• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.1-21
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• 2001

The purpose of this study was to investigate the effects of project activities on the development of problem solving skills and creativity of elementary school children. To achieve this purpose, 83 second grade children were sampled in Seoul-City, and they were assigned to experimental group and control group. Two project activities of social studies subject were treated to the experimental group for 4 weeks. And, the ‘Problem Solving Skills Test’ and ‘Creativity Test’were administered to both group children for the pretest and posttest. The collected data were analyzed by t-test to test the research hypothesis. The major findings of this study were as follows: Firstly, there were statistically significant differences between experimental group and control group on the posttest scores of problem solving skills. It showed that the posttest scores of comprehension skills[t(81)＝3.09, p＜.01], practical skills[t(81)＝2.40, p＜.05], and the total score of problem solving skills[t(81)＝4.24, p＜.01] were significantly higher than that of control group. Secondly, there were statistically significant differences between experimental group and control group on the posttest scores of creativity. It showed that the posttest scores of fluency[t(81)＝4.33, p＜.01], originality[t(81)＝2.85, p＜.01], and the total score of creativity[t(81)＝6.43, p＜.01] were significantly higher than that of control group.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.421-434
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• 2013

The brains of adolescents experience rapid changes, which has been studied to prove relatedness between neuroanatomical properties and IQ. But, most previous studies infer the relatedness from purely cross-sectional data. This study not only measured the thickness of the cerebral cortex once, but traced its variability and the relatedness between IQ and this variability, which was presumed to be 75. Healthy adolescents (M=16yr. and 4month) were divided into 5-stage categories based on their intellectual ability and MRI scan was made twice every 6 months to measure the variablity of their cerebral cortex. As a result, a big difference in the variability of the cerebral cortex was shown based on their IQ. Three groups with an IQ of more than 120 showed a decrease in the thickness of the cerebral cortex in 11 brain regions, while two groups with an IQ lower than 120 showed an increase in the cerebral cortex thickness in 5 to 8 regions. It is presumed that the lower the IQ, the slower the maturation of the cerebral cortex.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.23-41
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• 2003

The purpose of this study was to develop the instruments which can measure motivation as a component of Visual Artistic Giftedness with in elementary school period. This study prescribed the variable factors of measurement after abstract and classify the characteristics of Visual Artistic Giftedness through literature studies. And it produced instruments those are finally composed of 27 items through the preliminary test. They were evaluated in terms of content validity, construct validity, and reliability by implementing them to 679 elementary school children from the first to sixth grades. Statistical analyses were carried out to verify the validities and reliability. Content validity was found to be satisfactory by experts' evaluation on the test items. Construct validity was also found to be satisfactory through factor analyses which showed the four factors which the identification instruments were intended to measure such as, interest/ attitude/ taste, endurance/ concentration, curiosity/ imagination! sensitiveness, aesthetic. Concurrent validity was also found to be satisfactory with high coeffients of Barron- Welsh which were calculated as .76 in motivation. In conclusion, the instruments about motivation of Visual Artistic Giftedness during elementary school period developed by this study are highly reliable on its reliability and validity.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.575-589
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• 2011

The aims of this study are to investigate how Kepler found a scientific problem for the retinal image theory and to investigate how the science high-school students respond when the same situation is applied to them. And their results was compared with general high-school students' results. Kepler found the scientific problem in the eye vision through the critical analysis of contemporary theories of vision, based on his relevant knowledge of optics. When we applied the same situation to the Korean science high school and general high-school students, only a few of science high-school students found the scientific problem as same as Kepler's finding. From the results, it is suggested that in development of creativity teaching material, the situations like Kepler's problem finding need to be included in the programs.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.143-166
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• 2006

On the basis of exploration for the effect of grade skipping and early graduation on socio-emotional adjustments of early college entrants, this study sought to present educational and counseling implications for the promotion of efficiency in practicing grade skipping and early graduation. Fifty-two students were asked to report their IQs and GPAs and to respond the Self-Esteem Inventory(Coopersmith, 1967, 1981, 1984) and the Attitude toward Schooling Scale(Lee & Lee, 2000). The data collected were analyzed by MANOVA and MANCOVA. On the contrary to concern for socio-emotional development of early entrants, the result indicated that there was not any statistically evidence to show the differences in socio-emotional adjustments between early entrants and the counterparts in the K University. However, there were significant group differences in attitude toward schooling(e,g,. the opportunities and informations for grads skipping and early graduation).

