• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.79-106
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• 2010

Leadership education is part of the goals of special education for the gifted of computer science. However, there has been little research effort on leadership curriculums and programs specially designed for the gifted of computer science by reflecting their characteristics. Thus this paper was conducted to design educational contents of leadership for the gifted of computer science as follows:First, common elements were extracted from the goals and characteristics of special education for the gifted of computer science and from the previous studies through analysis. Then basic data were selected helpful to choose educational contents of leadership for the gifted of computer science. Second, the definitions and characteristics of leadership were analyzed along with the previous studies to find common elements. By defining relations between the gifted of computer science and leadership, the investigator also examined the leadership characteristics to be considered when choosing educational contents. Third, educational contents of leadership for the gifted of computer science were selected and designed based on the leadership elements developed by the Korean Educational Development Institute(2005). Fourth, leadership activity logs and reading materials were developed of the education for the gifted of computer science based on the educational contents for their leadership. And fifth, Delphi analysis was carried out to test the validity of the leadership activity logs and reading materials developed in the study in two sessions; the first one tested the overall design of the educational contents, and the second one did the detailed contents of the activity logs and reading materials.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.152-162
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• 2016

This study attempted to present a better direction for the development of STEAM education in science gifted and talented education by making a comparative analysis of the trends date and discussing the implications based on that through Korea Education & Research Information Service(KERIS) The results were as follows: First, the results of the analysis in the order of the published year(2011) showed that since one paper appeared in a journal, the number of the papers has continued to increase. Second, the analysis by research objects found the highest number of the studies on elementary school gifted students; followed by on middle school gifted students; on elementary school gifted students and general school students and teachers; and high school gifted students, middle school gifted students and general school students, and elementary, middle school gifted students, respectively. However, research targeted at infants and college students did not exist. Third, the analysis by research subjects found that science gifted education consists of mainly programming/curriculum and creativity. In addition, the higher number of the researches on creativity suggests that science gifted education is closely associated with not only scientific creativity but science education's nature of increasing the interest and understanding of science and technology. Fourth, the analysis by research methods revealed that the number was the highest regarding development and research studies, followed by experimental research, survey research, qualitative research, and literature research.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.136-145
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• 2021

The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.406-415
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• 2016

The purpose of this study was to compare self-regulation and sociality between elementary scientific gifted students and general students. The subjective students are composed of fifth and sixth grade elementary school students. A survey on self-regulation and sociality had been conducted to 106 general students, 38 gifted class students and 43 students in science educational institute for the gifted. The results of this study were as follows: First, the results of ANOVA test showed that the scientific gifted students were significantly better than general students on all subscales of self-regulation and sociality. Second, the results of correlation analysis indicated that self-regulation and sociality and their subscales were all highly positive relationship on students in science educational institute for the gifted, gifted class students and general students. Third, the results of multiple regression analysis showed that the motivational factor of self-regulation gave the greatest effect to the sociality of students in science educational institute for the gifted, whereas, the cognitive factor of self-regulation gave the greatest effect to the sociality of the general students and gifted class students.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.807-830
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• 2010

The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the mathematical gifted children and their parents. The subjects of this study were 73 students and 73 their parents from D-Education Center for Gifted Children. Their multiple intelligences were measured by a self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, at July in 2009. The conclusions of this study are as follows: The strengths of multiple intelligences of the gifted children in mathematics are logical-mathematical intelligence, intrapersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is bodily-kinesthetic intelligence. This result is similarly in their parents' self-scaling test of KMIDAS. Therefore, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

• The Mathematical Education
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• v.53 no.4
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• pp.479-492
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• 2014

According to Krutetskii, the education of mathematically gifted students must be focused on the improvement of creative mathematical ability and the mathematically gifted students need to experience the research process like mathematician. Independent study is highly encouraged as the self-directed activity of highest level in the learning process which is similar to research process used by experts. We conducted independent study as a viable differentiation technique for gifted middle school students in the 3rd grade, which participated in mentorship program for 10 months. Based on the data through the research process, interview with a study participant and his parents, and his blog, we analyzed mathematical behavior characteristics of a study participant. This behavior characteristics are not found in all mathematically gifted students. But through this case study, we understand mathematically gifted students better and furthermore obtain the message for the selection and education of the mathematically gifted students and for the effective method of running mentorship program particularly.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.123-141
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• 2006

The purpose of this thesis is to investigate teacher's perception of gifted education and obtains information for the education system for silted children. The questionnaire survey was conducted to 120 teachers for the gifted located in Daejeon Metropolitan city. In this study, the questionaire was made up 50 questions about basic information and a specialty for gifted students including teacher training, teaching instructions, gifted programs, administration for the gifted etc. The result of this study was analyized by SPSS10.0. As a result, The teachers wanted to increase teachers' training for the gifted and to decrease too much extra work. And They asked fixed classes for the gifted. Finally, the present processes of discrimination for the gifted need to be improved.