• Journal of Gifted/Talented Education
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• v.12 no.4
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• pp.46-71
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• 2002

The purpose of this study was to develope a high school level physics curriculum for the gifted in science. The research method for this study was Delphi Survey, which is appropriate for social agreement of experts in a certain area. For the Delphi survey, 11 experts of gifted education in physics field, who consist of 4 physics professors, 3 physics education professors, and 2 science high school teachers, and 2 experts in other institutes, were sampled intendedly. In first survey, free description questions about objectives, contents, teaching methods, and achievement test methods were asked, and their answers were analyzed by frequency. And then, frequent answers were adopted and elaborated. In second survey, they were asked to write numbers according to priority(degree of agreement) for the adopted and elaborated answers in each area. Finally, by analyzing the results of second survey, the physics curriculum for the gifted was developed.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.809-830
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• 2010

The purposes of this study are to investigate Korean mathematics & science teachers' perception on the special education for the gifted, and to investigate if there are differences on their perception about it among the mathematics & science teachers when their affiliation institutes for the gifted are different. Their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, and science high school. The research problems of this study are as follows. Firstly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, science high school? Secondly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the mathematics teachers, science teachers? For the study, 26 mathematics teachers & 36 science teachers were sampled from the Institutes for the Gifted Education in Busan Metro-city & the Busan Science High School. and then 34-item-questionnaire developed by the author was administered to them. The research results are as follows. Firstly, the question as to participation in special education for the gifted in mathematics & science, the positive answer has been dominant. Teachers who were going to participate in special education for the gifted in mathematics & science have answered affirmatively. Secondly, perception of the organization of a class of the gifted in mathematics & science is very different between the group of institutes for the gifted education in the city office and the group of institutes for the gifted education in the science high school. Thirdly, perception of selection of gifted students for special education for the gifted in mathematics & science is very different between group of the mathematics teachers and group of the science teachers. Fourthly, 46.7% of the total agree with management of the gifted education in the science high school, 46.7% of the total agree with separation of management about mathematics & science.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.967-984
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• 2010

This study purposed to examine the effects of the Feuerstein's cognitive mediated learning for gifted children on attention control and attention shift. For the study, 40 gifted students were chosen from the 3rd graders in elementary schools and divided into test and control groups using K-WISC-III and Torrance Tests of Creative Thinking. The mediated learning program that is targeted to improve the executive functions of gifted children has used the tools of Organization of Dots, Analytic Perception and Comparisons among Feuerstein's Instrumental Enrichment(FIE). According to the results of this study, a significant improvement has been observed in selective attention, self-control, sustained attention, and attention shift through cognitive mediated learning. Therefore, it has been proven that the cognitive mediated learning is effective in reducing gifted children's problematic behaviors that are caused by a lack of attention control and attention shift and improving their cognitive functions and potentials.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1099-1115
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• 2013

Collective intelligence has been focused because it plays an important role for creating knowledge. In order to solve a problem with collective intelligence, collaborative works sharing information are required. In this study, we have investigated what informations are shared while 4 science gifted students are asked for scientific explanation to the problem which is cognitive conflict. They have shared presupposition and problem in stage of problem finding, aims and means of problem solving in stage of setting up hypotheses, and constraints for evaluation and results of evaluation in stage of hypotheses evaluation. Our research tells that group can create knowledge through sharing information and make a change of their concepts. Our foundation of these spontaneous conceptual change gives an implication for gifted education.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.861-879
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• 2013

The purpose of this study was to explore the science gifted students' value-judgments and decision making writing on the space exploration enterprise. Sixty-four first graders of a gifted science school took the seminar-style decision making instruction for 10 hours in one month. After having the seminar-style decision making instruction, we have analyzed science gifted students' value-judgments and decision making process utilizing questionnaires and their writings. As a result, gifted students were aware of both sides of the space exploration enterprise, benefits and risks, and showed different decision making depending on their priorities of evidence interpretation. Although the majority of gifted students were very well aware of the importance of space exploration enterprise, they would still need to know the background information of space exploration enterprise. Based on this study, implications of SSI education and future research about space exploration enterprise were discussed in the result.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.223-250
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• 2007

Since 1992, the sixth national curriculum introduced the policy of school based curriculum development(SBCD) and required all the public elementary schools to develop their own curriculum for the gifted children in their schools. However, in spite of the fact that this curriculum policy for the gifted children has the history of 15 years until now, the current state of its implementation seems to be unsatisfactory. The major reason for that seems to be due to the reality that the schools have not had the theoretical basis for the curriculum development for the gifted children. In this vein, the researcher presented the theoretical SBCD model for the gifted children in elementary schools under the assumption that the model should suit the identity of elementary education, so that the gifted education in the elementary school can be implemented in its own form and adequacy. Based on the identity of elementary education, the model was developed by reformulating three component models of VanTassel-Baska's ICM: content model, process-product model, and epistemological model. The major feature of the researcher's model is to adapt and adjust the three component models differently according to the age level from the first to sixth graders in the elementary school. The model can be used not only as a general model for the talent pool of the school but also as an individual model for a specific gifted child by taking his special needs and characteristics into account. The model is a theoretical one based on the curriculum models for the gifted which were presented by several scholars in the area of G/T education, and it needs to be validated empirically in the future.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• 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.19 no.2
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• pp.303-332
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• 2009

In spite of the previous research that had been emphasizing the importance of parents' assistance for revealing genius and achievement of their children, there was not enough information about how to drive the parents participation and support. Not considering "what and why" about the supporting of parents of gifted students, it was vaguely generalized that the education from the supporting parents was important. However, this situation will have a possibility of missing out on more important things of gifted children's parental support. Therefore, this research will deal with a variety of effective ways to clarify what the parents can do to support their gifted children and the problems that are related to those ways. Furthermore, by suggesting some of the ways that can complement the system of current parental support, it will set up fundamental ways to help the supporting parents.