• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.485-494
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• 2007

The aims of this study were to investigate the differences of the proportion of misconceptions and the reasons for selecting responses related to questions about small living things between talented and average students. The study subjects were made up of three groups. They were a class of 37 talented elementary students in science attending J National University of Education, a class of 37 talented students in science attending J City Office of Education, and a class of 33 average students attending J City. A questionnaire was composed of 20 test questions for examination of concepts related to small living things. The data obtained in this study was analyzed using a statistical program. The major results were as follows: In general, the level of the scientific concepts possessed by the talented students was much higher than that of the average students, especially in question 14. The reasons for the misconceptions which were revealed through this study were classified into vagueness of the language used, hasty decision and deduction making, using the wrong analogical inference, mass communications (TV or internet) and experimental differences between individuals. In terms of the reasons for the selection of a given response, the talented students had also a higher frequency in the 'science books for children' category than the average students, indicating that various kinds of science books for children have an influence on the formation of concepts on small living things. The misconception proportion of male students was 5.4% higher than that of female students in mean frequencies of all questions, although the difference was not statistically significant except for question 4. Data from this study may help teachers involved in education for gifted students to reconsider their conceptions on small living things.

• Journal of Internet Computing and Services
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• v.17 no.5
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• pp.141-150
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• 2016

This study proposed the concept model of ICT-based Creative Talented Persons as the type of persons that gifted education in the ICT area should cultivate for the 21st century. The model of ICT-based Creative Talented Persons is made of three dimensions by 3 core competencies, 9 traits, and 27 characteristics. The field experts, that is, teachers on elementary and secondary school levels evaluate the validity of the model. Teachers expressed positive opinions about the validity of the multi-dimension model of ICT-based Creative Talented Persons. We expect that this model can provide a useful guide to designing and operating ICT education and ICT gifted education for cultivating talented persons to contribute for the future society.

• Journal of Gifted/Talented Education
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• v.2 no.1
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• pp.253-259
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• 1993

• Journal of Gifted/Talented Education
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• v.11 no.1
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• pp.119-134
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• 2001

• Journal of Gifted/Talented Education
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• v.10 no.1
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• pp.75-104
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• 2000

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.117-144
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• 1997

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1119-1128
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• 2014

This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

• Journal of Gifted/Talented Education
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• v.14 no.3
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• pp.41-52
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• 2004

No educational provision for the gifted and talented works in a cultural vacuum, and this is as true for out-of-school activities as for what happens in school itself. There is evidence that excellence in children's achievements can come from widely differing special provision or from no special provision at all. Cultural influences affect attitudes as to who might be gifted and talented and what might be done for them. Whatever the size and influence of special centres anywhere, there is always overlap between in-school and out-of-school activities. For all styles of provision, cooperation between the two is a vital aspect of success. The major cultural dichotomy in this field is between the perception, usually found in the Far East that 'most children have gifted potential' and the largely Western view that 'few children have gifted potential'. It is safe to say that children who are selected for aptitude and ability, and who are keen to learn, will get more from special enrichment than those who of equal potential who have not had that experience. But this does not necessarily show the provision as the best possible method for enhancing gifts and talents. In fact, I do not know of a single scientific investigation, either cross-culturally or within one country, which compares any aspect of an out-of-school programme with another. As a result it is hard to say what type of provision would be most appropriate and effective in any given situation. Outcomes are also dependent on the enthusiasm, organisation and money put into any scheme - as well as the way youngsters are chosen for it. Some of the largest and most influential out-of-school American institutions were founded on the psychological understanding of human abilities that was current in the 1920s. These early influences of seeking an IQ cut-off point (or equivalent) to identify the gifted still affect their practice. in addition, the big American Talent Searches so often select youngsters for summer-schools not only by their high-level achievements, but also by their parent's ability to pay the sometimes high fees. Opinions about the identification of the brightest children and consequential educational practice underlie all provision for their education, whether in or outside school hours. Because of cross-cultural differences, it would not seem wise to copy any action directly from one culture to another without recognising these influences and possibly modifying the model. The growing trend around the world is to offer high-level opportunities to as many youngsters as possible, so that no keen learner is turned away without even a change of sampling them.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.579-586
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• 2015

Sport talent development center have been operating in order to support sports gifted children of the training in the early finding and selecting potential elementary school students for sports. For this purpose, elementary students in grades 2~6 are selected through basal fitness and physique test. However qualitative assessment of the student was not in progress, but depending on current physique and fitness totally sports talented children were selected. Therefore this study was to develop a tool to determine giftedness based on the observation method to assess the athletic potential of gifted children based on Yoon's competition intelligence(2011). For this purpose of study, sub-factors were extracted through expert consultations. Based on the extracted sub-factors, such as training intelligence, learning ability practical intelligence were extracted for practical intelligence, and finally 16 evaluation questions were proposed to evaluate sports talented children. Proposed questions will be helpful for quality evaluation of sports gifted children, as well as using as a method for discovering sports gifted children.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.121-138
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• 1995

A group of 84 young children were administered the Preschool embedded Figures Test(PEFT). A three way analysis of variance was performed utilizing giftedness (gifted, normal), gender, and year(4 year-old class, 5 year-old class) as independent variables. The giftedness main effect was statistically significant. Gifted children were more effect not year main effect were statistically significant. The interaction effects between giftedness and gender, between giftedness and year, between gender and year were not significant either.