• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.112-136
• /
• 2000

In this study, literatures concerning the scientifically gifted/talented were identified through exploration of ERIC(Education Research Information Center) and then categorized. Existing educational programs for the scientifically gifted/talented were analyzed to aid in development and progress of education program of the scientifically gifted/talented. The followings are the results of this study 1. Exploration of ERIC from 1981 to 1997 showed 150 documents related to the scientifically gifted/talented and of those found there were 63 scientifically gifted/talented education program documents which accounts for 42.0%. 2. 42.0% of documents related to the scientifically gifted/talented and 65.1% of education program for the scientifically gifted/talented were in the publication type of journal articles. 3. 60.0% of documents related to the scientifically gifted/talented and 68.3% of education program for the scientifically gifted/talented were in the type of paper of reports. 4. 71.4% of education programs for the gifted/talented was centered around scientifically gifted/talented students in middle or high school. 5. 52.4% of education programs for the scientifically gifted/talented was being carried out as an supplementary enrichment education program such as summer programs or short term projects. Education programs for the scientifically gifted/talented carried out as a regular class accounted for 38.1%. 6. Systems like Mentorship System and Internship System is being well carried out due to good interrelationships between universities and institutions. There were many programs encouraging majors and careers in science related fields. 7. Individualized education, which is effective in teaching the scientifically gifted/talented whose abilities, interests, and attitudes differ, is being well carried out.

• Journal of Gifted/Talented Education
• /
• v.9 no.2
• /
• pp.73-101
• /
• 1999

The purpose of this study was to suggest an advanced system for educating scientifically gifted children in the Center for Science Talented Education at Kyungpook National University. Several suggestions based on analysis of current identifying-process and instructional materials for scientifically gifted children were provided for advancing the educational system of the center. First, this study suggested a three-step procedure to identify procedure emphasized students reasoning skills as one of important characteristics of the gifted child. Second, this study provided an instructional model for developing hypothesis testing skills in scientifically gifted children. The model was originally based on Lawson's scientific reasoning processes and learning cycle mode. Third, this study also suggested an effective administration system of the Center for Science Talented Education. Further, this study suggested effective ways on research works for advancing the center, educating instructors, the cyber center for remote education, and international co-works for developing the gifted children's potential abilities.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.975-1000
• /
• 2014

This study is a case study about the status of science gifted follow-up management systems for nation-level institutes for gifted and talented education. The aim of the study is to develop the theoretical model that establishes the basis of follow-up management systems for scientifically gifted to support in order to grow the beneficiaries of nation- level scientifically gifted education into globally competitive talented. Specifically, this study says the components of the systematic and efficient structure for nation-level gifted follow-up management. For this, we collect the experts' opinions on gifted education for follow-up management of the beneficiaries on national level science gifted, and gifted and talented education institutions conducted the case study for follow-up management. The collecting of experts' opinion have participated 11 persons, and 6 institutes were involved in the case study of follow-up management institutes. As a result, it reports for scientifically gifted follow-up management systems to be made by forming of the upper systems and each lower systems. Resources system was found to be composed of human information system and education information system. Operating system was found to be composed of input system, analysis system, and management system. Application system was found to be composed of prediction system, verification system and improvement system.

• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.173-191
• /
• 2007

The purpose of this study is to find the difference in APM. perfectionistic tendencies, and stress between the scientifically gifted and the regular students. As a result, The scientifically gifted students showed higher in APM score. The scientifically gifted students showed higher in perfectionistic tendencies but no significant differences was found. On the contrary, the regular students showed significantly higher in stress. This research analyzed the hypothesis that the gifted students would receive higher score in perfectionism and the stress.

• Journal of Gifted/Talented Education
• /
• v.14 no.1
• /
• pp.47-64
• /
• 2004

The purpose of this study was to explore the differences in stress, perfectionism, optimism and academic achievement between the scientifically gifted middle school students and general students and the relationships between stress, perfectionism, optimism and academic achievement in these two groups. 154 scientifically gifted middle school students and 145 general students from C middle school in Inchon were participated in this study as subjects. The result of this study were as fellow; In case of the gifted group, perfectionism were higher than the comparative group. However, the stress of the comparative group was higher than the gifted group. The gifted groups felt less stresses than the comparative group. In case of the gifted group, optimism were higher than the comparative group. However, It is independent in the co-relationships stress, perfectionism, optimism and academic. achievement of the scientifically gifted and general students.

