• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.751-759
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• 2012

This study examined the perception of secondary gifted students of a university-affiliated science-gifted education center toward its educational programs. This study surveyed 184 students who are enrolled in the secondary gifted educational programs of a university-affiliated science-gifted education center. The results showed that the students are generally satisfied with the gifted educational programs. The students also said that the programs have provided more knowledge to them and improved their creativity. It is significant to examine how students currently participating in gifted educational programs perceive the programs and how they are influenced by the programs. Therefore, improvements required for the development and operation of future gifted educational programs should be drawn based on the collection of the results of perception surveys from each gifted education center.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.187-193
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• 2011

Recently, the demand for gifted education has been increased tremendously especially due to the impact of the second National plan of gifted education, which has made wide expansion of the education. Accordingly, in parallel with the boom of gifted education demand for IT education for gifted children has been also increasing. In this paper, I considered efficient methods to operate education programs for elementary information-gifted children in association with the expanding information-gifted education. In order to demonstrate the methods, I conducted literature reviews and questionnaire surveys. Based on them, I suggested methods to operate education programs for elementary information-gifted children. This study is expected to help to establish even more effective education for elementary information-gifted children.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.187-209
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• 2016

This study reviewed the current state of career education programs, especially for giftd students in humanities and social science, in the public education system of South Korea, and investigated how those gifted students perceive on career education programs for them. Gifted students and their career education teachers were surveyed, and related documents were also widely collected and analyzed. The results showed that (1) 56% of gifted students in mamanities and social science wanted to pursue careers related to language abilities, and that (2) gifted students in humanities and social science find less opportunities, compared to gifted students in math and science, to participate in career education programs related to their talent areas. These findings are expected to be considered when career education programs are designed and implimented for gifted students in the areas of humanities and social science.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.112-136
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• 2000

In this study, literatures concerning the scientifically gifted/talented were identified through exploration of ERIC(Education Research Information Center) and then categorized. Existing educational programs for the scientifically gifted/talented were analyzed to aid in development and progress of education program of the scientifically gifted/talented. The followings are the results of this study 1. Exploration of ERIC from 1981 to 1997 showed 150 documents related to the scientifically gifted/talented and of those found there were 63 scientifically gifted/talented education program documents which accounts for 42.0%. 2. 42.0% of documents related to the scientifically gifted/talented and 65.1% of education program for the scientifically gifted/talented were in the publication type of journal articles. 3. 60.0% of documents related to the scientifically gifted/talented and 68.3% of education program for the scientifically gifted/talented were in the type of paper of reports. 4. 71.4% of education programs for the gifted/talented was centered around scientifically gifted/talented students in middle or high school. 5. 52.4% of education programs for the scientifically gifted/talented was being carried out as an supplementary enrichment education program such as summer programs or short term projects. Education programs for the scientifically gifted/talented carried out as a regular class accounted for 38.1%. 6. Systems like Mentorship System and Internship System is being well carried out due to good interrelationships between universities and institutions. There were many programs encouraging majors and careers in science related fields. 7. Individualized education, which is effective in teaching the scientifically gifted/talented whose abilities, interests, and attitudes differ, is being well carried out.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.63-84
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• 1999

This study is to examine the current problems of teaching gifted children and suggest elements(or factors) to be considered in setting up goals thereof by analyzing incumbent teachers awareness. 121 teachers were arbitrarily selected from 30 different kindergartens located in Seoul and Anyang, and they were interviewed with two parts questionnaires(or opinions) of improving current practice. The first part of the questionnaire is composed of the questions about teachers awareness of gifted children, actual state of teaching gifted children, effects of teaching in kindergarten for gifted children, and desired direction for teaching improvement. The second part of the questionnaire provided interpretation of precociousness by study habit, creativity and definitive properties and asked the number of children qualified in their classes. Since the results of the first interview as to awareness of gifted children were dismal, 40 teachers were thereafter randomly selected again, and the second interview was warranted. The results alarmingly revealed that program of teaching gifted children were barely existing even though the teachers awareness for the needs of special education for the precocious as well of study materials and programs thereof was high. In addition, the teachers familiarity of gifted children was surprisingly low. At the second interview whereby gifted children was explained, the teachers awareness of gifted children was dramatically improved to 40% in comparing with 7.4% at the first interview without explanation of gifted children. Teachers awareness of gifted children was low because of lacking direct or indirect experience of having gifted children and special programs therof in their classes as well as teachers nonchalance. Therefore not only adequate training and education of teachers, but also cultivation of qualified teachers for special programs for the precocious are obligatory. Training of incumbent teachers and determination of gifted children are prerequisite for timely discovery of gifted children and adequate education for them. Development of special education programs and diffusion are also crucial.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.493-509
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• 2015

This study analyzed the effects of university-based science education programs on the gifted's science career orientation. The subject of this study was 74 students who had university-based science gifted education programs on 2014. They took 'Science Career Orientation' tests and questionnaires before and after the program. We had a cluster analysis about pre scores on 'Science Career Orientation' as a variable. We analyzed the satisfaction level and effect of science career decision by groups after the program. As results, they were divided into four groups by cluster analysis. University-based science education program helped the increase of science career orientation in the categories indicating the low scores of the groups. They showed high satisfaction level and positive effects of science career decision, and the programs affecting their science career decision and satisfaction about that were different by groups. Satisfaction level and effects of science career decision are highly correlated.

• 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 Gifted/Talented Education
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• v.21 no.2
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• pp.485-510
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• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.401-420
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• 2015

The purpose of this study was to perform a comparative analysis of the research trends in STEAM education in gifted education and suggest educational implications to improve the current STEAM education for the gifted. The results were as follows. First, STEAM education has been increasing in the past couple of years and gifted and talented education took up relatively high proportion of it. This demonstrates that gifted education closely related to creative and versatile individuals plays a leading role in STEAM education. Second, researches on STEAM education and STEAM education for the gifted targeted elementary school students the most. Third, researches on the development of STEAM program for the gifted have been mainly addressing science-oriented convergence programs. Among them, programs including all the five combined factors(Science, Technology, Engineering, Arts and Mathematics) were the most common. In terms of learning types, a criterion-referenced teaching-learning model has been developing and there were diverse learning types which applied teaching-learning models tailored to characteristics of a gifted child. The researches related to STEAM programs'application effects on creativity were most dominant.