• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.171-194
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• 2006

As it is not long since the gifted education was implemented in elementary school, it is necessary to accumulate the practical studies on the mathematically gifted education. This paper focused on enhancing creativity by providing the various and divergent thinking activities for mathematically gifted students. For this purpose, I prepared two mathematics problems, and , and let the mathematically gifted 5th grade students solve them. After that, I investigated to analyse their reactions in detail and tried to find the methods for assessing their divergent products. Finally, I found that they could pose various and meaningful calculating equations and also identify the various relations between two numbers. I expect that accumulating these kinds of practical studies will contribute to the developments of gifted education, in particular, instructions, assessments, and curriculum developments for the mathematically gifted students in elementary schools.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.189-203
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• 2011

The object of this study is to investigate the views of scientifically gifted children about the purpose of scientists' experiments and school science experiments. The children's views were examined using a open-ended questionnaire survey. And then the responses from the children were analyzed with categorization. The results from the study are as follows: First, the children's views about the purpose of scientists' experiments and school science experiments were classified to 2 top-level, 5 mid-level and 21 sub-level categories. Second, it was found that the children considered internal values of doing experiments are more worthy than the social and personal usefulness of the experiments. Third, the gifted children mentioned most frequently that the purposes of the scientist experiment is 'to get the evidences for their theory and argument which is unusual in the regular children's views. Also the discovery of new phenomena and materials, and the generation of new theories and ideas were mentioned as purposes of the scientist experiments. Fourth, the students frequently stated that school science experiments support effective learning of science subject enhancing subject interests and better explanation/understanding. Fifth, relatively many students thought that the purposes of school science experiments are different with those of scientist experiments. Based on the results from the study, some educational suggestions are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.107-126
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• 2006

In this paper we deal with the concept and definition of giftedness, the difference between giftedness and talent, and introduce the gifted education policy and current affairs, identification principle and methods of gifted children and so on there in New Zealand and also we introduce how the current affairs for gifted education there in New Zealand is different with ours. Finally, 1 have suggested a gifted education program of mathematics which can be used in Year 7(6th grade here in Korea) with the assistance of Brian Storey who is the coworker of this paper.

• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.25-32
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• 2014

In the current information and knowledge-based society, a nation's economy power heavily depends on IT-related industry and technology. In this sense, most countries are trying to foster IT industry by developing new and innovative IT technologies. Traditionally, only a few talented persons have been leading the whole IT industry. Thus, it is very important and necessary to identify and support the gifted children in IT in early ages for development of IT industry. The purpose of this paper is to investigate study performance of the gifted children in IT for different grades. Our research is focused on especially 4th grade students, 5th grade students, and 6th grade students in elementary schools. Among various abilities of the gifted children in IT, in this paper, we are interested in programming ability and logical thinking ability. To our best knowledge, there is no research work on study performance depending on different grades of the gifted children in IT. For this purpose, the gifted students in gifted science education center attached in a university at Seoul Metropolitan Area are selected and their test scores for 8 years were collected and analyzed. The statistical analysis results show that there is no significant difference among 4th grade students, 5th grade students, and 6th grade students for programming ability and logical thinking ability. We hope that this result can help suggest and propose study contents, curriculum, principles and laws for the gifted education in IT.

• Journal of Gifted/Talented Education
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• v.3_4 no.1
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• pp.158-166
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• 1994

The nature of the classroom environment is an important variable to understand when fostering creativity for elementary children. Studies of the classroom climate, structure or interaction commonly depend on behavioral observations or reports from the teacher or other adult-observer. Recent studies have used self-report instruments completed by students regarding their perceptions of various aspects of their class (see Fraser, 1991). The purpose of this study was to determine the developmental differences in the ratings of classroom environment between Korean students who are gifted and their American peers. The My Class Inventory was administered to 141 elementary students in grades three, four, and five. There were 65 Korean students and 76 American students who were identified as gifted by their schools. Reliability coefficients were calculated for all scales (satisfaction = .68: friction, .67; competition = .57; cohesion = .73; difficulty = .22). Results of a multivariate analysis illustrated significant differences between students from Korea and students from America on the MCI. Univariate analysis of variance of cultural group by grade level were conducted for four of the five scales. Significant differences were found by country for the cohesion scale and by country at grade levels for the satisfaction scale. American children expressed greater satisfaction than their Korean counterparts at all grade level, but particularly at grade five. Implications for further research are discussed.

