• Journal of Gifted/Talented Education
• /
• v.20 no.2
• /
• pp.547-570
• /
• 2010

The purpose of this study was to find the personal and environmental background variables that influence to the gifted students in arts. 59 gifted students and their parents in Korean National Institute for the Gifted in Arts completed the questionnaire. The results were as follows: This study showed that the characteristic of gifted students, the developmental process of talent, and contributing factors to the growth of arts. Personal characteristics of gifted students in arts showed significantly difference in three fields of arts. As the environmental background, parents of gifted have offered them the extensive support financially and emotionally and also had high interest in Arts. The reliance on private education versus public education in arts was high. Expecially, gifted students of music and dancing fields was relying more on private education than artistically gifted students. This study was examined for the empirical study of the gifted in arts. The limitations of the study and the suggestion for further study for the gifted were discussed.

• Journal of Gifted/Talented Education
• /
• v.23 no.3
• /
• pp.407-419
• /
• 2013

In current knowledge-based society, development and growth of IT-related industry is essential for a nation's competitiveness since it's economic power depends on IT industry in many countries. A success of IT industry depends on a few IT geniuses like Steve Jobs and Bill Gates. Thus, it is necessary to identify and foster gifted children in IT as early as possible. The purpose of this paper is to identify the correlation of academic performance per subject for the gifted children in IT. The analysis is focused on three subjects, that is, Information, Science, and Mathematics, respectively. For this purpose, the gifted children are selected and analyzed in a gifted science education center attached in a university at Seoul Metropolitan Area. The analysis results show that there is meaningful correlation among three subjects. That is, if high scores in a subject means high scores in other subjects. For instance, a gifted child with high scores in Information got high scores in Science and Mathematics. The result will be useful to improve selection examinations and curriculum for gifted education in IT, for inclusive education and convergent education.

• Journal of Gifted/Talented Education
• /
• v.21 no.3
• /
• pp.761-772
• /
• 2011

In current knowledge-based society, national competitiveness and growth of society depend on advances in information and communication technologies considerably. In order to grow advances in information and communication technologies, it is essential to identify and foster gifted children in IT as early as possible. In gifted education in IT, enhancing programming ability and logical thinking ability is very important and is also a part of objectives of gifted education in IT. The purpose of this paper is to identify correlation of programming ability and logical thinking ability for the gifted children in IT. For this purpose, gifted children from a gifted institution at Seoul are selected and their test scores during the period of attendance at institution are analyzed. Also, for extensive analysis, the test scores had been collected for 6 years. Based on thorough statistical analysis, the conclusion is that programming ability and logical thinking ability highly correlate each other. This conclusion can be used to decide and affect a selection examination, curriculum, and selection of an exemplary programming language for gifted education in IT.

• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.831-846
• /
• 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 Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.531-546
• /
• 2011

In order to investigate the differentiation for gifted students, we studied the present condition of differentiation applied in science classes at regular schools, private educational institutes, and gifted education centers. A questionnaire regarding differential instruction was administered to 90 eighth graders enrolled in university- based gifted centers in Seoul. The results of chi-square testing based on the questions and educational institutions showed that students used only a textbook at regular schools and several workbooks at private educational institutes, while students could use various specialty publications at gifted education centers. Students frequently took post-test at regular schools and private education institutes. Further, at regular schools and private education institutes, students who completed curricular activities early spent their time performing unrelated tasks or reviewing the lessons or solving problems. Gifted students tend to develop their interests by themselves through science classes at regular schools. However, efforts to group students according to their interests were predominant at the gifted education centers. The response rate for students' choice of curricular activities and teachers' preparation for advanced learners were the lowest in all questions.

• Journal of Gifted/Talented Education
• /
• v.18 no.1
• /
• pp.111-137
• /
• 2008

The purpose of this study is to develop learning materials and teaching model for the gifted, and to examine the improvement of creativity of them in middle schools. Subjects were 126 gifted students, who were the 7th or 8th graders and have been taught in gifted classes of the adjacent Education Institute for the gifted of Boryeong Education Districts, Chungnam Province Office Of Education. Divisions of gifted Classes were logical reasoning, mathematics, foreign language, science. After the instruction of project-based task, gifted students had improved creativity. Especially, instruction using project-based task was more effective on scientifically gifted students. Most gifted students were satisfied with the instruction using project-based task, and attractive in it. Finally, it was suggested that the instruction using project-based task should be actively used for the gifted students.

• Journal of Gifted/Talented Education
• /
• v.20 no.2
• /
• pp.461-486
• /
• 2010

By learning math, constructing math problems helps us to improve analytical thinking ability and have a positive attitude and competency towards math leaning. Especially, gifted students should create math problems under certain circumstances beyond the level of solving given math problems. In this study, I examined the math problems made by the gifted students after the process of raising questions and discussing them for themselves by doing origami. I intended to get suggestions by analyzing of problem posing strategy and method facilitating the thinking of mathematics gifted students in an origami program.

• Journal of Gifted/Talented Education
• /
• v.22 no.4
• /
• pp.929-942
• /
• 2012

The purpose of this study was to propose for efficient selection with observation and nomination system and efficient operation of Convergence Science class in a Science Institute for Gifted Youth attached in university. For this purpose, we analyzed the result of entrance exam with observation and nomination system, and the correlation between enterance exam score and achievement to perform at the Convergence Science class. As a result, despite observation and nomination system is highly dependent on observers and recommenders, they have very different perspectives each other. In addition it was founded that selection and education process after admission is inconsistent.

• Journal of Gifted/Talented Education
• /
• v.13 no.1
• /
• pp.21-42
• /
• 2003

The Interdisciplinary-Multistrategic Science Education Program(IMSEP) is designed as an efficient program for the education of the gifted in science. An example of the contents is developed, which encompasses mathematics, physics, chemistry, astronomy, and biology. In the program, the complexity(interdisicplinarity) of scientific contents and instructional strategies used to deliver the scientific contents are designed to be correlated to each other in such a way that as the scientific contents gets more complex, the scientific skill to be taught by the instructional strategy becomes deeper. Through the careful balance between the scientific contents and the instructional strategies student's scientific knowledge and scientific skill will develop balanced and the effectiveness of science education will be maximized.

• Journal of Gifted/Talented Education
• /
• v.26 no.4
• /
• pp.747-761
• /
• 2016

The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.