• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.61-77
• /
• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for middle school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited mathematics and physics were dominant. Science giftedness & creativity items were dominant. And essay type items consisted of physics items, have evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with essay type items and science giftedness & creativity. It was recommended that mathematics, physics and chemistry items with focusing giftedness & creativity could give some implications for future selection methods of science gifted education center.

• Journal of Gifted/Talented Education
• /
• v.24 no.4
• /
• pp.613-628
• /
• 2014

The purpose of this study is to compare the differences of the career development and the occupational view between giftedness in computer science and normal students in elementary school, so the results of this study provide assistance to the teacher for the direction and guidance on the career education of the giftedness in computer science in elementary school. This survey is based on 82 giftedness in computer science and 167 normal elementary school students. The questionnaires used in the study contain questions asking regarding the career development and the occupational view. The results of this study were as follows : First, according to the consciousness analysis result about career, the giftedness in computer science choose to be scientific technicians, the normal students choose to be artists. The both groups get career information from their parents, but they usually don't get career counseling from teachers. The education of giftedness in computer science does not contribute to changing their dreams, while normal students have no interest in computer science. Second, according to the career development analysis result, in comparison with non-gifted students, the gifted in information science had more success in all domains of career development. Third, according to the occupational view analysis result, the information science gifted students had higher meaningful rate than the normal students. Intrinsic domain' had higher meaningful rate among the subordinate domains, there is no difference in 'extrinsic domain' and 'incidental domain' between the information science gifted students and the normal students. Fourth, according to the correlation analysis result of the career development and the occupational view, there is a positive correlation in all domains of them. The high they are in the career development, the more they have the certain occupational view. Likewise, if they have the certain occupational view, they will be more successful in career development. Based on the findings of this research, the directing and guidance on the career education of giftedness in computer science in elementary school is same as the followings. We should educate parents regarding information about career for students who are under the influence of parents greatly and indicate them to apply to their children appropriately. In addition, for making them to have the positive image of the computer science, teacher should provide more information about the area of information and form various curriculums to induce more interests about computer science. We need to strengthen the career education for guiding the gifted to assist them to establish their own goal and realize them how to study and choose their career in the future. In school education field, it must develop and manage the definite and empirical program, not the career development program which is focused on only entrance into advanced school, to boost self-realization ability and the suitable career education program based on the correct understanding on giftedness in computer science. For this, through steady trying and research, teachers should be eater to develop the career education for students. Also, we have to implement the internal stability career education program, so it will help students to be aware of their job and career; therefore, students will be able to plan and prepare for their career in this rapid changing world.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.187-205
• /
• 2009

The purpose of this study was to investigate the perception of science high school students for modeling module that contain scientists' thinking process. Modeling modules about 'gas diffusion', 'ion conductivity' and 'ion mobility' were applied to science high school students. Interview, lab report, and dialogue were analyzed to comprehend features of modeling module. Students who performed modeling modules perceived that modeling modules were appropriate to experience scientists' research process. Modeling modules were kind of activity to raise 'muscle of thinking', to be needed 'new views' and 'various representations', and to contain 'designing laboratory process'. Therefore, the development of various modeling modules is needed in the near future.

• Journal of Gifted/Talented Education
• /
• v.22 no.3
• /
• pp.551-573
• /
• 2012

Educating gifted students in invention is a totally new area for researchers as well as educators. Establishing the theoretical concept of the gifted in invention has been a challenging task to many education researchers in Korea for last several years. This study was conducted to understand characteristics of the gifted in invention with the eventual purpose to conceptualize 'giftedness in invention.' The Future Mind by Gardner was adopted as the frame for categorizing the characteristics of the gifted in invention. Based on Five Minds, this study listed 25 factors with their 80 characteristics after intensive literature review and field surveys. The findings of this study are expected to contribute to establishing the theoretical base of educating the gifted in invention, to identifying gifted youngsters to be great inventors, and to designing the educational programs for them.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.255-268
• /
• 2011

The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.

• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.979-992
• /
• 2011

Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.

