• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.71-78
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• 2006

Gifted education has been becoming a focus of every field in Chinese society as a special educational mode, since Special Class for the Gifted Youth in the University of Science and Technology of China began to enroll students. In this paper we first introduce the developing procedure of the gifted education in China, and then recommend and analyze the characteristics of a successful gifted educational base in China. At length, we probe into the problems that exist in process of carrying on the gifted education in China for reference.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.243-252
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• 2016

The purpose of this study was to analyze affective characteristics and the demands of elementary science gifted students on gifted educations in urban and rural areas. The subjects were 196 science gifted students. The survey questionnaires were consisted of self-esteem, interests in science, scientific attitudes, and demands regarding gifted classes. The results of this study were as follows. First, self-esteem and interests in science, particularly interests toward science, toward science learning, toward science related careers, in urban gifted students were higher than those in rural areas. Whereas interests toward science activities and science anxiety of science gifted students in rural areas were significantly higher than those in urban area. Furthermore, scientific attitudes of science gifted students in urban area were higher than rural those in open-mindedness, critical-mindedness, voluntariness, creativity, whereas science gifted students in rural areas were higher than urban those in cooperation. Second, for the analysis on demands regarding class contents and methods, 'teaching content that challenges and exciting stimuli' of science gifted students in rural areas were significantly higher than those in urban area. Third, for the analysis on demands regarding educational environments, 'satisfaction with class materials provided by gifted classes' of gifted students in urban area were higher than those in rural area.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.113-124
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• 2005

In this study, we have analysed and compared the cognitive, affective, and emotional aspects of the mathematically gifted, the scientifically gifted, and common middle school students in cognitive, affective, and emotional aspects. The mathematically gifted students are proved to have better continuous/simultaneous information processing, more positive mathematical disposition, more preference to difficult tasks, and higher EQ than the common students do. On another hand, no difference is found between the mathematically gifted and the scientifically gifted students in creative problem solving ability however, the mathematically gifted have more self-confidence, more curiosity for mathematics, stronger will, and more disposition to monitor and reflect, and more efficient self-control than the scientifically gifted do. In short, the mathematically gifted are superior to common students in mostly all aspects, and better than the scientifically gifted in the affective part.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.33-50
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• 2007

In this study, we made a survey for gifted students of science education center for gifted youth in a university to find their viewpoints about giftedness, need of gifted education, attribution. Using the results of the survey, we interviewed mathematical gifted student, parents, teachers to find their viewpoints about giftedness, need of gifted education, attribution. From this, we found the followings: First, Parents and teachers selected intellectual ability as a most important factor of giftedness. On the other hand, gifted students selected creativity as it. Second, gifted students show different communication ability depending on the education place. Third, mathematical gifted students attributed their problem solving ability to interior cause. On the other hand, parents and teachers of gifted students attributed students' problem solving ability to exterior cause.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.95-104
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• 2014

The purpose of this study is to analyze the state of science teaching anxiety of elementary teachers for the scientifically gifted according to their personal variables such as gender, career in education and gifted education, training course for gifted education, participation in meeting related to gifted education. The subjects in this study were 64 elementary school teachers who were in charge of science gifted education. The instrument to assess their science teaching anxiety was Westerback's S-STAI, modified in this study to be suitable for science gifted education. The collected data were analyzed by the statistical package SPSS. The findings of the study were as follows: The teachers for gifted felt more teaching anxiety in gifted classes than in normal classes on the whole. There were statistically significant differences in their personal variables such as gender, career in education experience, experience of taking gifted education training courses, and participation in meeting related to gifted education. Implications related to reduce the gifted education teachers' teaching anxiety were discussed in depth.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.558-565
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• 2014

The purpose of this study was to compare thinking styles between the gifted students in science and invention The subjects were 191 gifted elementary students in science and 182 gifted elementary students in invention, who enrolled in gifted education program. They were given the Thinking Style Inventory (TSI) that standardized Korea version by Yun (1997), which constructed 13 thinking styles of 5 dimensions (functions, forms, levels, scopes, and leanings of the mental self-government). The collected data were analyzed by independent sampling t-test and ANOVA with SPSS. The findings of this study were as follows: the gifted in science prefer executive, oligarchic, and global thinking styles rather than the gifted in invention. Meanwhile, the gifted in invention prefer legislative, judicial, local, and liberal thinking styles rather than the gifted in science. Both of the gifted in science and invention prefer legislative, executive, monarchic, anarchic, external, and liberal thinking styles. There was statistically significant differences between boys and girls in executive, oligarchic, local, and liberal thinking styles of the gifted in science.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.13-25
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• 2016

