• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.379-393
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• 2017

This study analyzed the relationship between self-directedness of science-gifted elementary students and their expression of scientific creativity in science-gifted class. A science-gifted program on the topic of Hydraulic Machine was implemented to 34 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The self-directedness of the gifted students was divided into three types of 'General, Scientific, and Topic-Related Self-Directedness'. The products of the students' activities were assessed by using a scientific creativity assessment formula. Qualitative research, such as analysis of observations and interviews, was also conducted in order to identify characteristics that were not apparently revealed by quantitative data. The main results of this study are as follows: First, science-gifted elementary students' general self-directedness and their scientific creativity were significantly correlated (r=.373). Second, the students' scientific self-directedness and scientific creativity did not have a significant correlation (r=.294). Third, there was a positive correlation between the students' topic-related self-directedness and their expression of scientific creativity. Their self-rated scores (r=.420) for the topic-related self-directedness and the number of activity types associated with the topic had a positive correlation (r=.350). Fourth, the students were categorized into four groups according to the levels of their self-directedness and scientific creativity, and the result showed that Type HH (high self-directedness and high scientific creativity) was the most common type (15 students, 38.5%), followed by Type LL (low self-directedness and low scientific creativity) (11 students, 28.2%). Eight (20.5%) and five students (12.8 %) belonged to Type LH (low self-directedness and high scientific creativity) and Type HL (high self-directedness and low scientific creativity) respectively. Fifth, the classroom observation of the students in groups revealed that groups with more number of Type HH demonstrated better cooperation and performance. Sixth, the analysis results of the observation were almost matched to the results of the self-directedness and scientific creativity tests. The students with higher self-directedness demonstrated active class participation and good cooperative skills. The students with higher scientific creativity had a tendency to generate creative ideas more frequently in given situations. Seventh, dynamic activities were perceived as enjoyable and exciting by 76.9% of the students, but static activities that require creativity were regarded as interesting only by 23.1% of the students. Among the students who were satisfied with both the creative and static activities, Type HH accounted for the largest proportion (55.6%). In conclusion, factors such as students' interests, initiatives, and attitudes displayed through voluntary participations originated from their own daily life can predict the degree of scientific creativity associated with the topic. Also, when students were categorized into four types according to the level of self-directedness and scientific creativity, there was a tendency of active behavior in class, cooperative skill, and activity satisfaction. This suggested that we should consider self-directedness and scientific creativity in selecting the gifted, grouping them in class, and designing and executing programs for science-gifted elementary students.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.1-16
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• 2015

This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.473-484
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• 2013

The purpose of this study was to develop science and art integrated program to improve the creativity of scientifically gifted elementary school students. This study was to develop science and art integrated program to enhance the creativity of these subjects. This program was consisted of 30 lessons covering 10 topics. It was developed of five stages including the observation stage reflecting the characteristics of the right hemisphere relevant to creativity, the interest and curiosity stage, the experiment design and performing stage, the internalization stage, and the stage of expressing arts. This program was applied to 20 senior gifted students in Y Elementary School in Gyeonggi province. Torrance Tests of Creative Thinking(TTCT) was used in order to investigate and measure the effectiveness of the program before and after its use in class. The results of this study are as follows: First, this program showed results of significant improvement of creativity of scientifically gifted elementary school students after its use in class(p<.05). Second, it was significantly effective in increasing their creativity, especially in the subdomains such as originality, abstractness of title, and territory of resistance on hasty conclusions after its use in class(p<.05). Third, it was significantly effective to increase the Creativity Index that represents creative potential(p<.01). In particular, emotional expression, internalized visualization, unique visualization, and richness of the imagery emerged. This study implies that the science and art integrated program was closely related to the right hemisphere of the features enabling the subjects to create new ideas, new things, and new reactions. In addition, this program is expected to contribute to activate the brain areas of creativity for gifted students in the science field.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.41-56
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• 2007

