considered not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential not to settle only. This study is focused on the discrimination of the recipients who would like to enter the elementary school level mathematical gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, tools and their application. In this study, I considered three kinds of testing tools. The first was KEDI - WISC personal IQ test, the second is mathematical problem solving ability written test(1st type), and the third was mathematical creativity test(2nd type) which were giving out divergent products. The number of the participant of these tests were 95(5-6 grade). According to the test, students who had ever a prize in the level of national mathematical contest got more statistically significant higher scores on 1st and 2nd type than who had ever not, but they were not prominent on the phases of attitude, creative ability or interest and willing to study from the information of the behavior characteristics test. Using creativity test together with the behavior characteristics test will be more effective and lessen the possibility of exclusion the superior.

• Journal of Science Education
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• v.34 no.1
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• pp.155-163
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for elementary school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited matter and interpreting data were dominant. And essay type items consisted of creativity items, evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with matter items, interpreting data and creativity.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.287-308
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• 2006

In this study, an instrument of mathematical problem solving ability test was considered, and the difference between gifted and regular students in the ability were investigated by the test. The instrument consists of 10 items, and verified its quality due to reliability, validity and discrimination. Participants were 168 regular students and 150 gifted from seventh grade. As a result, not only problem solving but also problem finding and problem posing could be the characteristics of the giftedness.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.103-110
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• 2005

The purpose of this study was to investigate the relation between the learning styles and science process skills of students of the gifted class in elementary school. Subjects were forty-eight students of the gifted class who are in the fifth grade studying at the gifted class of S elementary school in Bucheon, M and Y elementary school in Incheon on learning styles and science process skills of students. Learning Style Profile (LSP) was used as instrument to survey learning style of students of the gifted class which was developed by NASSP, and consists of four categories (cognitive skills, perceptual response, orientation and teaming preferences) and twenty-four subscales. The results of this study were as follows: 1. In the learning styles test, students of the gifted class have higher scores of spatial skill, sequential processing skill, persistence orientation, manipulative preference, temperature preference and afternoon preference than general class students, but they have lower scores of discrimination skill and lighting preference, and there were statistically significant difference. 2. In science process skills test, there were statistically significant difference between students of the gifted class and general students. 3. In the correlation between the learning styles and science process skills, there was positive correlation of observing skill with spatial skill and manipulate skill of cognitive skill domain. For classifying skill, there was positive correlation with visual perceptual response, but was negative correlations with auditory and emotive perceptual response of perceptual response domain and with evening preference and verbal risk orientation of study preference domain. For measuring skill, there was positive correlation with sequential processing skill of cognitive skill domain. For formulating hypotheses, there was controlling variables, there was positive correlation with sequential processing skill and simultaneous processing skill of cognitive skill domain, and with verbal-spatial preference and early morning study preference of study preference domain. When planning and managing the gifted class, it will be beneficial and effective to consider the meaningful relations between the elements of loaming style and science process skills in order to improve science process skills.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.123-141
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• 2006

The purpose of this thesis is to investigate teacher's perception of gifted education and obtains information for the education system for silted children. The questionnaire survey was conducted to 120 teachers for the gifted located in Daejeon Metropolitan city. In this study, the questionaire was made up 50 questions about basic information and a specialty for gifted students including teacher training, teaching instructions, gifted programs, administration for the gifted etc. The result of this study was analyized by SPSS10.0. As a result, The teachers wanted to increase teachers' training for the gifted and to decrease too much extra work. And They asked fixed classes for the gifted. Finally, the present processes of discrimination for the gifted need to be improved.

