• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.101-122
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• 2006

In this study, selecting process for scientifically gifted students was investigated and analyzed to science education institute for the gifted in university and was compared with foreign education institute for the gifted. The number of science education institute for the gifted was unequality located to the regions, comparing with the ratio of students. Therefore it is necessary for balancing location of science education institute for the gifted according to the ratio of students to let various students have the gifted education. Comparing with the ratio of gifted students between elementary school students and middle school students, the shape of ratios seems to be a inversed-pyramid. It is necessary to select students with the shape of the pyramid, supporting them to be educated, systematically and officially. The gifted students were selected through the procedures of creative test, intelligent test and individual interview in science education institute

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.415-441
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• 2017

The purpose of this study is to develop elementary school math classes for the gifted and talented with a focus on social issues to investigate the possibility of character education through specialized subject classes. As suggested in the goals of the math education for social justice, which provide the fundamental theoretical basis, through mathematics activities with a theme of social issues, mathematically gifted and talented young students can critically perceive social issues, express a sense of mathematical and critical agency throughout the course and develop a willingness and mindset to contribute to social progress. In particular, the concept of Figured Worlds and agency is applied to this study to explain the concept of elementary math classes for the gifted and talented with a focus on social issues. The concept is also used as the theoretical framework for the design and analysis of the curriculum. Figured Worlds is defined as the actual world composed of social and cultural elements (Holland et al., 1998) and can be described as the framework used by the individual or the social structure to perceive and interpret their surroundings. Agency refers to the power of practice that allows one to perceive the potential for change within the Figured Worlds that he is a part of and to change the existing Figured Worlds. This study sees as its purpose the fostering of young talent that has the agency to critically perceive the social structure or Figured Worlds through math classes with a theme of social issues, and thus become a social capital that can contribute to social progress.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.1-11
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• 2011

This study was carried out to analyze primary gifted education systems in Korea and China. The results of the research are as follows : (1) The objectives of the gifted children education of two countries are same. They intend to dig out hidden talent and giftedness of gifted children. They emphasize the development of creativity in the gifted children through the various special teaching methods. (2) Korea has been doing the gifted education limitedly focused on the 4th grade students in elementary school after regular school curriculum, but China has performed gifted education from primary school to university quite systematically. (3) Korea tend to select the students based on the objective sources such as teachers' observation, recommendation, school scores, but this has limit to find out the real potential genius. China has the similar problems, but they consider of the comprehensive talented and abilities in students at school unit level. (4) Both countries have the teacher training systems for study to make more efficient programs and methods in gited education. It has been emphasized the necessity of gifted education to expand the range and target. Most of all it is very essential to train the teachers to manipulate the gifted education programs. The government should be persue the multiplicity and professionality now. So there are so many things to learn from China since they managed the gifted education in a regular curriculum of the school.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.943-966
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• 2012

The purpose of this research was to compare the leadership characteristics and emotional intelligence between scientifically gifted middle school students and general students and to investigate the emotional intelligence's effects on leadership characteristics. For this study, 150 scientifically gifted middle school students and 130 general students were participated. The results obtained from this study were as follows. First, the total score of leadership characteristic and sub-domains of leadership characteristic showed significant difference. The leadership characteristic of the gifted students turned out to be significantly higher than that of general students. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Second, the total score of emotional intelligence and sub-domains of emotional intelligence showed significant difference. There were significant differences between the two groups in 'thinking-acceleration ability by emotion' and 'ability of utilizing emotional knowledge'. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Third, it proved to be significantly positive correlation between leadership characteristic and emotional intelligence of gifted middle school students. Forth, the gifted students' emotional intelligence affected leadership characteristic significantly by multiple regression analysis.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.37-57
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• 2017

