• School Mathematics
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• v.5 no.2
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• pp.191-208
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• 2003

The purpose of this paper is to find the differences of personality types and learning styles of general students(69) and the gifted in mathematics(66) and sciences(66). 132 subjects, whose academic achievements are in top 1 % level in elementary schools, were selected from the gifted center of the university in Busan. MMTIC(Murphy-Meisgeir Type Indicator for Children) was used to classify personal style inventory(E-I, S-N, T-F and J-P). Adapted form of Grasha & Reichmann's learning style was used to classify 3 pairs: dependent-independent, competitive-collaborative, avoidant-participant. In this paper, we were mainly concerned with the differences of learning styles, and personal types of three groups according to as indices, functions and temperament. One of our results was that there were differences of personality types between general students and the gifted in mathematics and sciences according to as indices, functions and temperament. And there were differences of learning style between three groups according to as dependent-independent, and avoidant-participant.. The gifted in mathematics and sciences prefer to independent and participant learning style in comparison with general students. Finally, there were relation of personality types and learning styles. According to functions and temperament of MMTIC, SF (sensation-feeling) and NF(intuition-feeling) type students prefer to collaborative and participant styles in comparison with ST (sensation-thought) and NT(intuition-thought) type students. And NT(intuition-thought) type students prefer to avoidant styles in comparison with SF(sensation-feeling) and NF(intuition-feeling) type students.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.77-93
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• 2014

The purpose of this study was to investigate the relationships between thinking styles and the components of mathematical ability of elementary math gifted children. The results of this study were as follows: First, there were differences in thinking styles: The gifted students prefer legislative, judical, hierarchic, global, internal and liberal thinking styles. General students prefer oligarchic and conservative thinking styles. Second, there were differences in components of mathematical ability: The gifted students scored high in all sections. And if when they scored high in one section, then they most likely scored high in the other sections as well. But the spacial related lowly to the generalization and memorization. There is no significant relationship between memorization and calculation Third, there was a correlation between thinking styles and components of mathematical ability: Some thinking styles were related to components of mathematical ability. In functions of thinking styles, legislative style have higher effect on calculation. And executive, judical styles related negatively to the inference ability. In forms of thinking styles monarchic style had higher effect on space ability, hierarchic style had higher effect on calculation. Monarchic, hierarchic styles related negatively to inference ability. In level of thinking styles global, local styles have higher effect on calculation. Local styles related negatively to the inference ability. In the scope of thinking styles, internal style had a higher effect on generalization, and external style had a higher effect on calculation. And there is no significant relationship leaning of thinking styles.

• Journal of Digital Convergence
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• v.11 no.6
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• pp.299-309
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• 2013

The purpose of this study was to develop the method of distinction for sports gifted children, which evaluated as well as cognitive capability and physical fitness. For the validation verification of developed method, we measured physique, physical fitness and developed cognitive agility method for 369 children from 2nd grade to 6th grade. Results were followed as below: The frequency of success of sports gifted group was higher than normal group(p<.05). Total time for cognitive agility of gifted child's group in both sex were shorter than normal group(p<.05). There were no significant correlation between physique and cognitive agility time. 50m run and side step test had correlation with cognitive agility time in boys and girls(p<.05). In spatial skills, only higher tendency in sports gifted group showed. Cognitive agility had positive correlation with space perception in both boys and girls of upper grades. With theses results, we concluded that developed cognitive agility test might be synthetic evaluated method for cognitive agility as qualitative capacity for boys and girls in elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.81-102
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• 2010

The purpose of this study was to analyze the content and design of the seven math camp programs for students of the education centers for the elementary gifted students. The analysis focused on the goals, content, and evaluations utilized in the math camp programs. The results of the study were as follows. First, there was no big difference between the goals set for each camp, and they mainly focused on the goals in affective domain. Second, the content of math camp programs was focused on enrichment rather than acceleration. Most of the programs were focused on geometry, whereas fewer programs were focused on measurement, probability and statistics. Based on the Analysis, we found that only nine out of 27 programs applied level-wised or individual exercise programs. Third, all centers for the mathematically gifted carried out evaluations of their math camp programs. However, a specific evaluation plan was not established for the math camp program plans. We suggested the direction of math camp programs as follows. First, the goals should reflect on the intended outcomes of the math camp programs. Also, the goals of math camp programs need to be distinctive from general education goals. Second, the programs should contain harmonious contents with enrichment and acceleration and must include various reactions and task commitment. The math camp programs need to include references and an appropriate information for the gifted students to encourage self-directed learning. Third, a more specific evaluation plan for math camp programs needs to be developed for effective education for the gifted students.

