• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.295-302
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• 2008

In this study, the test that were used in entrance examination for chemistry class in a Science-Gifted Education Center for middle school students were analyzed by using criteria for identification and measurement of scientific giftedness and a classical test theory. The result of analysis exhibited that most of problems measured more than two elements of scientific giftedness and required applications of scientific knowledge of middle school level to solve problems. In the analysis of sub-elements of scientific giftedness, originality, fluency in creativity and finding problems/formulating hypothesis, planning inquiry, interpreting data in science process skills were dominant while drawing conclusion and generalization processes were lacking. In correlation analysis between total score and each type of problems, total score was most influenced by the problems measuring science inquiry linked with scientific knowledge. Item difficulty is moderately high and item discrimination is moderate.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.234-246
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• 2023

This study uses Gagne's 'Differentiated Model of Giftedness and Talent (DMGT)' to collect and extract major life events of Jang Young-sil, and to investigate how giftedness was formed and developed in his life history, and what factors enabled him to demonstrate his talent in the field of science and technology. In addition, based on the framework of Gagne's Differentiation Model for Giftedness and Talent(DMGT), we analyzed the mechanism of giftedness manifestation of Jang Young-sil and sought to explore the direction of gifted education based on this. To sum up the results of the study, first, in Giftedness(G), it was found that Jang Young-sil had excellent scientific and technological skills. Second, motivation, determination, self-management, and personality factors that constitute the inner catalyst(IC) of the individual have had an impact on the development of giftedness. Third, it influenced the social environment and peer giftedness in environmental catalysis(EC). Fourth, the catalyst of chance or chance(C) was the factor that had the greatest influence on Jang Young-sil's manifestation of giftedness. Fifth, informal learning and non-institutional formal learning in the developmental process(LP) influenced the manifestation of giftedness. In this way, the talent development factors of people such as Jang Young-sil provide implications for the need to understand the manifestation mechanism of giftedness in the future, develop examination tools that can detect giftedness, and develop customized programs that can develop giftedness.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.613-628
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• 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 the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.99-109
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• 2014

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted's giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.

• 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.24 no.6
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• pp.1039-1051
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• 2014

This study aims to measure intelligence (cognitive characteristics), self-esteem, mathematical attitudes, and scientific attitudes (affective characteristics) of gifted students from low-income families, and to identify the relationship among these variables. 147 students in the lower grades of elementary schools who were enrolled to university-based gifted education centers were participants of the study. The results showed that the percentile scores of each variable were 85% for intelligence, 75.6% for self-esteem, 73.3% for mathematical attitudes, and 71.3% for mathematical attitudes. There was no statistically significant relationship between intelligence and the affective characteristics (i.e., self-esteem, mathematical attitudes, and scientific attitudes), while statistically significant relationships were shown between self-esteem and mathematical attitudes (r=.448, p=.000), between self-esteem and scientific attitudes (r=.522, p=.000), and between mathematical attitudes and scientific attitudes (r=.448, p=.000). The results suggest that although the gifted students from low-income families show lower levels compared to other gifted student groups, their potential level of giftedness is considerably high, which calls for appropriate educational support systems designed for this population.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.491-504
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• 2011

We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.324-333
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• 2002

Recent studies have indicated that boys show better scientific achievements compared to those of girls. It is also a general conception that boys would be better than girls in terms of scientific creative performances and potential, although there have been few studies to support the general opinion. As the gifted education in Korea is progressing very rapidly, the importance of understanding the creative characteristics of gifted boys and girls has been increased. In the present study, we have compared and analyzed three different measures of creativity utilizing 135 gifted students (77 boys and 58 girls) to provide an empirical evidence for the different degrees of creative performances between gifted boys and girls. The instruments used to measure diverse aspects of creativity include the Torrance Test of Creativity (TTCT), the Test of Creative Problem-solving and Finding in Science (CPFS), and the Creative Behavioral Checklist in Science(CBCS). The results of the study indicate that girls, rather than boys, showed better creative performances, demonstrating moderately higher average scores on the three creative measures used in the study. The results are in contrast to people's general conception that boys would be more creative than girls. Implications of the study in connection with identification and educational practices for gifted education program have been discussed.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.77-100
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• 2005

This study attempted a new approach to the methods of identifying the scientifically giftedness in relation to the recent emphasis on the education for the scientifically gifted. This study focused on the processes of the cognition achievements, while only the results have been studied until now. Theoretical backgrounds about the ways of identifying the gifted, the research procedures about brain functions, and the information procedures about brain data were reviewed. Eleven scientifically gifted and 10 normal children from the 4th to the 6th grades were selected to analyze the characteristics of their brain waves with brain wave measuring instrument for PCs. The results showed that the scientifically gifted, while studying scientific and creative problems, used their right brain more than their left. When solving these problems, they utilized more of their theta and alpha brain waves than those normal children. In addition, theta brain waves of the scientifically gifted were rather active during these activities and this phenomenon was more distinctive in their right brain rather than their left. Thereby, this study implies that the characteristics of brain waves during the moments of solving certain problems can be used as a method to identify the scientifically gifted.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.381-404
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• 2009

The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed $70{\sim}80$ percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.