• Journal of Gifted/Talented Education
• /
• v.22 no.2
• /
• pp.317-332
• /
• 2012

We investigated brain activity during the performance of the intelligence task by a science high school student group (n=8) and a foreign language high school student group (n=5). Both groups scored in the top 1% on intelligence tests (science high school group: RAPM mean score=34.0, WAIS mean IQ=139.6; foreign language high school group: RAPM mean score=33.8, WAIS mean IQ=147.2). Analysis of brain activity during the performance of the intelligence task showed that both groups had brain activity in certain areas, including the left and right prefrontal cortex, parietal cortex, and anterior cingulate. The science high school group showed the highest activity in the right parietal cortex, which is related to visuo-spatial working memory, whereas the foreign language high school group showed the highest activity in the left prefrontal cortex, which is related to verbal working memory. The foreign language high school group showed higher brain activity than the science high school group in the left precentral gyrus which is related to the motion of the tongue and lips. These results show that the science high school group utilized the visuo-spatial area, whereas the foreign language high school group utilized the verbal area during the performance of the intelligence task. This suggests that the major thinking process differs depending on the gifted students' primary field of study, although they are doing the same task.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.1-30
• /
• 2010

The purpose of this study was to develop the inspection model of cognitive ability to identify visual artistic giftedness of the elementary school children with considering the relation between visual artistic giftedness and cognitive ability based on literature and preceding research. The research method applied literature research and quantitative research. Through literature review on the relation between art education and cognitive thinking and visual artistic of giftedness, it was suggested to prescribe the validity of cognitive ability as an element for identification of visual artistic giftedness identification, and then prescribed the elements of cognitive ability, and developed the inspection model of cognitive ability by measuring specific variables. Based on the results of literature research through the quantitative research, verified significance of developed inspection instrument on cognitive ability, validity and reliability of the inspection model of cognitive ability according to visual artistic giftedness identification of the elementary school children. As a result of reviewing related literature and preceding research, it could be referred that visual thinking ability, spatial perception power and critical thinking ability coincided with a characteristic of an art field can show excellent ability in various art activities and be valid criteria of visual artistic giftedness as cognitive ability of the visual artistic gifted with potential possibilities. In conclusion, as the elements of cognitive ability for the visual artistic giftedness identification of the elementary school children, visual thinking ability, spatial perception power and critical thinking ability were verified to be valid in terms of logical and experimental. Therefore, the result of the research will be able to provide a new approach in education program development of visual artistic giftedness of the elementary school children and a various developmental possibility in identification of visual artistic giftedness.

• Journal of Gifted/Talented Education
• /
• v.24 no.3
• /
• pp.463-477
• /
• 2014

The purpose of this study was to investigate the conceptions toward ICT in students who are currently enrolled in giftedness in invention classes. A total of 147 students at the junior and high school level responded to a 33 item questionnaire. Results show that these students consider ICT as very important and that it will become more important in the future. They also indicated that they frequently use ICT in their studies and also in their work. But a majority of the students considered their level of expertise in the ICT area as 'moderate', and their application of the programs as 'elementary'. Thus it can be assumed that these students did not have enough opportunity to learn ICT related skills. These students also expressed the desire to receive systematic instructions in the ICT area beginning from simple application to program development. The students thought that ICT skills need to be incorporated into the invention education to lead to better inventions. Considering the fact that the ICT area is becoming increasingly important and that Korea is considered a representative country in ICT, the reality of ICT education does not stand up to expectations, and the creative software development capacity is relatively low. Therefore, there is a need to incorporate ICT contents into the education for the giftedness in invention classes, and also to form connections with software development and invention education.

• Journal of Gifted/Talented Education
• /
• v.15 no.2
• /
• pp.1-34
• /
• 2005

This study is composed of 2 parts. Study 1 empirically examined (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking skills, measured by two divergent thinking tests, and children's creative performances. Study 2 is a three-year follow up study of the study 1. Study 2 followed up some (71) children who participated in study 1. In study 2, long-term stability of the performance based assessment involving story-telling, collage making, and math problem making were examined during the three-year time period. In addition, study 2 tried to look at the methods effect of the domain issue of creativity, comparing self-report scale and performance-based assessment. The findings of this study support the position that creative ability in young children is rather (but not absolutely) domain-specific. The long-term stability of the performance-based assessments compares favorably with stability figures for other creativity tests. Results also indicate that there are some method effect in explaining the domain issue of creativity. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.1077-1098
• /
• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• Journal of Gifted/Talented Education
• /
• v.25 no.1
• /
• pp.119-138
• /
• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• Journal of Gifted/Talented Education
• /
• v.10 no.2
• /
• pp.47-69
• /
• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of Gifted/Talented Education
• /
• v.13 no.1
• /
• pp.117-134
• /
• 2003

In Japan accumulating intellectual assets by enhancing science and technology is the only way to survive the global competition. To enhance science and technology, it is important to improve science literacy the public and to foster human resources for science and technology, Therefore, MEXT (Ministry of Education, Culture, Sports, Science and Technology) is now working with various projects. One of the projects for attaining the purpose is Science Literacy Enhancement Initiative. This initiative is a brand-new package of several projects to enhance math and science education in high and middle schools including (1) Super Science High school (SSHs) and (2) Science Partnership Program. The purpose of this study was to investigate concretely about the situation of promotion of SSHs paying attention to three high schools (TAKASAKI high school, HORIOKA high school and RITUMEIKAN high school) specified as SSHs. Furthermore, some suggestions about gifted education were discussed.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.141-162
• /
• 2009

The purpose of this study was to find out the learner's characteristics of students of Korea Science Academy by comparing general high school students and science high school students to Korea Science Academy students in terms of scientific attitude, learning styles, preferred teaching style, and learning environment, and to find out the differences of the learner's characteristics by gnender and school number, and to establish teaching strategies based on the findings. First, scientific attitude level of Korea Science Academy students was similar with science high school students and was high level comparing with general high students. Second, for learning style, the students of Korea Science Academy had many independent, collaborative and participatory types, Third, for the prefered science teaching style, the students of Korea Science Academy had high demands for diversification and thinking at higher levels girl students had open-mindedness and cooperation and voluntariness of higher level in scientific attitude, had more independent types in leraning style, and had higher preference of teacher's support, subject convergence and permissive atmosphere than boy students. there were no difference of student's characteristics and preferences by school number. Based on the findings, we proposed 4 teaching strategies.

• Journal of Gifted/Talented Education
• /
• v.26 no.4
• /
• pp.677-697
• /
• 2016

This study analyzed the difference in evaluation results in evaluating identical products by applying two different types of evaluating scales, Creative Product Analysis Matrix (CPAM) and Creative Product Semantic Scale (CPSS) by O'Quin and Bessember (1989). As a result, evaluation based on explicit knowledge scored lower than evaluation based on implicit knowledge, implying that the evaluation becomes stricter. When evaluated with CPSS, which as relatively more segmentalized grading criteria, all sub-dimensions of creativity showed low scores, and it show that when evaluator's first impression or personal evaluation standard on the products is firm, they may not be evaluated by the evaluation tools. Gifted education teachers were giving similar evaluations as experts in creative product evaluation, and understanding the product evaluation tool fully in advance before teaching or evaluating products may lead to the generation of newer, more useful and appropriate, and highly creative product with high solvability.