• Journal of Science Education
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• v.39 no.2
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• pp.278-289
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• 2015

The purpose of this study is to analyze selection methods of gifted students. This study focuses on the understanding the characteristics of gifted students in accordance with the selection methods, i.e. the examination selection and automatic promotion by analyzing and comparing the academic emotion, meta-cognition, and self-efficacy between gifted students selected according to the selection methods. Moreover, for the purpose of the effective gifted education, this study aims to arrange a reasonable basis for the discrimination and selection of gifted students. The results of this study were as follows. First, there was no meaningful difference between gifted students selected by an examination and promoted automatically in view of academic emotion, meta-cognition, and self-efficacy of gifted students. It is determined that there is no difference between the effects of selection methods under the condition of the same group of gifted students. Second, regarding the academic emotion of gifted students, there is no significant difference in both the elementary and middle school in case of examination selection. However, in case of the automatic promotion, the academic emotion of gifted students promoted automatically in the gifted education center was higher than that of the gifted students in the gifted class (p < .05). Regarding the meta-cognitive skill, there is no difference in the elementary school between the selection methods. In case of the examination selection in the middle school, the meta-cognitive skill of male students of the gifted education center was higher than that of the female and gifted class students (p < .05). In case of the automatic promotion in the middle school, the meta-cognitive skill of students of the gifted education center was higher than that of students of the gifted class (p < .05). As for the case of self-efficacy, there were no differences between the selection methods. In the automatic promotion, self-efficacy of students of the gifted education center was higher than that of students of the gifted class (p < .05).

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.172-186
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• 1993

This stady was carried out to define Gifted student for science, model for selection, the tools and methods and related theory for the selection of the Gifted students for the science in primary school level. Also the developed tools and materials are applied to student and analysed the results to generalize the methods for the selection of Gifted students for science. The definition of Gifted students for science was carried out by the three-ring conception model by Renzulli(1982) and Lee long-Sung which defined the characteristics as three parts such as above average ability, creativity and tesk comitment. The Gifted students for science upper 2 percent which have three characteristics at the same times, namely overlapping three characteristics. The model for the selection of Gifted students consist of four step; such as screeing, selection,differentiation, judgement. The materials for the selection are input at each stage, analysed the results and standard for the selection are made. In the first stage screening, 202 students are selected from the 5060 of 4th and 5th graders according to their achievment, intellecture ability and observation of students activity. In second selection and third differentiation stage, 65 students are seletted according to their achievement In this study it is approved that the Gifted students in science have to be selection by various test such as achievement, intellectual ability, aptitude in science, inquiry activity, manual skill etc, rather rather then simple test such as achievement and intellecture ability. Also it is important to select upper 2 percent who have general abilites overlapping three characteristics mentioned in definition of Gifted students in science and selections model

• Journal of Korean Elementary Science Education
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• v.25 no.1
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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.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.367-374
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• 2018

In order to cultivate the human resources needed in the 4th industrial revolution era, it is necessary to select the gifted students and educate them systematically. Although excellent gifted students are important in a specific field, more convergent talents in the fields of mathematics, science, and information are required. The purpose of this study is to investigate how evaluation factors reflecting the characteristics of information gifted students affect the selection of science gifted students of a university gifted education center. In the characteristics of information gifted students, the cognitive factors such as Rule creation ability, Reasoning ability, Efficiency ability, Generalization ability, Structuring ability and Abstraction ability were highly correlated in selecting the science gifted students. Correlations in the applicants group of students for science gifted education center are higher than those in the first passers group and higher than those in the final successful candidates group. This means that the factors that shows the characteristics of the information gifted have a great influence on the selection of the science gifted.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.491-500
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• 2018

In the era of the Fourth Industrial Revolution, talents should not be subordinated to a particular discipline, but must be able to converge a variety of disciplines. It is important to have a fused thinking because elementary school students are likely to make various changes. Therefore, when selecting elementary gifted students, they are selecting students for fusion gifted students. This study examines the effects of creative problem solving ability, document evaluation, and interview factors on student selection when selecting students for gifted students. The results show that creative problem solving ability has the most influence on selection. In the case of the fifth graders, the creative problem solving ability and the document evaluation influence the selection. In fourth graders, the creative problem solving ability and interview affect the selection. In the case of female students, it was found that creative problem solving ability and document evaluation influenced selection. In addition, there was a gender difference in the evaluation of documents in the gender difference analysis. There is no significant difference between the three groups in the grade-by-grade difference analysis.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.111-119
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• 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 Korean Elementary Science Education
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• v.32 no.2
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• pp.169-184
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• 2013

