• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.467-482
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• 2012

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.97-116
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• 2003

The purpose of this study was to examine the relationship between children's cognitive intelligence and emotional intelligence and to examine the relationship of each subordinate factors. Also, this study investigated whether there is a difference in emotional intelligence according to level of intelligence and gender. The subjects consisted of 104 children enrolled in a kindergarten in the Kangnam area. These children were given two tests, Multimensional Cognitive Abilities Tests for Children(MCAT-C) and Emotional Intelligence Test(EIT). The results of this study are as follows. First, there was a significant relationship between cognitive intelligence(IQ) and emotional intelligence. And there were some correlation between intelligence(IQ) and regulation of emotion(the subordinate factor of emotional intelligence). Second, there was a statistically significant difference in the total score of emotional intelligence, empathy, regulation of emotion(the subordinate factor of emotional intelligence) according to intelligence level. Third, there was a statistically significant difference in emotional intelligence according to gender. Girls received relatively higher scores than boys in the total score of emotional intelligence, empathy, regulation of emotion(subordinate factors of emotional intelligence).

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.133-160
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• 2013

The purposes of this research are to develop and to evaluate the teacher training program for enhancing scientific creative problem-solving abilities. For this purpose, by considering previous studies, this study suggested 'scientific creative problem solving process'. In the course of elementary teacher program development, the present study followed Instructional Systems Development stages, where Kirkpatrick's four-step evaluation model was applied for a quality of evaluation. As a result of evaluation, it was found that teachers' recognition of competency to teach the scientific creative problem solving process was increased. In addition, teachers' evalution of the program was positive and their willingness to apply it to the field was found high, which indicated that the training program's applicability to schools would be positive.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.339-358
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• 2014

On the subjects of elementary 3-rd grade three child prodigies who learned primary concept of division, this study explored how they could compose schema and transformed schema through recognition of precise concepts and linking with the contents of division of fraction. That is to say, this study examined in depth what schema and transformed schema as primary concept of division they composed to get relational understanding of division of fraction, and how they used the schema and transformed schema composed by themselves to approach problem solving as well as how they transformed the schema in their concept composition and problem solving competence. As a result, it was found that learning of primary concept of division played a key role of composing schema and transformed schema needed for coping with division of fraction, and that at this time, composition of the transformed schema and transformed schema derived from the recognition of primary concept of division could play the inevitable role of problem solving for division of fraction.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.357-372
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• 2011

Enhancing individual competitiveness as well as national competitiveness by fostering creative human resources are one of the important visions of the nation. Thus, fostering creative human resources should be important mission of the nation. The purpose of this study is to identify what type of creative human resources is possible, based on Korean culture and background. Qualitative research experts was given to six experts of academics, institutes, and industries in science, humanities, social science, and art. The result indicated that key words for fostering creative human resources in Korea are 'fusion' and 'integration', and the definition and factors of creative human resources as well as educational strategy to foster it depend upon them. How to foster creative human resources in life-long learning also discussed.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.985-1004
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• 2010

The purpose of this study was to examine the gender differences in children's emotional intelligence or their giftedness, and to investigate the relationship between children's emotional intelligence and their giftedness. Subjects were 268 5-year-old kindergarten children who were composed of 131 male children and 137 female children. The collected data were analyzed by using t-test, Pearson's correlation, and multiple regression. The major results of this study were as follows: First, female children showed higher emotional intelligence than male children. Second, there was no signifiant difference between male children and female children in their giftedness. Third, controlling for children's IQ, utilization of emotion, appraisal and expression of self-emotion, and relationship with peers were predictable variables of children's giftedness. Among the subareas of emotional intellignece, utilization of emotion was the most important predictor in explaining children's giftedness. The results showed that there was significant relationship between children's emotional intelligence and their giftedness.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.193-214
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• 2006

This study is focused on the trends in education and polices for women in Korea. First, historical background of education for women in Korea revealed that a biased view of education for women was deeply rooted. Next, several findings such as international comparison of performance on the PISA, TIMSS, and National Assessment including gender differences especially in Mathematical and Science performance were analyzed. In international assessments, female students perform better in reading literacy, but still fall behind male students in mathematical and scientific literacy, and the gap between the genders are wider than most OECD countries. The change in status of women in contemporary Korea is examined focusing on educational system and women's educational and vocational performance, etc. Additionally, policies planned by Ministry of Science and Technology which show the many execution plans for training and supporting female professionals were presented. Finally, possible reasons for gender differences in educational performance is examined and some suggestions are provided to reduce the gender gap in mathematical and scientific literacy of Korean students.

• 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 Gifted/Talented Education
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• v.24 no.5
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• pp.733-755
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• 2014

This study aims to develop and validate Creative Problem Solving Profile Inventory (CPSPI) which is a scale to measure the creative thinking style, based on the CPS theory. For redeeming the limits of existing scales, this study developed an inventory which includes an evaluation for cognitive ability as well as cognitive preference and the stage to share an idea with others and persuade (Persuasion & communication stage). At the early stage, 7 factors (stages) and 82 items were developed and finally, 5 factors and 39 items were selected through item analysis and validation of construct validity. In conclusion, CPSPI will be used as an educational tool for self-development by knowing own's strengths and weaknesses in the creative problem-solving process, and help in displaying cooperative creativity by understanding other people and interaction, based on creative thinking profiles of group members.

• Journal of Gifted/Talented Education
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• v.12 no.4
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• pp.26-44
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• 2002

We have developed a tool and solution to test creativity level for science field. This test tool was considered 7 creativity elements. In development process, it was verified for contents validity, clarity of the item etc. The test developed in this study was analyzed item analysis after applying for 332 middle school students. As a results of item analysis, it showed meaningful(validity: 92%, item difficulty: $42%{\sim}73%$, reliability: 0.84, item discriminating power: $0.22{\sim}0.70$)over the level of a standard basis. This means that the test tool was useful in the test process of creativity level for science.