• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.751-759
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• 2012

This study examined the perception of secondary gifted students of a university-affiliated science-gifted education center toward its educational programs. This study surveyed 184 students who are enrolled in the secondary gifted educational programs of a university-affiliated science-gifted education center. The results showed that the students are generally satisfied with the gifted educational programs. The students also said that the programs have provided more knowledge to them and improved their creativity. It is significant to examine how students currently participating in gifted educational programs perceive the programs and how they are influenced by the programs. Therefore, improvements required for the development and operation of future gifted educational programs should be drawn based on the collection of the results of perception surveys from each gifted education center.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1338-1346
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• 2018

The purpose of this study is to analyze the curriculum of a university-affiliated science gifted education center based on the core competencies and to suggest a direction for improving the education at the gifted education center. For this purpose, we set the 12 core competencies as follows: 6 cognitive competencies such as knowledge, creativity, scientific thinking ability, inquiry ability, problem solving ability and fusion ability, and 6 non-cognitive competencies such as task commitment, self-directed learning ability, motivation reinforcement and challenge, communication skills, collaboration ability and leadership. The curricula of the science gifted education centers reflect all the competencies, but some competencies are only potentially included in the contents of the programs. In this study, we present examples of education programs by each competences and suggest additional descriptions for the development of gifted education centers.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.891-898
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• 2021

The purpose of this study is to analyze the curriculum of the University-affiliated Science Gifted Education Center from 2018 to 2020 to analyze the proportion of the information area in the total class and the contents of the class, thereby confirming the trend change in the information area. After analyzing the number of hours that information education occupies in the total number of class hours, information education was classified into three categories: computer use education, SW coding education, and SW convergence education, and the curriculum was analyzed in detail. The analysis results are summarized as follows. First, the proportion of information education in total education is gradually increasing compared to 2018. Second, the proportion of computer utilization education in information education is relatively decreasing, and SW coding education and SW convergence education are expanding. Considering that the field of information education has been expanded in various forms, more systematic information education will be provided to students in the future and its usefulness will increase rapidly.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.654-670
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• 2019

From the perspective of science gifted education, the successful intelligence theory is a means to understand how the gifted education curriculum reflects the characteristics of science gifted students. The purpose of this study is to investigate if the successful intelligence is fully reflected in the teaching materials of two gifted education centers (GECDOE: Gifted Education Center affiliated with District Office of Education, GSEIU: Gifted Science Education Institute attached to University). For this study, we selectively used 143 (GECDOE) and 134 questions (GSEIU) from the teaching materials of two gifted education centers. Those questions is analyzed through the semantic network analysis method. The results are as follow. First, the teaching materials of two gifted education centers are not evenly reflected in the successful intelligence, such as analytical ability, creative ability, and practical ability. Second, the teaching materials of two gifted education centers intensively demands analytical ability for students such as 'identify problem', 'represent and organize information', and 'additional prompts for analytical thinking'. Third, the teaching materials of two gifted education centers are presented to students without linking each frame of successful intelligence to one another. As the gifted students are quick to learn and show a preference for more complex thinking, it is necessary to develop teaching materials to experience the various abilities and promote integrated thinking according to the level of the gifted students. In this respect, this study is expected to be used as useful information for developing teaching materials to support customized education for gifted students.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.259-266
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• 2015

This study aims to analyze a selective examination for the gifted and talented from a domain-general and special standpoint. For this, we analyzed gifted and talented test results carried out by Gifted and Talented Education institute affiliated with the university of Education located in the central region of South Korea. This test consisted of three sections which are giftedness in the first round, academic aptitude in the second round and interview in the last round. I conducted the analysis of variance of the giftedness test result to the gifted and talented group in each subject from the domain-general point of view. As a result, the each group was not significant. This means that the gifted and talented in each subject has giftedness from the domain-general viewpoint. Secondly, I implemented the analysis of correlation among three test such as giftedness, academic aptitude and interview conducted during the selective process for the gifted and talented. The result was that they had a low or no correlations between them and were not significant. This demonstrated that each test checked a different area. That is, we came to realize that the first, second and third test evaluates a different area and in particular, with the result that the first and second test had a low or no correlations between both of them we realized that they evaluated a different area from a domain-special standpoint. The purpose of this study is meaningful to investigate in terms of how the selective test for the gifted and talented is conducted from a domain-general and special standpoint as a recent study viewpoint about the gifted and talented along with creativity. It is too limited to generalize this result because this test was sampled by one region but, this study indicates that we should take a domain-general and special standpoint into account when it comes to selection for the gifted and talented.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.137-155
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• 2009