The purpose of this study was to investigate the effects of science based enrichment STEAM gifted program on the creative thinking activities and emotional intelligence of elementary science gifted students. The study subjects were two science gifted classes of the 5th grade of local Office of Education in B Metropolitan City. One class including 20 students was experimental group and the other including 20 students was comparison group. For the purpose of study, the lesson unit 'The world of light through science' was practised, the science based enrichment STEAM gifted program was applied to experimental group, whereas comparison group was taught traditional gifted lesson. The results of this study were as follows. First, science based enrichment STEAM gifted program influenced significantly the improvement of the creative thinking activities of elementary science gifted students. Second, science based enrichment STEAM gifted program was showed to enhance the emotional intelligence of elementary science gifted students significantly.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.597-612
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• 2014

The purpose of this study was to investigate how teachers recognize the differentiation of gifted education in invention to gifted education in science. An online survey was conducted to more than 500 hundred school teachers to ask (1) if gifted education in invention is necessary as an independent area of gifted education, (2) if gifted education in invention should be differentiated in identification, education programs, councelling, facilities and so on to gifted education in science, and (3) what problems gifted education in invention are facing and how we can promote gifted education in invention. Findings by this study are like the following: 1. Almost all teachers, regardless of whether their duty is related to gifted education in invention or not, recognized the necessity of gifted education in invention as an independent area of gifted education, especially from gifted education in science. 2. Teachers recognized the differentiation of gifted education in invention in diverse aspects of gifted education, like identification, educational programming, and so on, especially to gifted education in science. 3. Teachers recognized the shortage of trained teachers as the most critical obstacles to gifted education in invention, and also thought training programs for teachers as the most important means that can promote gifted education in invention.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.87-108
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• 2000

This study analyzes the factors influencing self-esteem of the gifted children. The factors are divided into the environmental ones and innate ones. The purposes of this study is presented as follows. 1) To analyze the environmental factors influencing self-esteem of the gifted children (1) whether the education period affects self-esteem of the gifted children? (2) what influences do the manners of parental child-rearing behavior make? (3) what influences do peer relationships make on self-esteem of the gifted children? 2) To analyze the innate factors influencing self-esteem of the gifted children (1) does the gender make a difference to self-esteem of the gifted children? (2) does the level of intelligence make a difference to self-esteem of the gifted children? (3) what influences does the locus of control make on the self-esteem of the gifted children? To solve these questions 120 gifted children were selected, who were taking a special education program at C Korea Academy of Gifted Education located at Yangjae-dong Seocho-gu. They were 1st to 3rd grades at elementary school. We used Hare Self-Esteem Scale developed by Bruce R. Hare in 1985, the Index of Peer Relations developed by Hudson in 1986, and Nowicki & Strickland Locus of Control Scale developed by Nowicki and Strickland in 1973. At the other hand the nursing behaviors of 120 mothers of the gifted, were also investigated, based on the Korean Maternal Behavior Inventory, developed by Sungyeon Park in 1989 with some modifications. For statistical analysis we adopted SPSS, a computer software, and calaulated the coefficient of internal appropriateness and the frequencies and percentages of general aspects of the cases. We analysed the factors influencing the self-esteem of the gifted children by way of Pearson's product moment correlation coefficient, t-test, ANOVA, and multiple regression analysis and Duncan for ex-post-facto approval. The results of this study can be summarized as follows. 1) Influences of the environmental factors on the self-esteem of the gifted children: (1) The duration of education period had a significant effect on the self-esteem; the longer the duration were, the higher self-esteem they possessed. (2) Of parental child-rearing behaviors, active involvement had positive influence on the self-esteem; on the contrary, authoritarian control and overprotection had negative influences on the self-esteem. (3) An acceptable peer relationship had a positive influence on the self-esteem of the gifted children. 2) Influences of individual innate characteristics on the self-esteem of the gifted children: (1) The gender made no difference on the self-esteem of the gifted. (2) The intelligence did not have a statistically significant effect on the self-esteem of the gifted. (3) When the locus of control was external, the self-esteem of the gifted tended to be low.