• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.663-677
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• 2012

The purpose of the study was to verify validity of Creative School Environment Perceptions (CSEP) scale developed based on the scale developed in 2010 by Mayfield and Mayfield. Factor analysis was used to assess construct validity. Another purpose of the study was to investigate factors related to students' perception of creative school environment through use of the group differences. The research participants were 203 elementary school students and all of them were 5th and 6th grade students. Factor analysis indicated that CSEP scale consist of three factors: creativity support, work characteristics, and creativity blocks. In addition the correlation between CSEP scale and the previous scale were investigated to verify the validity of CSEP scale. The results showed that the convergent validity were obtained. Independent-sample t test was performed to test for specific loci of significant between group differences in gender, grade, and the level of ideational behavior. The finding showed that 6th grade students said that their environment hinder creativity. Students with the high level of ideational behavior perceived their school environment was supportive while students with the low level of ideational behavior perceived their school environment was obstructive. Therefore teachers should understand students' perception of creative school environment using CSEP scale and should change students' perception of creative school environment through considering grade and the level of ideational behavior.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.107-124
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• 2007

This study, at this point where a national attention is being focused on the special education for brilliant children after the enactment of the law regarding the promotion of the special education for brilliant children and the establishments of various policies on the education of excellence, investigated and analyzed the perceptions of students who are participating in the program for elementary school brilliant children on mathematics. First, the understanding of the area of the definition of brilliant students by the teachers with the institutions for the special education for brilliant children that use the program for elementary school brilliant children on mathematics should be increased. Second, the professionality of the teachers should be secured for an efficient operation of the program for elementary school brilliant children on mathematics. Third, the students who participated in the special education lot brilliant children tended to be self-initiative in participating in the program but the self-initiative aspect was insufficient in the lessons. Fourth, the students who are participating in the special education for brilliant children have positive opinions on the contents and methods of the lessons. Fifth, as for the materials for brilliant children's learning supplied to the program for elementary school brilliant children on mathematics, the brilliant students perceive them as the teaching materials for brilliant children. In this thesis, the program for special education for brilliant children was assessed and analyzed through the questionnaires to the teachers and students participating in the program. More abundant brilliant children programs should be developed so that the programs suitable the brilliant students can be provided to the students and the studies to improve the programs with regards to the effectiveness etc should be continually done from now on.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.15-29
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• 2012

The purpose of this study was to investigate the educational factors on career choice of science-gifted students to science and technology bound universities and the difference of perception in regards to group factors. In addition, this study aimed to examine the effects of science-gifted education and critical events in relation to career choice to science and technology bound universities. For the study, 104 university freshmen, 75 males and 29 females, were sampled from UNIST (Ulsan National Institute of Science and Technology), that many science high school graduates entered this year. The survey was conducted with questionnaires to do with the perceptions concerning career choice and educational factors that cause them to choose such career directions. The educational factors on career choice to science and technology bound universities were classified as 3 main categories such as educational environment factor (teaching-learning factor), human factor, attitude towards science factor and the subcategories within each category. The research findings are as follows: First, the factors were closely connected with each other and 'the project centered classes' were highly interrelated with other educational environment factors such as 'the experiment activity and environment for the activity' and 'influence of teachers (professors).' Second, the female students and graduates of the science high school were more positively influenced by the educational environment and human factors on their decision for career than male students and graduates of the general high school. Third, this research found that historical scientific knowledge, perception of scientists' social status and job applications in the science field gave less influence rather than other factors on their decision for career. As a result of examining critical events for science-gifted education in relation to career choice to science and technology bound universities, numerous students mentioned that the extracurricular science activities such as science camps and field trips gave significant effects on students' career choices to science and engineering fields.