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.280-306
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• 2007

The purpose of this study is to investigate the two assertions of hereditarianism and environmentalism in the intellectual abilities, which is one of the most important factors of giftedness, and thus to discuss and understand giftedness. As the result of various investigations about the two opposing opinions, it is general view that about 50% of the intellectual abilities are endowed by genetic factors, but they are not fixed life long but changed and developed by posterior experiences. In other word, it is said that giftedness itself of which an important factor is intellectual abilities is determined by heredity, but the degree of revelation of the potential faculty is determined by environmental factors. Therefore, the recent major concerns in this field seem to be on how to make unfold most the children's giftedness rather than arguments about the degree of genetic and environmental factors. It can be said that giftedness is sprung up and accelerated only when an excellent genetic factor and a special environmental factor are transacted dynamically and amplified exquisitely.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.511-528
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• 2015

The development process from creative potential to realized talent is complex and non-linear. This feature of the process stands out more in the process of living a creative life in the long-term rather than in a situation to solve certain problems in the short-term. The purpose of this study is to develop Creativity Path Inventory (CPI) for undergraduate students based on Sawyer's Zigzag Model which is one of creative process theories and to verify reliability and validity of the inventory. Thus, reflecting the characteristics of each stage of the model, this study developed 88 items in 8 factors and finally confirmed 38 items in 7 factors through item analysis and verification process on construct validity. Internal consistency of a total of 38 items in CPI turned out to be .835, confirming the reliability of the inventory and goodness-of-fit index of the final model also demonstrated an appropriate result. CPI with verified reliability and validity will help enable people who want to manifest creativity in view of everyday creativity to realize self-improvement by self-reporting their strengths and weaknesses on their own.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.971-987
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• 2015

This paper aims at analyzing SW club acitivities on the science core high school using information disclosure. Targeting 103 schools across the nation science core high schools, the factors influencing the SW Club was analyzed. And science core high school education plans, business plans and management reports were analyzed in SW club activities. It was the most influencing on the SW club in Creative-Experiential activities organization of computer courses. So computer curriculum reform is urgently needed. SW extra subject activities and funding was having a positive effect. Tuition reimbursement rates was having a negative effect. But academic achievement did not significantly affect. Therefore as many students as possible should be able to assist the SW extra subject activities. And it is required Programs and budget support that reflect the characteristics of local and school. Also, as science core high schools have STEAM education, science, mathematics and technology home economics teachers etc were leading the SW club activities by fusing the their curriculum and SW education. As these activities are consistent with the purpose of SW education, research should be more active autonomic consisting of various teachers.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.333-352
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• 2012

Creativity has been suggested as a prime educational objective by national curriculum of Korea and research on creativity education has been increased since 2000s. How the researcher conceptualizes and approaches creativity affects the research. The purpose of this study is to explore directions of creativity research in education by analyzing its approach based on its categories and levels of creativity. The results of the study shows the following: (1)studies with a definition of creativity are more than without it but the former has been decreasing and the latter increasing little by little. (2)Studies which focus on person, cognitive or emotional characteristics, are the most. And process, environment, and product follow. (3)Regarding the levels of creativity, most was done on little-c creativity level, on the other hand, very limited studies conceptualized the creativity in educational context. Studies having an interest in mini-c creativity level were hardly found.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.615-632
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• 2013

The purpose of this study was to explore the implicit knowledge of creative person in Korea, China and Japan. To this end, participants of all ages in three countries (Korean 328, Chinese 388, Japanese 394) were required to fill out the survey about creative persons. The major results of this study were as follows: First, Korean and Japanese recognized most the characteristics of creative person as "original" at all ages, Chinese recognized as "intellectual" in most ages. Second, occupations of creative persons were classified into nine categories. Third, in Korea scientist and artist, in China politician, in Japan artist were the occupations of the highest frequency at all ages. These results of this study can be used as a basis for the research of implicit knowledge on creativity in East Asian countries. This study suggests that the implicit knowledge about creative person differs in three countries and cultural characteristics of each country should be considered in the study of creativity.