The purpose of this study is to investigate teachers' recognition and to suggest an improvement in the system of teacher's observation and nomination used to selecting gifted and talented students in Science in the Busan Metropolitan School District in 2013 by investigating teachers' recognition of the system and their expressed needs. The results are as follows. First, it was observed that teachers are of the opinion that it is difficult to determine the science gifted students by observation due to their lack of expertise in giftedness and gifted education, the lack of a check list to use, and the difficulty of ensuring the objectivity of the results of the determination. Second, the absence of objective screening tools used for the selection, the selection of gifted students based on their subjective judgment, and the possibility to select students based only on visible manifestations of ability may cause parents to mistrust the system. Thus, institutional support is required to address the concerns of teachers and parents. Third, the teachers who are in charge of observation, nomination, selection and determination need to be trained. After that, at least one of these teachers should be assigned in each school and training should operate continuously and systematically. Lastly, while these things are occurring, the process of observation and nomination of by teachers, which is the basis of pooling gifted students at the level of Busan Metropolitan School District, should be continued.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.307-337
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• 2007

The purpose of this study is to verify the validity of a creativity measurement tool and to discover the creativity characteristics of creative gifted students by assessing the difference in the creativity characteristics of creative gifted students, who were selected from gifted students in elementary and middle schools through the Torrance Test of Creative Thinking(TTCT), according to school level and the type of the students (gifted student in mathematics, gifted student in science). To this research purpose, creative gifted students were selected by the Torrance Test of Creative Thinking(TTCT) on 594 students, who had applied for super gifted education, from 17 gifted students institutes under the jurisdiction of Jeollabukdo office of education, Then, t-tests and multiple regression analysis were performed to analyze the creativity factors between elementary students and middle school students and between mathematics-gifted students and science-gifted students. From the research, the following results were obtained. Although TTCT is effective in distinguishing gifted students with and without creativity, correlation coefficient values between creativity factors(the correlation coefficients between 'fluency' and 'originality' and between 'fluency' and 'elaboration' were .78 and .50 respectively) suggested the possibility of low uniqueness of creativity factors. In addition, compared with elementary students, middle school students showed significantly lower fluency (circles), elaboration(picture construction, picture completion), and the abstractness of titles(picture structure). In the meantime, science-gifted students displayed significantly higher originality(picture construction), and elaboration(picture construction, picture completion, circles) than mathematics-gifted students. Therefore, continuous study is required to enhance the validity of the test for the selection of creativity gifted students. Besides, efforts should be made to find ways to enhance the creativity of gifted students and to resolve the problem of decreasing creativity with student academic level increasing.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.679-701
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• 2014

As the validity issue of teacher nominations for the identification of gifted students has been raised recently, this study purports to test the validity of teacher nominations for selecting scientifically gifted students. As the criterion variables, domain specific traits such as science creative problem solving skills and science attitudes and domain general characteristics such as divergent thinking skills, creative attitudes, intrinsic motivation, and leadership were analyzed. Scientifically gifted students, potentially gifted students who had never been enrolled in gifted programs but were nominated as the scientifically gifted by teachers, and general class students participated in the study. The results of ANOVA showed that there were significant differences in all variables but originality factors of the TTCT and science creative problem solving skill test between gifted/nominated students and general class students; gifted/nominated students were significantly superior in these variables to general class students. The discriminant functions analysis yielded a discriminant function that significantly discriminated between gifted/nominated and general class students. Variables loaded on the discriminant function were science creative problem solving skills except for the originality subfactor, and science efficacy. These results imply that while teachers are likely to consider adaptation-oriented academic excellency related to logical thinking skills, problem solving skills, and science performance when nominating students, they may ignore the innovation-oriented property which is indicated as the fluency and originality factors of TTCT. Also, the criteria of teacher nominations are presumed to be congruent with the selection criteria of the gifted education program which pursued academic excellency as the educational goal. This suggests that with such criteria, high performing students in the science area can be sufficiently identified by teachers with no further identification procedures or/and tests.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.239-264
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• 2008

The gap in academic achievement owing to entrance age in elementary school has been used as important basic data to formulate policies on school entrance system and other educational policies. Other countries have made further studies to prove the effect on academic achievement of age gap between students in the same grade. This study identified the clear difference in a component ratio in the participants and the successful candidates based on the by entrance age during the entrance examination of the "K" science education center for the gifted. Also, this study analyzed the difference in success in an examination depending on the season of birth between the participants and the successful candidates during the entrance examination. It also compared the birth ratio by season of each group including common students. Some preceding studies with common or backward students show the result that students who entered the school in full age have higher level of academic achievements than students in younger age. But the results of this study proved that gifted students who entered the school in full age did not have a high level of academic achievements. Like these studies, this study show the result that school entrance age works as an important factor of selection of gifted students. Students who entered the school in full age entered much more the "K" science education center for gifted students than students in young age.