The purpose of the present study was to analyse the effectiveness of a gifted education program. To analyse the effectiveness of an education program for the gifted affiliated with a university, the study carried out a quasi-experimental design to compare the 153 gifted students who enrolled in an education center for the gifted and the 131 potentially gifted students who were nominated by teachers for their high achievements and interests in science but without any education services for the gifted. These two groups of students were compared in the aspects of problem finding ability in science, motivation, self regulation, science-related attitudes, and science anxiety through the pre- and post-treatment settings. The results indicated that the gifted group showed a significant improvement in originality and elaboration of problem-finding ability, but the potentially gifted group showed significant decrease in most variables of problem finding. Related to motivation and self-regulated learning, gifted students showed an increase in cognitive strategy use and decrease in intrinsic value, but the potentially gifted students showed significant decreases in most variables related to motivation and self-regulation, except intrinsic value. Related to the scientific attitudes and science anxiety, there were no significant changes between pre- and post-tests in the gifted group, but significant decreases in most variables were found in the potentially gifted group. The results of paired t-test and Ancova indicate that significant differences between the gifted and the potentially gifted groups are mainly due to the significantly lowered performance in post tests in the potentially gifted group, rather than a significant increase in gifted group.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.263-272
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• 2022

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

• Journal of Science Education
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• v.36 no.1
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• pp.106-119
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• 2012

In order to promote national competition on knowledge based-society in 21centuries, it is important for us to train talented people who have much creativity. Comparing curriculums and contents studied in SECG (Science Education Center for the Gifted) and other organizations is object of this thesis. Finding implications of proper GATE(gifted and talented education) by understanding the present conditions is also a part of this thesis. We select 5 Science Education Centers for the Gifted and devise framework for analysis in order to analyze chemical textbooks in GATE programs. The framework consists of 6 categories including the contents, the level of activities, the opening extent of experiments, and the ability to think creatively. In our study of textbooks, we have found that the contents of chapters are divided properly but lacked the field of frontier and convergence science. Their activity types will have to develop programs which consist of various activities such as lectures and experiments. Precedent studies and study activities to promote scientific thinking were rated highly in general ratio. The level of studies that we analyzed lacked creative activities very much. In the opening extent of experiments, activities in the level 2 and the level 3 were low-rate. And in our study of thinking creatively, activities of promotion for expanded and related-ability to think seemed to lack. In order to achieve specific education for the gifted children, developments of GATE program is required. In the in-depth analysis from the questionnaires of Likert's method's descriptions, narrations, and interviews, it is divided into two answers in depth: contents of program, management of program. These also divided into two answers by attitude: positive answer or negative answer. According to the responses of the contents of program, the result of analysis shows that most respondents have positive reactions to not only contents and the managing method of SECG programs, but also to individual enhancing-abilities overall.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.1033-1053
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• 2011

In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel's scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel's scientific thinking ability shown in the principles of genetics and examine students' changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel's scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel's Law. The program was implemented with 19 students of $7^{th}$, $8^{th}$ graders who attend the science gifted education center affiliated with university during July 2011. The Mendel's scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel's scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases: $1^{st}$ - problem finding; $2^{nd}$ - hypothesis generating; $3^{rs}$ - hypothesis testing and $4^{th}$ - problem solving. After implementation, students' changes in scientific thinking ability were measured. The findings from the study are as follows: First, students' abilities of problem finding is significantly (p<.05) increased. Second, students' abilities of hypothesis generating is significantly (pp<.05) increased.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.697-713
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• 2013

The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.