• Journal of Gifted/Talented Education
• /
• v.11 no.1
• /
• pp.43-65
• /
• 2001

The contents of scribbling made by scientifically gifted students, what is called Sojabo, were analyzed in order to investigate their interests and goals in the future. The scientifically gifted students were those who attended a senior high school of science in Taejeon Metropolitan City. The scribbling shown on a bulletin board in a bookroom were gathered for seven years. The results showed that the gifted students interested in school work and university entrance. And they showed goal-oriented behaviors to achieve self-actualization. They were stressed under competition among friends. They showed difficulties in making good relationship with their teachers. However, they could be characterized as invulnerable students.

• Journal of Gifted/Talented Education
• /
• v.11 no.2
• /
• pp.23-37
• /
• 2001

The purpose of this study was to explore the differences in perfectionism and stresses between the scientifically gifted middle school students and general students and the relationships between perfectionism types and stresses in these two groups. One hundred and forty three scientifically gifted middle school students and 148 students from K middle school in Seoul were participated in this study as subjects. In case of the gifted group, overall perfectionism and self-oriented perfectionism were higher than the comparative group. However, the socially prescribed perfectionism of the comparative group was higher than the gifted group. The gifted groups felt less stresses than the comparative group. There were correlations between the socially prescribed perfectionism and school life stresses in the gifted students.

• Journal of Gifted/Talented Education
• /
• v.20 no.2
• /
• pp.427-459
• /
• 2010

The personal introduction of 2009 academic year Korea Science Academy (KSA) freshman, 143 persons, recommendation that is filled with giftedness cases and observation recording through observing the students by guidance teacher and professor, and Observation recording paper about students that is made by parents, were analyzed in order to investigate behavior characteristics of the Scientifically Gifted by Computer Assisted Qualitative Data Analysis System (CAQDAS). We could divide behavior characteristics of the Scientifically Gifted to 5 main categories by study results. As well as this study may make up for foreign researches and existing researches dependent on quantitative research about behavior characteristics of the Scientifically Gifted, This can be used as a useful data for development of instrument for identifying the scientifically Gifted and teaching-studying program by supporting understand behavior characteristics of the Scientifically Gifted as a specific area of giftedness.

• Journal of The Korean Association For Science Education
• /
• v.28 no.2
• /
• pp.111-119
• /
• 2008

We objectively analysis of teacher recommendation on selection process for scientifically gifted program, by having conducted the test of scientific attitude, process skill, logical thinking, creative problem-solving ability and creativity of the students who were enrolled in science gifted-education programs, students who were recommended by science teachers as talented in science and students of ordinary classes. In result, both gifted program students and teacher-recommended students scored much higher than ordinary class students in all test fields, but there was no meaningful difference between the gifted-program students and teacher-recommended students. This result signifies that teacher recommendation is a valuable tool for selecting students for a science gifted-education program.

• Journal of Gifted/Talented Education
• /
• v.11 no.2
• /
• pp.59-85
• /
• 2001

Offered in this paper are standards for evaluation of a center for scientifically gifted education attached to a university. Various methods of study are used, such as review of literature, professional meetings, seminars, and discussion groups. To implement this study we first analyzed the current status and problem of the center through examination of already published research in regard to scientifically gifted education. Based on this analysis, we then identified the direction and framework of evaluation of a center for scientifically gifted education attached to a university that could function as a local education center for the gifted. After this, we designed detailed standards for evaluation for such a center in regard to direction, organization, procedures and methods for selection of a center, curriculum development, and strategies of instruction and evaluation according to the characteristics, phase, and function of the center as identified. Lastly, we presented a framework for evaluation concluding standards and methods for evaluation classified by the domains and times of evaluation we had explored. Plans for evaluation of the center as described here, will provide meaningful suggestions enabling centers for scientifically gifted education to improve the quality of their institutions'educational environment.