• Journal of Gifted/Talented Education
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• v.8 no.2
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• pp.69-89
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• 1998

The purpose of this study is to develop a test which can be used in identification of the gifted students in the area of mathematics. This study was carried out for two years from 1996. Mathematical giftedness is, in this study, regarded as a result of interaction of mathematical thinking ability, mathematical creativity, mathematical task committment, background knowledge. This study presumed that mathematical thinking ability is composed of seven thinking abilities: intuitive insights, ability for information organization, ability for visualization, ability for mathematical abstraction, inferential thinking ability(both inductive and deductive thinking abilities), generalization and application ability, and reflective thinking. This study also presupposed that mathematical creativity is composed of 3 characteristics: fluency, flexibility, originality. The test for mathematical creative problem solving ability was developed for primary, middle, and high school students. The test is composed of two parts: the first part is concentrated more on divergent thinking, while the second part is more on convergent thinking. The major targets of the test were the students whose achievement level in mathematics belong to top 15~20% in each school. The goodness of the test was examined in the aspects of reliability, validity, difficulty, and discrimination power. Cronbach $\alpha$ was in the range of .60~.75, suggesting that the test is fairly reliable. The validity of the test was examined through the correlation among the test results for mathematical creative problem solving ability, I. Q., and academic achievement scores in mathematics and through the correlation between the scores in the first part and the scores in the second part of the test for mathematical creative problem solving ability. The test was found to be very difficult for the subjects. However, the discrimination power of the test was at the acceptable level.

• The Journal of the Korea Contents Association
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• v.10 no.9
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• pp.487-495
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• 2010

Online content evaluation standards were suggested in order to improve quality of education for informatics gifted students in this paper. This evaluation standards were developed by thinking and learning style and characteristics of gifted students which were presented in preceding research. The evaluation standards were reviewed through reliability analysis as well as analysis of the characteristics of items and validity analysis by experts of informatics gifted student education sector. In the result of analysis, reliability of items has been very reliable. Level of difficulty and discrimination about the characteristics of items has also shown satisfactory value. Developed the evaluation standards has 5 evaluation categories such as "talent development", "Interaction", and others. It also has 11 evaluation factors and 40 evaluation items. The online content evaluation standards can be helpful and useful in order to develop qualitative online contents and select online contents for informatics gifted student.

• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.87-106
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• 2001

Identification and selection the mathematically gifted child must be based on it's definition. So, we have to consider not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential. This study is focused on the discrimination of the candidates who would like to enter the elementary school level mathematics gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, and tools. Identification is not exactly separate from selection and education. So, it is important to have long-term vision and plan to identify the mathematically gifted students.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.295-302
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• 2008

In this study, the test that were used in entrance examination for chemistry class in a Science-Gifted Education Center for middle school students were analyzed by using criteria for identification and measurement of scientific giftedness and a classical test theory. The result of analysis exhibited that most of problems measured more than two elements of scientific giftedness and required applications of scientific knowledge of middle school level to solve problems. In the analysis of sub-elements of scientific giftedness, originality, fluency in creativity and finding problems/formulating hypothesis, planning inquiry, interpreting data in science process skills were dominant while drawing conclusion and generalization processes were lacking. In correlation analysis between total score and each type of problems, total score was most influenced by the problems measuring science inquiry linked with scientific knowledge. Item difficulty is moderately high and item discrimination is moderate.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.32-46
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• 2008

The purpose of this study was to analyse the qualitative and quantitative characteristics of paper-pencil tests for exploring its appropriateness as a selection tool of the gifted in science. For this purpose, we developed two (internal and external) item analysis frameworks, and applied these frameworks to analyse qualitative characteristics. Also, we analysed the relationship between two characteristics. The results of analysing qualitative characteristics revealed that the portion of items with acceleration context exceeding middle school curriculum level was relatively large, which caused low content validity. Furthermore, there was considerable deviation in content and context by subject matter and year, which caused test unstability. Items measuring knowledge domain was the most prevalent, and too much weight on data interpretation & analysis domain in inquiry process skills. In case of creativity test, the portion of items measuring convergent thinking was much larger than that of divergent or associative thinking. Most of these items were represented by using pictures and tables rather than using graphs. Item types of multiple-choice and short answers were superior to essay types. Discrimination index, on the whole, was appropriate (above 0.3), but item difficulty showed a vast deviation ($0.01{\sim}0.90$). Correlation coefficients among subject matters and test tools were very low, and test reliabilities were also low. Low item difficulty & high discrimination index item types were distinguishable. Items with acceleration context were more discriminating than enrichment context. Implications of developing quality paper-pencil test items in the selection of gifted students are discussed.