• School Mathematics
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• v.9 no.2
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• pp.241-257
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• 2007

The study aims to figure out how to improve existing examination tools to distinguish mathematically gifted children and to clarify procedures and criteria for selecting candidates. Toward this end, it examined correlations between grades of gifted children selected through evaluation by pen-and-pencil tests and their creative problem-solving capability and performance assessment, and analyzed learning activities of the gifted children. According to the analysis, results of pen-and-pencil tests turned out to have low correlations with their creative problem-solving capability and performance assessment, but it was found that their creative problem-solving capability has high correlations with results of performance assessment. The analysis also found that there were some students who participated in a program for gifted children with high marks but had difficulties in adapting themselves to it. It found that there were children who joined the program with low marks but emerged as successive performers later on. In this regard, the existing examination tools to tell the gifted students apart need to be used to the fullest extent, and other diversified tools to evaluate mathematical capabilities that include mathematical creativity need to be further studied and developed. Qualitative studies on affective development of the gifted students and their creative problem-solving processes need to be conducted.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.217-239
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• 2010

This study is to understanding characteristics of Mathematical gifted children by comparing and analyzing of the learning strategies between gifted children and average students. The result of this study is as below. First, the mathematical gifted children's application ability on the cognitive meta-cognitive strategies and learning resources management strategies was higher than average students. Second, in case of learning resources management strategies between gender, male mathematical gifted students's t-test showed higher than female gifted students. Also, in case of average students, male student's t-test for the learning motive was higher than average female students. Third, mathematical gifted children are positive correlation among the learning motive, self-efficacy, cognitive meta-cognitive strategies, and learning resources management strategies. And in case of average student, it had a positive correlation among the learning motive, self-efficacy, and cognitive meta-cognitive strategies. But there is no correlation between learning strategies and cognitive meta-cognitive strategies.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.73-94
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• 2003

In this study, it was compared how different the adjustment, self-perception, social support and stress between science-gifted children and general children, and the difference between gifted boys and girls. And it was identified what are the effects on stress of science-gifted children. The subjects were 89 science-gifted children of the first grade in Middle School at JeonJu. Science-gifted students in this study were identified through the teacher nomination and CNU(ChonbukNational University) Science & Math Tests. We used the standard object as the comparative group (general children). The results of this study were as follow; First, all personal-adjustment and social-adjustment domains, self-perception and teacher support of science-gifted children were significantly higher than those of general children. All disadjustment domains, parent support and friend support of science-gifted children were significantly lower than those of general children. Second, the self-planning, prejudice, social competence, behavioral conduct, global self worth, parent support, teacher support and classmate support of the science-gifted children had the significant difference according to the gender. Third, the motive of accomplishment, self-planning, attachment and social-affirmation of the science-gifted children correlated negatively with their stress. Fourth, the social competence, athletic competence, physical appearance, behavioral conduct, global self worth and social support of the science-gifted children correlated negatively with their stress. The global self worth of the science-gifted children had the significant difference according to the variables such as teacher support, close friend support, parent support and classmate support in the other of name. The most influential factor was teacher support. The stress of the science-gifted children had the significant difference according to the variables such as parent support, close friend support and global self worth in the other of name. The most influential factor was parent support.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.149-168
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• 2014

Growing in its size, the contents of the teaching-learning programs for mathematically gifted children from A program in Seoul Metropolitan Office of Education were examined in terms of the individual subjects provided through the courses of gifted education programs, and it was evaluated based on the revised version of the existing module. As a result, the educational objectives of teaching-learning program were clear, differentiated and obtainable. Among the program, the advanced parts were more than the selective parts, which mainly consisted of numbers and calculation, shapes, regularity and problem solving parts and had latest contents of research in balance. Additionally, every part of the program needs mathematical and creative thinking and approach and has proper evaluation index for problem solving. The presented materials in the programs are specific and appropriate, though some of them did not suggest the evaluation index for cultivating personality and value clearly and the reference books. The teaching-learning programs were focusing on problem-based learning and cooperative learning and using performance assessment for evaluation.

• Journal of the Korean Chemical Society
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• v.44 no.2
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• pp.157-165
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• 2000

The Science Gifted Education Center of Chongju National University of Education used the chemical experiments for selecting gifted children in the area of science. There are two kinds of experiments, 'the observing the dissolution of cube sugar (Exp1)' and the guessing the concentration of solutions (Exp2)'. Students basic skills of observation, problem recognition and the ability using the models were verified through Exp1. Exp2 was used to verify the practical problem solving skill of children. Besides, the affective facts of the interests, adhesive power of the problems were evaluated through the teacher abservation. The evaluation using experiments turned out to be valuable for the identification of the gifted children who have the creativity, originality, and fluency in the field of science.