• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2010년도 하계학술대회
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• pp.281-287
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• 2010

정보 영재 교육 대상자들을 선발하기 위해서 기존의 지필 평가 중심에서 관찰 추천으로 변화되고 있고 이는 영재의 잠재성 개발에 그 초점이 맞추어 가고 있다. 정보 교과가 학교교육에서 중요 교과로 다루지 않기 때문에 교사들의 관찰 추천으로부터 관심이 멀어지고 있고 관찰 추천 방법에 대한 아이디어가 매우 부족하다. 이런 문제를 해결하기 위해서 기존의 정보 영재교육대상자들의 정보 영재들에 대한 특성들을 분석하여 관찰 추천 요소들을 제안하고 그 타당성을 설명하고자 한다. 본 연구의 결과는 현장 교사들이나 관찰추천교사들의 정보 분야의 영재교육대상자들을 선발할 때에 활용가능성이 있다.

• 한국학교수학회논문집
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• 제9권3호
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• pp.287-308
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• 2006

본 연구에서는 수학 문제해결력 검사 도구를 개발하여 수학 영재와 일반 학생의 수학 문제 해결력의 차이를 조사하였다. 수학 문제 해결력 검사 도구는 10문항으로 신뢰도, 타당도, 변별도가 높은 도구이다. 연구 대상은 중학교 1학년 168명의 일반 학생과 150명의 수학 영재 학생으로 총 318명을 대상으로 하였다. 본 연구 결과분석은 빈도, t-검증과 을 사용하였다. 결과는 수학 영재의 특성이 수학 문제 해결 능력뿐만 아니라 수학 설정 능력도 수학 영재의 특성이라고 볼 수 있다.

• 영재교육연구
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• 제11권3호
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• pp.155-173
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• 2001

본 연구는 영재교육에 대한 유치원 및 초등학교 교사들의 인식을 살펴보는데 그 목적이 있다. 영재아 및 영재교육에 관련된 문헌을 참고하여 연구자가 제작한 질문지를 서울 및 경기 지역의 115명의 유치원 교사와 116명의 초등학교 교사에게 배포하여 그들의 인식을 조사하였다. 그 결과 유치원 교사집단과 초등학교 교사집단 모두 영재아에 대하여 보통수준 이상의 인식을 나타내었으나, 영재성과 형제 순위와의 관련성, 창의성의 영역 한정성, 영재아의 신체 성장 발육, 영재아의 유머 감각, 영재아 가정의 경제적 배경, 영재아의 친구관계 등에 대하여는 잘못된 인식을 갖고 있는 경향이 나타났다. 영재교육에 대하여서도 역시 대체로 보통 수준의 인식과 관심을 나타내었으나, 특히 초등학교 교사들의 인식과 관심정도가 유치원 교사들보다 높았다.

• 한국과학교육학회지
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• 제31권4호
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• pp.491-504
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• 2011

과학영재 학생의 과학학습에 대한 개념을 알아보기 위해 COLS와 ALS 설문지를 이용하여 비교, 분석하였다. 과학영재 학생은 일반 학생과 과학학습에 대한 개념에 차이를 보이는데, 과학영재 학생은 과학학습을 과학 지식을 얻고, 과학 지식 구조를 확장해 나가고, 세상을 보는 새로운 관점을 얻는 활동이라고 인식한다. 과학영재 학생은 성별과 과목 선호도에 따라 과학학습에 대한 인식 및 접근방법에 의미 있는 차이는 보이지 않았다. 이 연구의 결과는 과학영재 수업을 위한 교재와 교수법에 도움이 될 것으로 예상한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.445-464
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• 2007

On considering the mathematical creativity of the gifted in mathematics, some points should be reflected such as the characteristics of leaners, the gifted and of domain-special facts in mathematics. And the clear view of mathematical creativity of the gifted in mathematics makes a way to define the meanings of creative-productive ability and of creative products. Therefore to explicate the concept of mathematical creativity of the gifted in mathematics, researcher reviewed literacies of the concept of creativity in general fields, classical mathematicians, and school mathematics. In conclusion, first, mathematical creativity of the gifted in mathematics should be considered on the aspects of subject-mathematics, object-the gifted, and performing-gifted education. Second, it contains advanced problem solving matters on the school mathematics curriculum but reflect the process of recovery and reinvent and it is suggested in [fig.1] and [fig.2].

