• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.53-76
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• 2016

This research studies the perception to gifted education teachers between the middle school gifted education for STEAM and Convergence Gifted Education for revitalizing Convergence Gifted Education. The conclusions according to the analysis, it shows that the awareness of gifted education teachers for Convergence Gifted Education is lower than the level of the awareness for STEAM, and it appears that the Gifted education teachers especially has the experience adapting Convergence Gifted Education who awareness for Convergence Gifted Education is the highest. On the other hand, not only teachers has the experience adapting Convergence Gifted Education and the very poorly recognition for the task of Comprehensive Plan for Gifted Education promotion including the development of an creative and convergence content, a they has the very low experience for the development. And it analyzes that although there is no meaningful differences, teachers who are in science gifted teachers and the mature experienced man realizes very optimistically the necessity need of Convergence Gifted Education. Therefore, it analyzes that recognition to the necessity need of Convergence Gifted Education is reinforced through the training for the gifted teachers in the mathematics gifted education and in less teaching experience. But it points out that answers over the majority cognized to resemble the Convergence Gifted Education and STEAM, though the object is only different. Furthermore, it suggests that the differentiated Convergence Gifted Education curriculum providing the suitableness for the characteristic and level is needed for the desirable fixedness.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.338-352
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• 2020

This study analyzed and compared the characteristics in plan and practice of elementary school teachers' science-gifted classes and invention-gifted classes based on pedagogical content knowledge (PCK). To do this, we selected eight elementary school teachers with experience in conducting elementary science-gifted classes and/or invention-gifted classes were selected at the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers tended to organize the science-gifted classes with a focus on the exploration of causes and application activities for scientific phenomena, but tended to organize the invention-gifted classes with a focus on producing creative output based on methodology. They were all emphasizing the enhancement of creativity in planning and practicing both science-gifted classes and invention-gifted classes. However, there were also some differences in the elements of creativity required by each class. They tended to select subjects for science-gifted classes based on regular science curriculum, while selecting subjects for invention-gifted classes focused on creative design rather than considering the practical art curriculum related to invention-gifted education. They tended to pursue and practice STEAM education in both science-gifted classes and invention-gifted classes. In a way that conforms to these class goals and points, they were using experiments and practices, providing feedback to students, and conducting evaluations. However, some shortcomings were also revealed in the processes. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.831-846
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• 2010

The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.135-151
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• 2005

The purpose of this study was to examine the influence of father's characteristics on the creativity of gifted preschoolers and nongifted preschoolers. Father's personality, creative personality and parenting self-efficacy were included in father's characteristics. The study subjects were 96 gifted and 180 non-gifted preschoolers and their fathers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984: Kim et al., 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976: Kim et al., 2004), and Parenting Efficacy Scale(Choe et al., 2001). The results showed that extroversion, healthy ability and disciplined ability of the gifted preschoolers' fathers influenced the children's fluency of creativity, while the disciplined imagination of gifted preschoolers' fathers influenced children's elaborateness of creativity. Regarding non-gifted children, the intimacy of the non-gifted preschoolers' fathers influenced the children's fluency of creativity, the general parenting ability of non-gifted preschoolers' fathers influenced children's abstractness of titles of creativity, the general parenting ability of non-gifted preschoolers' fathers the influenced children's elaborateness of creativity, and general parenting ability and learning guidance ability of non-gifted preschoolers' fathers influenced the children's resistance to premature closure of creativity.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.799-815
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• 2015

The gifted Education has been grown up a lot although it has several problems in terms of the quality of the gifted education programs after legislated the Promotion of Education for the Gifted and Talented Law during the last ten-year period. So the purpose of this study was to investigate teachers' perceptions of the national standards gifted education program and the problems in managing of the gifted education program. The conclusions according to the analysis are as follows. First, it has analyzed that gifted teachers recognize the lack of teaching and learning materials, regional level difference of the gifted children, Redundancy of program in the grade and school levels in managing of the gifted education as the problems. Second, it was found that perception of most gifted teachers about necessity of the National Standards Gifted Education Program development was very positive. Also, it has shown that gifted teachers expect the education with the overlapped contents and teaching methods would be managed differently, the difficulty of the topic selection could be resolved, and the quality of the gifted education by the programs development of various aspects would be increased. Especially, gifted teachers expect that the problem from the lack of gifted education continuity of school levels could be resolved by development of the National Standards Gifted Education Program. Therefore, for the improving quality of gifted education with resolving the problem from the Contents Redundancy and the lack of gifted education continuity of school levels, the national standards gifted education program should be studied developed as soon as possible.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.100-107
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• 2003