• Journal of the Korean Chemical Society
• /
• v.66 no.2
• /
• pp.96-106
• /
• 2022

The purpose of this study is to investigate the effect of science-centered convergence class program using realistic contents such as virtual reality and augmented reality on class satisfaction, scientific attitudes and the perception of the gifted students in middle school. After developing the convergence class program including realistic contents using smart devices, we applied it to the gifted students. We analyzed the class satisfaction, scientific attitude and perception of the gifted students through questionnaires. In addition, a survey was conducted on the pre-teachers to investigate and analyze the class satisfaction, scientific attitude of the science class program to students and the perception of science classes using realistic contents. As a result, both students and pre-teachers were positively aware of class satisfaction by science class program using realistic contents. In particular, it was positive in that the class can induce learning motivation and interest. On the other hand, it was pointed out that the low-quality App and lack of infra for smart devices were disadvantages. In addition, pre-teachers lack confidence and information about class using the realistic contents, but they recognize the need of classes using realistic contents for students and education for pre-teachers. Based on this, it obtained suggestions on the preparation of facilities and equipment in schools for future education, development of contents that can be used for convergence class, development of programs and teaching·learning materials using realistic contents, and education for pre-teachers.

• Journal of Gifted/Talented Education
• /
• v.12 no.2
• /
• pp.31-56
• /
• 2002

Providing gifted education should be based on the principle of differentiation, that is, paying close attention to the individual characteristics of the gifted. The gifted are known to be the fast learners with autonomous studying ability and high levels of thinking and creativity, which certainly differentiate them from the ordinary others. Thus, the program for the gifted should fundamentally differ from other general programs. The need for gifted education is growing as our society has turned into the knowledge-based society. Fortunately, on December 28th, 1999, a law in favor of gifted education was passed. According to the law, gifted education will be actively provided under the government's support from the year 2002. In this context, this study is intended to search for the model of developing instructional materials for the gifted. The output materials of this study are to be used in gifted schools which will be built in the near future. The curriculum for the gifted consists of three parts: basic curriculum, in-depth curriculum, and optional curriculum. The learning and instructional materials developed in this study are to be used for the in-depth curriculum. In order to develop the materials, various theoretical models related to gifted education were reviewed. Finally, a theoretical model was developed. On the basis of the model, several instructional materials are developed and the possibility of application are considered.

• Journal of Gifted/Talented Education
• /
• v.25 no.6
• /
• pp.881-904
• /
• 2015

The purpose of this paper is to explore the future direction of research on gifted education through a literature review of dissertations and research reports, as well as an analysis of the trends and milestones achieved related to gifted education. The period from 2003 to 2012, from which the data for this literature review was collected, marks the ten-year period proposed by the Gifted Education Development Comprehensive Plan II and I. Data was collected through a search of the keyword "gifted" on Academic Naver and on Korea Education and Research Information Service (KERIS). Results showed 1,696 articles from 182 academic journals, 138 doctoral dissertations, 1,470 masters' dissertations, and 798 research reports from 75 institutions. For analysis, each article was classified by target of study, kind of giftedness, subject of study, and methods used for the study. Results from this literature review demonstrated that from 2003 to 2012, the articles from the 182 academic journals and the doctoral and masters' dissertations used quantitative research to analyze elementary and middle school students gifted in math and science as well as the curriculum and programs of their study. This paper provides recommendations for future research on gifted education within the country.

• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.927-943
• /
• 2011

What are the critical factors in deciding future career to the gifted and talented students? The present study started with this question, and was to develop a career decision-making scale for scientifically gifted undergraduates. For this, literatures related to the scientifically gifted/talent and scientists' career decision-making were reviewed and examined in depth. Based on the review of the related literature, the developed scale of career decision-making was comprised of 26 items in 6 factors, such as individual aptitude & self-realization, economic aspect, work & leisure, familial influence, parents/teachers' recommendation, and experience of science activity during the school days. For the preliminary exploratory factor analysis, 153 undergraduate students who were majoring in natural sciences and engineer participated in the study. For the confirmatory factor analysis, 264 undergraduates who were awarded the presidential scholarships and 93 undergraduates who completed a university-affiliated gifted education center participated. The results of the study are as follows. The fit of measurement model was found to be $x^{2}$=645.157 (df=279, p=.00), TLI=.924, CFI= .935, RMSEA=.061, indicating most of fit indexes were acceptable. Cronbach's ${\alpha}$ in each sub-factor was quite high, .82 for individual aptitude & self-realization, .94 for economic aspect, .84 for work and leisure, .88 for familial influence, .79 for patents/ teachers' recommendation, and .79 for experience of science activity during the school days. The results of the study were discussed whether the developed scale could be used as a valid and reliable tool for measuring career decision-making factors of the scientifically gifted undergraduates in our country.