• 한국영재학회:학술대회논문집
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• 한국영재학회 2001년도 춘계 학술세미나
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• pp.43-72
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• 2001

Identification and discrimination the mathematical giftedness must be based on it's definition and factors. So, there must be considered not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential not to settle only. This study is focused on the discrimination of the recipients who would like to enter the elementary school level mathematical gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, tools and their application. In this study, I considered three kinds of testing tools. The first was KEDI - WISC personal IQ test, the second is mathematical problem solving ability written test(1st type), and the third was mathematical creativity test(2nd type) which were giving out divergent products. The number of the participant of these tests were 95(5-6 grade). According to the test, students who had ever a prize in the level of national mathematical contest got more statistically significant higher scores on 1st and 2nd type than who had ever not, but they were not prominent on the phases of attitude, creative ability or interest and willing to study from the information of the behavior characteristics test. Using creativity test together with the behavior characteristics test will be more effective and lessen the possibility of exclusion the superior.

• 한국과학교육학회지
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• 제22권1호
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• pp.158-175
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• 2002

In the present study we have compared and analyzed three different measures of creativity in 135 gifted and 161 normal students to understand the nature of creativity and to propose the guideline for measuring creativity. The instruments used to measure creativity in this study are the Torrance Test of Creativity Thinking (TTCT), the Test of Creative Problem solving and Finding in Science (CPFS), and the Creative Behavior Checklist in Science (CBCS). The TTCT is the most widely used divergent thinking test and measures creativity in the aspect of domain-generality. The CPFS and the CBCS were developed for the purpose of this study and measure domain-specific creativity in the area of Science. The findings of this study revealed that gifted students are significantly more creative compared to normal students in all measures of creativity used in the study. The biggest difference between the gifted and normal students was found in the aspect of CPFS. This study implies that creativity, which is considered less useful to identify gifted students compared to achievement or IQ scores, is the important factor to consider for judging giftedness. The low correlations revealed among the TTCT, CPFS, and CBCS imply that the three measures of creativity address relatively different aspects of creativity. The results also suggest that it is essential to consider multiple criteria of creativity not to overlook potential creative students in the area of science. Implications of the study in connection with the identification and educational practices for gifted education program is discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• 영재교육연구
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• 제8권2호
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• pp.69-89
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• 1998

The purpose of this study is to develop a test which can be used in identification of the gifted students in the area of mathematics. This study was carried out for two years from 1996. Mathematical giftedness is, in this study, regarded as a result of interaction of mathematical thinking ability, mathematical creativity, mathematical task committment, background knowledge. This study presumed that mathematical thinking ability is composed of seven thinking abilities: intuitive insights, ability for information organization, ability for visualization, ability for mathematical abstraction, inferential thinking ability(both inductive and deductive thinking abilities), generalization and application ability, and reflective thinking. This study also presupposed that mathematical creativity is composed of 3 characteristics: fluency, flexibility, originality. The test for mathematical creative problem solving ability was developed for primary, middle, and high school students. The test is composed of two parts: the first part is concentrated more on divergent thinking, while the second part is more on convergent thinking. The major targets of the test were the students whose achievement level in mathematics belong to top 15~20% in each school. The goodness of the test was examined in the aspects of reliability, validity, difficulty, and discrimination power. Cronbach $\alpha$ was in the range of .60~.75, suggesting that the test is fairly reliable. The validity of the test was examined through the correlation among the test results for mathematical creative problem solving ability, I. Q., and academic achievement scores in mathematics and through the correlation between the scores in the first part and the scores in the second part of the test for mathematical creative problem solving ability. The test was found to be very difficult for the subjects. However, the discrimination power of the test was at the acceptable level.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.27-38
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• 2006

The purpose of this study was to develop a test of a creative problem solving (CPS) for the selection of gifted science students in elementary school. For this, the methods and procedures of the selection of gifted science students was investigated through the internet homepages 23 gifted science education centers of universities and 16 city. province offices of education. The results of this study were as follows: Most of the gifted science students were selected through a multi-step examination process. They were selected on the basis of their records by recommendation of a principal or a classroom teacher in their school, by operation of standardized tests (ex. intelligence quotient score, achievements in science and mathematics, interest and attitude/aptitude for science as well as through other means), as well as through intensive observation of those gifted science students who are selected by interview and oral tests. The selection of gifted students was not evaluated through creativity testing; giftedness in city. province office of education. Testing of CPS was found to be especially lacking in these organizations. For the development of the test items of CPS in science, the five elements were extracted through the framework for the content analysis of the CPS: problem exploration, problem statement, solution thinking, experiment design, and assesment. In addition, suggestions were made regarding an appropriate scoring system for the test of the CPS. As the result of the developed test was applied to the 4th grade of the gifted and general student, we found that gifted students were superior to general students. In conclusion, it was that the CPS test developed in this study should be used to evaluate the CPS for the selection of gifted students.