• Journal of Science Education
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• v.36 no.1
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• pp.106-119
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• 2012

In order to promote national competition on knowledge based-society in 21centuries, it is important for us to train talented people who have much creativity. Comparing curriculums and contents studied in SECG (Science Education Center for the Gifted) and other organizations is object of this thesis. Finding implications of proper GATE(gifted and talented education) by understanding the present conditions is also a part of this thesis. We select 5 Science Education Centers for the Gifted and devise framework for analysis in order to analyze chemical textbooks in GATE programs. The framework consists of 6 categories including the contents, the level of activities, the opening extent of experiments, and the ability to think creatively. In our study of textbooks, we have found that the contents of chapters are divided properly but lacked the field of frontier and convergence science. Their activity types will have to develop programs which consist of various activities such as lectures and experiments. Precedent studies and study activities to promote scientific thinking were rated highly in general ratio. The level of studies that we analyzed lacked creative activities very much. In the opening extent of experiments, activities in the level 2 and the level 3 were low-rate. And in our study of thinking creatively, activities of promotion for expanded and related-ability to think seemed to lack. In order to achieve specific education for the gifted children, developments of GATE program is required. In the in-depth analysis from the questionnaires of Likert's method's descriptions, narrations, and interviews, it is divided into two answers in depth: contents of program, management of program. These also divided into two answers by attitude: positive answer or negative answer. According to the responses of the contents of program, the result of analysis shows that most respondents have positive reactions to not only contents and the managing method of SECG programs, but also to individual enhancing-abilities overall.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.671-681
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• 2002

The idea that parental involvement has a positive influence on gifted children is so intuitively appearing that society in general. and educators in particular, have considered parental involvement as the remedy for many problems in education. However the vast proportion of the literatures in this area give results qualitatively. Among the empirical studies that have investigated this issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literatures about the relationship between parental involvement and gifted development. The findings reveal a moderate relationship between parental involvement and gifted development. We focused on the effect between parental involvement and gifted development, and conducted meta-analysis involving correlation coefficients between the two constructs. Using correlation coefficients, We can get the effect size, and explain the influence. We initially identified 539 articles over twelve-year period. Based on abstracts of these 539 articles, 463 studies were used for analyzing the current stream of the study. Finally, 15 studies met our inclusion criteria, and were subsequently used in this meta-analysis. From the 15 studies, 37 variables influenced on gifted development were collected. Using meta-analysis, it is revealed that internal effects for gifted development have stronger relationship than parents' socioeconomic status. In addition, the differences between female and male student have been reducing.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.15-26
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• 2004

The problem solving activities developed for this formal assessment program are based on familiar, real life problems. Responses of third and fourth grade subjects to problem solving items were assessed by problem solving ability, reasoning, and imagination/creativity. Reliability of problem solving activities was supported by the results of interrater reliability and Cronbach's alpha. Correlations between problem solving activities and the Naglieri Nonverbal Ability Test(NNAT: 1985) showed that cluster scores on the NNAT were significantly related to each score on the problem solving activities. Problem solving by gender showed that girls were more likely to express ideas than boys. There were also differences related to grade level on some items.

• Journal of Industrial Convergence
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• v.12 no.2
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• pp.24-38
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• 2014

The significance of this study is to utilize research and care in the field, navigate to the factors that negatively affect the child's development objective of the present study. Exploratory study of the development affected by age to be raised to the acquired write that emotional abilities are not genetically gifted. This is a crucial time for the development of emotional skills in infancy and childhood entire life, and see this time the biggest impact of social environment and the relationship between parents and children made home amicably, the parents are the most influential factors michim at home The. As such it should be recognized that an important role in the development of the emotional power of the child's parent role. Seen to suggest ways to develop children's development through these findings.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.581-605
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• 2015

The purpose of this study is to build an instruction method focused on the mathematical process and apply it to 12, 5-year-olds from Kindergarten located in Seoul with a view to explore the changes in their mathematical thinking. In addition, surveys with parents and teachers, as well as those conducted in the field of early childhood education, were conducted to analyze the current situation. The effects focused on the five mathematical processes, namely problem solving, reasoning and proof, connecting, representing and communication was found to help the interactions between teacher-child and child-child stimulate the mathematical thinking of the children and induce changes. The mathematical process-focused instruction aimed to advance mathematical thinking internalized mathematical knowledge, presented an integrated problematic situation, and empathized the mathematical process, which enabled the children to solve the problem by working together with peers. As such, the mathematical thinking of the children was integrated and developed within the process of a positive change in the mathematical attitude in which mathematical knowledge is internalized through mathematical process.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.479-499
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• 2013

The purpose of this study is to examine the effects of Mother's Child-Rearing Attitudes on young children intelligence, multiple intelligences and emotional intelligence. In order to achieve the purpose of the study, 215 children and their mothers and teachers of children 15 were investigated. Data analysis, correlation analysis and regression analysis were conducted to analyze the mother's Child-Rearing Attitudes and the relationship between the young children's intelligence and multiple intelligences and emotional intelligence. The results of this study and the conclusions obtained through the discussion are as follows: First, the relationship between the mother's child-rearing attitudes and intelligence, multiple intelligences, on the other hand, showed a high correlation relationship between the mother's child-rearing attitudes and emotional intelligence and appeared to be correlated with low. Second, the rejective attitude and autonomous attitude variables that best explain the entire intelligence and multiple intelligence of young children, the affectionate attitude and autonomous attitude, the young children's the entire emotional intelligence best explain the factors. These results in the development of intelligence, multiple intelligence, emotional intelligence, affectionate attitude depending on the situation, autonomous attitude shows rejective attitude avoiding uniform, certain attitudes, rather than to show the mother's Child-Rearing Attitudes desirable that suggests.