The purpose of this study is to assess gifted students' conceptions about nature of science (NOS). Scientifically gifted students who are expected to be professionals in the future should possess an adequate understanding of NOS that if firm foundation for scientific career. 47 volunteers from the 8th grade gifted science program in Seoul National University Gifted Education Center participated to answer questions inquiring NOS conceptions. Their answers were analyzed and compared to different groups such as non-gifted students and younger gifted students. As a result, gifted students' understanding of NOS appeared to surpass that of non-gifted students in many aspects and it seemed that gifted students formed their NOS view in early ages. The relative weakness in their NOS conceptions was found in understanding of scientific enterprise. Their strong misunderstanding about obstacles that minority people would face in scientific enterprise was noticed, too. They admitted that there has been discrimination in scientific enterprise, but they wrongly believed that outstanding scientists cannot be affected by it. Further studies will be required to probe more.

• Journal of the Korean Home Economics Association
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• v.45 no.9
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• pp.1-13
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• 2007

By targeting 113 gifted underachievers and 128 gifted achievers from 17 elementary schools, this study examines the home variables that affect gifted children's underachievement. In an effort to determine home variables of gifted achievers and underachievers, their homes' socio-economic status was analyzed and their parental child-rearing behavior was examined. First, the home environments of the gifted achievers and underachievers were compared, with the finding that their homes' socio-economic status, parental child-rearing behavior and other home factors differed. Parents of gifted achievers raised their children in a rational and democratic manner, while those of gifted underachievers tended to raise their children in an irrational and authoritarian manner. Second, discrimination analysis was conducted using home variables that showed a statistically significant difference, indicating that their homes' socio-economic status showed a low discrimination compared with their parental child-rearing behavior. Likewise, among the family factors, active involvement had the greatest effect on the underachievement of gifted children.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.649-669
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• 2013

The research deals with the changes of the laws related to gifted education focusing on the Marland Report. As result, contrary to conventional argument for the beginning of legal ground for gifted education, 1958's National Defense Education Act(P. L. 85~864) which stipulated the article for 'identification and encouragement' for 'able students' can be said the first legislation of gifted education in the level of federal government. In the case of definition of the gifted, prior to 1972's Marland Report, there was the first legal definition in the Section 806 of the Elementary and Secondary Education Act(P. L. 91~230, 1970), which said "Children who have outstanding intellectual ability or creative talent". However Marland Report expanded the realm of the gifted from the area of intelligence to the area of leadership, art and psychomotor ability. On the basis of Marland Report, in 1974 the Office of Gifted and Talented was set up in the Department of Education for dealing with gifted education in federal. Further, Marland emphasized the importance of stipulating article related to funds for gifted education in law. Without manifesting funds for gifted education in law, he knew very well how hard it was to practice gifted education in reality. This implies that regulation funds for gifted education is crucial for effective actualization of gifted education.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.133-163
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• 2003

The purpose of the present study is (1) to examine chinese gifted education type, growth factors of the gifted children, and non-coginitive factors, (2) to analysis gifted education strategy of Peking eighth middle school, (3) to investigate gifted education method of Peking eighth middle school, (4) to study practical effects of gifted education method of Peking eighth middle school, (5) to study of the application for the gifted education in Korea. The results of the present study were as follows: (1) The types of the gifted education in China are advanced placement, skipping the coursework, extracurriculawork, individual guidence, and gifted education for the disable gifted. (2) Gifted education strategy of Peking eighth middle school was analysed. It is forming a Trinity of science research, education, and teacher. A teacher is generally observing and students are mainly one's own man of education. (3) Gifted education method of Peking eighth middle school was investigated. There are eight non-cognitive education principles: a personal character, emotion, supporting of family education, physical education, and encouragement. (4) Practical effects of gifted education method of Peking eighth middle school was studied. The school had a good reputation evaluation. (5) The application for the gifted education in Korea was studied. The eight non-cognitive education principles is able to apply for the gifted education in Korea.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.37-51
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• 2016

This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.