• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• Journal of the Korean Home Economics Association
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• v.33 no.2
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• pp.89-101
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• 1995

Parents were considered as crucial to the promotion of giftedness, because of the family's mediating role. The relations between children's cognitive development and social adjustment were supposed in the prediction of the development of high-level abilities in gifted children, as well as parent-child interaction. Forty four gifted children and 42 ordinary children were responded to K-ABC and social competence tests. Results were found that gifted children who scored high in cognitive abilites were less likely social adjustment. The mothers of gilfted children more often stimulated and broadened their children's experiences. Responsive parenting seems to have a more profound effect on potential high achievers than of average ability.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.41-51
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• 2014

Informatics gifted education institutions have made multi-faceted efforts to encourage students to do creative activities which can be extended lasting. However, research about gifted student's creative activities is yet incomplete, and most of the research has only focused on their cognitive abilities. Therefore, there is a limit to providing creative activity curricula that reflect the characteristics of informatics gifted students. This study assessed the creative products achievement of 56 informatics gifted elementary school students' and comprehensively analyzed the results with affective and environmental variables. The result is that the achievement of creative products was higher when the intrinsic motivation was found to be higher. Parents' support or extrinsic motivation did not differ significantly.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.141-161
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• 2011

This study have an intention of identifying multiple intelligence aptitude, career tendency and career maturity of verbal writing gifted students. 60 verbal writing gifted students who have achieved success in the writing contest were collected for this study. The data was selected through survey MI instruments from the students. The results are summarized as follow. First, verbal writing gifted students' MI profiles were revealed that linguistic intelligence, musical intelligence were strong, and logicalmathematical intelligence was weak. Second, many verbal writing gifted students showed strong musical career aptitude and strong linguistic career aptitude but few writing gifted students showed strong logical-mathematical aptitude. It was revealed that logical-mathematical interest had significant relationship with logical-mathematical achievement in the p-value<.01. Third, there were many linguistic career tendency students & interpersonal career tendency students. But there was no naturalist career tendency student. Musical career tendency, naturalist career tendency showed big differences between strong career aptitude and career tendency. Fourth, career maturity of verbal writing gifted student was very high. The finding can be explained that most of them have characteristics of early career maturity. Parents, teachers, specialists have to provide career information matching strong aptitude and aptitude improving education matching career tendency to the verbal writing gifted students to choose their career successfully.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.145-157
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• 2018

The purpose of this study is to analyze the research trends in domestic related to gifted counseling by utilizing Sementic analysis methods. For papers of gifted education in korea, KCI(Korea Citation Index) rated journals were selected 83 pieces published in journals were collected and the Sementic Network Analysis(SNA) way was utilizing for keyword frequency and Centrality Network Analysis throughout a variety of research articles using krkwic and Ucinet6.0. The results are as follows. first, the analysis appeared that the trends of paper keywords from highest frequency of appearance keyword in papers focused on four keywords: perfectionism, career, counseling, and the science gifted. second, Analysis of annual trends from 2001 to June 2018 showed that the top keywords were as follows: the gifted underachievers, the perfectionism, the gifted students of Science, and the science gifted students. the rising keywords were perfectionism, twice-exceptional students, and gifted parents, and the keywords of gifted students and general students showed a tendency to decrease. Consequently, gifted counseling research should be done from various perspectives.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.571-594
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• 2010

Learning styles affect how students access and handle their task, so it is very important to understand how they study, when planning teaching-learning process, to enhance their potential to the maximum. In addition, in order to improve the quality of gifted education, there is a need to examine the curriculum and teaching-learning process which reflect learner characteristics. In this study, gifted student's preferred learning styles are investigated using questionnaires and learning style inventory. Also by analyzing the characteristics of the learners, it is hoped to get parents and teachers to understand the gifted who have various talents, and to support teaching programs for the gifted in order to develop their potential. This study shows that there are differences in the studying style between the gifted child and the average child. Namely, learner's physical and psychological environment can affect learning styles. Also there is a difference between the studying style which the gifted students prefer and the teaching style which teachers use most frequently. Programs for the gifted should be planned through better understanding of the characteristics of the learners.

• 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.19 no.1
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• pp.47-67
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• 2009

This paper is about a case study of two brother talents who have a similar genetic factor The researcher who worked as a teacher of the Institute of Talent Education where the two brothers attended for 3 years analyzed and compared the influential variables through the interview of both the students and their parents. Parents have invested to the elder brother showing geniuses so they disciplined him suppressively out of too much expectation. However, they allowed his brother, who showed talents later, more automaticity, supporting him when he himself wanted to study. As a result, the younger brother showed a more creative thinking ability, and a better school performance This paper is significant in that parents's positive disciplining attitude maximize children's genius.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.394-405
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• 2015

The purpose of this study was to develop and apply a differentiated instruction-learning reflecting various characteristics and demands of the gifted underachievers, and thereby help to develop the study attitude and study achievement of the gifted underachievers. To achieve the purpose, a case study on five gifted underachievers who are in $6^{th}$ grade of elementary school was conducted. By collecting and analyzing a variety of data including standardized tests, interviews with teachers, students, and parents, and observation journals, this researcher examined the characteristics and demands of the gifted underachievers. For the development of the program, differentiated strategies were designed according to students' interest and concern, their multiple-intelligence, and their learning styles. As a result of the application of them, a program with a total of 20 sections was finally developed. The result of the application for the differentiated instruction-learning program revealed improvements in their academic achievements. In addition, it was found that their learning motives were improved. The program was also found to affect their self-concept and their attitude toward learning. The study showed that developing an education program for the gifted underachievers should begin from the analysis of each student's characteristics. Also, it was found that a differentiation strategy could become an alternative to apply various characteristics and demands of the gifted underachievers to the development of a program. The gifted underachievers' intellectual and definitive characteristics were changed even by the short-term mediation. Therefore, the new issue about educating the gifted is to provide a differentiated instruction-learning program fitting their characteristics and demands and help them exert their potential as best as they could.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.411-432
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• 2009

This study analyzed the differences in parents' perceptions toward children's adjustments after grade skipping and early graduation. Parents of an early entrancer to K university(n=43) and parents of a non-early entrancer to K university(n=12) responded two kinds of questionnaires, one is for parents' perceptions towards children's needs for grade skipping and early graduation, and the other is for parents' perceptions toward children's adjustments to university experiences. Parents' responses were analyzed by MANOVA and MANCOVA. Results indicated that there was the significant difference in parents' perceptions for 'information about early graduation.' That is, parents of an early-entrancer had more 'information about early graduation' than their counterparts. However, there was no significant difference in parents' perceptions, after the effect of 'information about early graduation' on parents' perceptions toward children' academical and social-emotional adjustments. Thus, parents having more 'information about early graduation' considered more seriously the needs of grade skipping and early graduation in their children and worried less about their children's adjustments to university experiences.