• International Journal of Computer Science & Network Security
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• v.23 no.9
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• pp.71-76
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• 2023

In order to achieve this goal, we consider the following issues: a retrospective analysis of the concepts of "giftedness", "intellectually gifted personality"; the experience of working with gifted youth abroad is analyzed; features of work with gifted student youth are revealed; educational and methodological support and practical work with gifted students are analyzed; an empirical study was conducted to determine the attitude of gifted youth to organizational forms of work with them; developed a scientific circle as a form of work with intellectually gifted student youth. A set of methods is used, in particular: theoretical methods: comparison, analysis, synthesis and generalization; empirical methods: analysis of documentation and results of pedagogical activity, observation.

• Journal of The Korean Digital Architecture Interior Association
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• v.11 no.2
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• pp.123-132
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• 2011

In Korea, special education for the gifted is being activated in school systems, and many researches regarding this special education are being conducted. However, despite its rich research on the programs of this special education, there are almost no research on the institutions layout and spatial design that can utilize them. Considering the heat for education of the present and the researches on education for the gifted so far, this tendency is likely to continue. To study space composition and interior architectural design of children's institution for the gifted, we studied the cases of 5 institutions located in Seoul and the following are the results. The research results are as followed. Most institutions for the gifted used most common and technical paint, wallpaper, and PVC for finishing materials. The colors should be carefully selected, too, so that it will increase inquisitiveness and interest of the children, which will develop into creative ability. In the cases studied, color of most walls and furnitures were not very distinctive: they were in light pastel and bright tone. And there were set of desks in many shapes so it can be put in different ways for different purposes. However, there were also desks that are commonly used at schools, which were limited in arranging in various ways. Most cases studied were located in general building and therefore, natural light source was limited. On the part of appliances, supplements should be made so that classes can be carried out using multimedia materials.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.947-963
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• 2013

This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.

• Research in Mathematical Education
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• v.12 no.4
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• pp.301-307
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• 2008

The John Templeton Foundation (JFT) is a large private philanthropic institution with an interest in, among other areas, the development of human genius. This report chronicles the start of a portfolio in gifted education, designed to address this aspect of the Foundation's work.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.761-772
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• 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 Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.437-461
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• 2011

The purpose of this study was to examine the metacognition of mathematically gifted students in the problem-solving process of the given task in a bid to give some significant suggestions on the improvement of their problem-solving skills. The given task was to count the number of regular squares at the n${\times}$n geoboard. The subjects in this study were three mathematically gifted elementary students who were respectively selected from three leading gifted education institutions in our country: a community gifted class, a gifted education institution attached to the Office of Education and a university-affiliated science gifted education institution. The students who were selected from the first, second and third institutions were hereinafter called student C, student B and student A respectively. While they received three-hour instruction, a participant observation was made by this researcher, and the instruction was videotaped. The participant observation record, videotape and their worksheets were analyzed, and they were interviewed after the instruction to make a qualitative case study. The findings of the study were as follows: First, the students made use of different generalization strategies when they solved the given problem. Second, there were specific metacognitive elements in each stage of their problem-solving process. Third, there was a mutually influential interaction among every area of metacognition in the problem-solving process. Fourth, which metacognitive components impacted on their success or failure of problem solving was ascertained.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.304-322
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• 2022

This study investigated a case of a gifted Saudi student, X, who was early detected through Mawhiba (The Saudi Institution of Gifted) when he was eight years old. Then, the journey continued until he became a Tamayuz member and received a scholarship in 2022 to pursue his bachelor's at one of the prestige, high-ranking universities in the USA to study Mathematics and Economics. Lack of information about the status of Saudi verbal gifted maked X case a model to explore the roles of Mawhiba's programs in supporting Saudi verbal giftedness in general and particularly in learning the English language, plus seeking the opportunities Mawhiba provided for Saudi verbal gifted to enrich their giftedness in the English language through providing extended social networking and finally stating the sample's perspective about the opportunities and services Mawhiba provided him. The three core instruments to accumulate elaboration and interpret qualitative and quantitative data were academic records, writing samples, family observation, and a written interview.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.459-467
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• 2011

In these days it can be said that knowledge based society has been passed through and creative society is approaching, and the important keywords to the coming creative society should be the knowledge, the creativity, and the convergence. In order to make preemptive responses to this 21 century's new creative society, cultivation of gifted students with integrated prototype is also an imperative reason to prepare. With this historical background Korean Ministry of Education, Science, and Technology announced "a general plan on invigoration of elementary and middle school level art education for cultivation of creativeness and humanity" containing the acting curriculums of science and art integrated on June 2010, and also announced "the second general plan for support on development of science and technology professionals" including STEAM education for elementary and middle school level at January 2011. In this paper we developed a strategy appliable to establish an education institution for gifted students specialized on promoting the students to the convergence type gifted students. For the purpose, we derived the necessity for convergence education for the gifted and the implication points through analysis on the examples, and developed a strategy to establish an education institution for gifted students.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.537-565
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• 2013

The purpose of this study was to investigate teachers' responses to curriculum evaluation of gifted curriculum in visual arts. Especially, this study examined whether there are differences of the responses among three types of institutions for gifted education (institution for gifted education, community based gifted classroom, and school based gifted classroom). Teachers from these three types of institutions for gifted education were interviewed. The results are as follows. First, teachers viewed that consideration is needed for 3 criteria. Teachers from different institutions showed different responses to 'professionalism of working personnel' and 'utilization of advisory committee'. Second, teachers viewed that 13 criteria need consideration. Teachers from different institutions showed different responses to 'support personnel for gifted education' and 'educational equipment and resource supply'. Third, teachers viewed that consideration is needed for 2 criteria. Teachers from different institutions showed different responses to 'efforts for professional development of instructors'. Fourth, teachers viewed 4 criteria need consideration. Teachers from different institutions showed different responses to 'budget planning for next year'. Based on the findings, implications for developing and implementing the evaluation criteria for the gifted curriculum in visual arts were discussed.