• 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 Gifted/Talented Education
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• v.21 no.4
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• pp.801-828
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• 2011

In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)'s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK's components were identified. The teachers' orientations to teaching science were closely correlated with PCK's components. The teachers' knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers' knowledges of science curriculum were influenced by the knowledge of students' understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students' understanding. We found that PCK's components were so closely connected and could show the direction of relationships among those PCK's components. We suggested teachers' PCK model which was named "Tetrahedron Model of PCK", to explain the characteristics and relationships of PCK's components.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.901-919
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• 2010

We have examined the perception and the knowledge of science-gifted students and general students in middle school level about high technology related to the science. The subjects of the investigation were 113 gifted students belonging to the universities' science-gifted education center in Busan or Ulsan, and 159 general students belonging to 2 middle schools in Busan. The survey was conducted with questionnaires on the perceptions concerning the high technology related to the science and the knowledge of a cellular phone without an antenna, and an LED(Light Emission Diode). The results of this survey concluded that the gifted students were more interested and aware of the high technology than the general students, these results are statistically significant. It has been found that there are significant differences between the gifted students and the general students in terms of the areas they want to learn, the source of information and the preferred learning method in advanced science and technology. Also, the gifted students were recognized to be better than general students in understanding an electromagnetic wave related to a cellular phone without an antenna, and a semiconductor connection with an LED.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.715-729
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• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• Journal of Science Education
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• v.38 no.2
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• pp.317-330
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• 2014

The perception of pre-service teachers who participated as liaison teachers in the gifted education organization's different operating styles and the differences in the thoughts of these teachers were analyzed in this study. The inquiry survey was performed for 74 liaison teachers who had participated in the observational activities in the university annexed science gifted education center and the dormitory based gifted students education center supported by education of administration in Chungbuk Province. The individual in-depth interview was performed with 7 teachers based on the analyzed data. The perception of pre-service teachers who participated in as liaison teachers in the university annexed science gifted education center and the dormitory based gifted students education center was different from important element of the gifted and qualification of the teacher for gifted education. It was revealed that the differences between the education parts, education schedule and education methods of two the education centers, which were performed during the semester, influenced the perception of pre-service teachers who participated as the liaison teachers. The necessity of the systematic training on the observational skills and class contents were suggested as the essential support system for liaison teachers. The results of the study indicate that the gifted education organizations operating styles, the activities of liaison teachers, and pre-service teacher training program for gifted education emphasizes the long term actual guide experience at the education field for the gifted.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.133-163
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• 2003

The purpose of the present study is (1) to examine chinese gifted education type, growth factors of the gifted children, and non-coginitive factors, (2) to analysis gifted education strategy of Peking eighth middle school, (3) to investigate gifted education method of Peking eighth middle school, (4) to study practical effects of gifted education method of Peking eighth middle school, (5) to study of the application for the gifted education in Korea. The results of the present study were as follows: (1) The types of the gifted education in China are advanced placement, skipping the coursework, extracurriculawork, individual guidence, and gifted education for the disable gifted. (2) Gifted education strategy of Peking eighth middle school was analysed. It is forming a Trinity of science research, education, and teacher. A teacher is generally observing and students are mainly one's own man of education. (3) Gifted education method of Peking eighth middle school was investigated. There are eight non-cognitive education principles: a personal character, emotion, supporting of family education, physical education, and encouragement. (4) Practical effects of gifted education method of Peking eighth middle school was studied. The school had a good reputation evaluation. (5) The application for the gifted education in Korea was studied. The eight non-cognitive education principles is able to apply for the gifted education in Korea.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.624-633
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• 2011

The purpose of this study was to compare problem finding ability, creative thinking ability, creative tendency, and science process skill between the scientifically gifted students and the general students. For this study, problem finding ability test, integrating creativity test, and science process skill test were conducted to the elementary gifted students (n=95) in science and the general students (n=149) at the same school district. The results of this study were as follows: The mean scores of problem finding, creative thinking, creative tendency, and science process skill of the gifted students were statistically higher than the general students. The problem finding ability had partially weak correlation with sub-domains of the creative thinking ability, creative tendency, and science process skill. Findings suggest that there are needs of further study about factors affecting problem finding and considering the degree of structure of problem situation.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.476-484
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• 2007

The purpose of this study is to examine the misconception profiles of the scientifically-gifted and non-gifted children in terms of basic physics concepts and to compare them in terms of the types of differences in misconception as well as in their understanding of the concepts themselves. The subjects of this study were 75 scientifically-gifted children attending the Educational Center of Gifted Children in DNUE and 148 non-gifted children in elementary schools in Daegu city. For the purposes of this study, the basic concepts of physics (heat, electromagnetism, force, and light) which should be learned in an elementary school were selected with a review of related previous research and with an analysis of the 7th science curriculum. Next, a questionnaire was made which was made up of 20 multiple choice statement based items. Analysis of the results of the statement sections in the test, it was hoped, would reveal the difference between the scientifically-gifted and the non-gifted children's understanding, while the responses in the multiple choice items would suggest the differences between the two groups in terms of the misconceptions regarding physics concepts. The results of this study are as follows: First, although both the gifted and non-gifted children showed a low level of understanding of the concepts of heat, electromagnetism, force, and light, the gifted children' level of understanding of those physics concepts was proved to be significantly higher than the non-gifted, so it seems that the scientifically-gifted children have fundamentally understood the concepts in physics and have a higher level of understanding of them. Additionally, both the scientifically-gifted and non-gifted children' level of understanding of all the concepts was lower in the order of electromagnetism, heat, force, and light. This shows that both the scientifically-gifted and the non-gifted children have no difference in the level of understanding of any specific physics concept, but have similar levels of difficulty in every concept. Second, both the scientifically-gifted and non-gifted children showed similar types of misconceptions. However, the scientifically-gifted children had fewer misconceptions than the non-gifted. We suggest that scientifically-gifted children's misconceptions were not fixed yet, so there remained a possibility of them being corrected easily with appropriate instruction.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.63-80
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• 2014

The open inquiry is one of the representative learning approaches for gifted students. However, a gifted student should develop various complicated competencies to succeed in the open inquiry because of its complexity. This study develops a question list in accordance with each stage of inquiry so that the list could provide scaffolding in the process of open inquiry and students develop near-professional competencies and produce distinguished outcomes. For the purpose, we have reviewed various literatures related to research methodologies, academic writings, and learning of inquiry. Based on the review, we identified the open inquiry as cognitive, metacognitive, and sociocultural processes and set up the direction of the development of the question list. We also have elaborated the goals of the open inquiry, provided a model of the stage of inquiry, and developed the guiding question list belonging to each stage. As a discussion, we provided several noteworthy issues in the situation of when the list is used in the teaching of the open inquiry for the gifted.