Related with the mathematics gifted children the situation of different case studies is the research which is limited in mathematics problem solving process of the most mathematics gifted children. The research which it sees hereupon observes from the scope which is wider the quality of the mathematics gifted children, before the hazard mathematics gifted children whom it sees enter into the mathematics gifted children education center unit life and life after studying living and dismissal of a class from the general school, namely for their general life it leads compared to attitude it observes the reporter it does a quality. For a what kind of interest in the mathematics gifted children, the research leads the family or general class, from the gifted children education center it has it considers encouragement, map and to give a help to good mathematics gifted children education activation, it does. It will reach and to respect with afterwards it set a same three research problem. First, before entering into the mathematics gifted children education center, are the mathematics gifted children what kind of quality? Second, Are the mathematics gifted children what kind of quality for general school hour? Third, Are the mathematics gifted children what kind of quality after dismissal of a class after hour? Being selected in the hazard gifted children education center which solves an up research problem, simple characteristic and approach ease characteristic, by the condition of the permission possibility back it selected 2 person gifted children school boxes which are coming and going. And, before entering into these mathematics gifted children education center, studying life from the general school, life after dismissal of a class it will extend at 1 years, various recording it will ask and it collected direct observation and interview it led against their quality it analyzed. It shared the result which it analyzes with emotional quality, studying conduct qualities, general qualities of the mathematics gifted children and qualities of mathematics gifted children parents. Studies level of the mathematics gifted children parents high facility when them are young from, the interest and helping out which it has were considerable, to advance with the direction where in order for always with great disaster them are proper the map it did. In general quality of the mathematics gifted children from young age the ability which finds a language and a possibility concept superiorly the ability which expresses the thought of oneself logically was superior, the competitive spirit was high, it liked it came reading, a leader role, to reveal a deepening school with the fact that it comes and goes. Also it will burn with their studying conduct quality and it will roll and it did deeply and it arranged knot eagerly, accomplishing which is superior from the field which is various it showed, the originality was superior, the subject attachment power was high quite, oneself it studies it has a devotion the possibility of knowing it was. And, the social characteristic of the friends and is good with their emotional quality and it does there is own reflection and an encouragement at any time and also a confidence, but just as good as the stress also it receives the possibility of knowing it was to him.

• Journal of Gifted/Talented Education
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• v.3_4 no.1
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• pp.158-166
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• 1994

The nature of the classroom environment is an important variable to understand when fostering creativity for elementary children. Studies of the classroom climate, structure or interaction commonly depend on behavioral observations or reports from the teacher or other adult-observer. Recent studies have used self-report instruments completed by students regarding their perceptions of various aspects of their class (see Fraser, 1991). The purpose of this study was to determine the developmental differences in the ratings of classroom environment between Korean students who are gifted and their American peers. The My Class Inventory was administered to 141 elementary students in grades three, four, and five. There were 65 Korean students and 76 American students who were identified as gifted by their schools. Reliability coefficients were calculated for all scales (satisfaction = .68: friction, .67; competition = .57; cohesion = .73; difficulty = .22). Results of a multivariate analysis illustrated significant differences between students from Korea and students from America on the MCI. Univariate analysis of variance of cultural group by grade level were conducted for four of the five scales. Significant differences were found by country for the cohesion scale and by country at grade levels for the satisfaction scale. American children expressed greater satisfaction than their Korean counterparts at all grade level, but particularly at grade five. Implications for further research are discussed.

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

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.49-66
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• 2005

The purpose of this study is to compare the peer relations of the gifted students in science and ordinary students. To this study, the questionnaire to access students' satisfaction with their peer relations, students' feeling of loneliness, and the quality of peer relations was conducted to the subjects of 147 gifted students in science and 253 ordinary students in Korea. In the peer relations at the ordinary class, the significant difference between them was found in the students' feeling of loneliness, so the gifted students showed a little lower feeling of loneliness than the ordinary students. Also, the significant difference was found in the quality of peer relations. In the perception of the gifted students' peer relations at the gifted and ordinary class, satisfaction with their peer relations and the quality of peer relations were showed the significant differences. There was more mutual peer relations between the gifted than the ordinary students.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1170-1185
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• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.