In terms of making more various geometrical figures than existing Tangram, Sphinx Puzzle has been used as a material for the gifted education. The main research subject of this paper is to verify how many convex polygons can be made by all pieces of a Sphinx Puzzle. There are several previous researches which dealt with this research subject, but they did not account for the clear reasons on the elementary level. In this thesis, I suggest using unit area and minimum area which can be proved on the elementary levels to account for this research subject. Also, I composed the program for the mathematically gifted elementary students, regarding the subject. I figured out whether they can make the mathematical justifications. I applied this program for three 6th grade students who are in the gifted class of the G district office of education. As a consequence, I found that it is possible for some mathematically gifted elementary students to justify that the number of convex polygons that can be made by a Sphinx Puzzle is at best 27 on elementary level.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.169-189
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• 2014

The purpose of this study was to compare elementary gifted student's academic stress, stress coping and academic burnout with those of general students and investigate the relationships between academic stress, stress coping and academic burnout. There is a significant meaning in promoting healthy growth and development by reducing academic stress and academic burnouts, as well as providing fundamental data to understand and mentor elementary gifted student and general students emotionally. The results obtained in this study were as follows. First, the results showed that the gifted students' academic stress, school stress, and after school academic stress were significantly lower than general students'. Second, the results showed that the elementary gifted students used more of active and socially supported ways to cope with stress while the general students use more of passive/evasive and aggressive ways to cope with stress. Third, the results showed that the score of gifted students' academic burnouts was significantly lower than that of regular students', and among general students, the students who spent more time than average time in the private education per week had significantly higher academic burnouts compared to the students who didn't. Fourth, the results showed that the elementary gifted students with high academic stress used more passive/evasive and aggressive ways to cope with stress. As a result of correlation analysis, it appeared a positive correlation between academic stress and academic burnout. Hierarchical multiple regression showed that academic stress and stress coping affected on academic burnout significantly.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.451-465
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• 2012

The purpose of this study is to analyze the effects of a Goldberg device learning program on primary gifted students' creative personality. Based on the concept of creative personality derived from a literature review, a learning program has been developed and applied to 18 primary gifted class students and 20 invention club students. Creative personality consists of eight components: patience/persistence, confidence, humor, curiosity, imagination, openness, adventurous spirits, and independence. Creative personality tests were conducted before and after Goldberg device learning program lessons. The results of the tests indicate that (1) the Goldberg device learning program affected all eight components of creative personality positively; and (2) the invention club students showed a greater improvement in creative personality than the gifted class students. These findings suggest that Goldberg device learning programs can be effective to learn various scientific principles and improve students' creative personality.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.45-68
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• 2003

The purpose of this research is to find out the usefulness of the Mentorship program for gifted science students. The usability has been proved by the results from a survey of a group of mentorship education students. Among those surveyed some are the students a gifted science education institute in university. Students have improved their own study ability, creative problem solving ability by performing the experiment planning on their own, and presented their papers through Mentorship program, and it is possibly observed that they have their own dignity as scientist by performing the actual science activities. Also, with the result of the survey, the effectiveness of the Mentorship program is very positive onto the students. Mentorship program is one of the educational method to widen the students' experience chances, and the depth of thought, and improve the scientific ability and creative problem solving ability.

• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.39-57
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• 2001

In this study, gifted children's perceptions of scientists were investigated. The subjects were 91 elementary students who were registered in educational program for the gifted. This study was conducted using Draw-A-Scientist-Test (DAST) and questionnaires about the life of scientists. As the results, most scientists were depicted as well-featured and young people. There was a tendency that boys mainly described scientists as male, but girls as female. Many of the students perceived scientists as those who did significant works to try to help other people and pursue the novelty The general perceptions of the gifted on scientists were positive. Majority of students, however, perceived that scientists worked indoors with glassware or chemicals. Relatively, fewer students described books, other materials, and technologies including computer. Many of the students perceived scientists＇work as research or invention. Concerning working pattern, students mainly replied that scientists worked alone. In order to make students＇restricted perceptions enhance for opened and flexible manner, various educational methods need to be implemented.