• Title, Summary, Keyword: Convergence gifted education

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The Secondary Gifted Education Teachers' Perceptions of the STEAM and the Convergence Gifted Education (중등 영재 지도교사들의 융합인재교육(STEAM)과 융합영재교육에 대한 인식)

  • Seo, BoKyoung;Maeng, HeeJu
    • Journal of Gifted/Talented Education
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    • v.26 no.1
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    • pp.53-76
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    • 2016
  • This research studies the perception to gifted education teachers between the middle school gifted education for STEAM and Convergence Gifted Education for revitalizing Convergence Gifted Education. The conclusions according to the analysis, it shows that the awareness of gifted education teachers for Convergence Gifted Education is lower than the level of the awareness for STEAM, and it appears that the Gifted education teachers especially has the experience adapting Convergence Gifted Education who awareness for Convergence Gifted Education is the highest. On the other hand, not only teachers has the experience adapting Convergence Gifted Education and the very poorly recognition for the task of Comprehensive Plan for Gifted Education promotion including the development of an creative and convergence content, a they has the very low experience for the development. And it analyzes that although there is no meaningful differences, teachers who are in science gifted teachers and the mature experienced man realizes very optimistically the necessity need of Convergence Gifted Education. Therefore, it analyzes that recognition to the necessity need of Convergence Gifted Education is reinforced through the training for the gifted teachers in the mathematics gifted education and in less teaching experience. But it points out that answers over the majority cognized to resemble the Convergence Gifted Education and STEAM, though the object is only different. Furthermore, it suggests that the differentiated Convergence Gifted Education curriculum providing the suitableness for the characteristic and level is needed for the desirable fixedness.

Discussions on The Directions of Research and Development Tasks for Convergence Gifted Education (융합영재교육의 발전 과제와 연구 방향에 대한 논의)

  • Maeng, Hee-Ju
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.981-1001
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    • 2013
  • Many studies on convergence education have been done in the field of gifted education to meet the social needs for people of convergence talent and to adjust our education system to the paradigm shift. However, the number of studies on convergence gifted education is not sufficient enough and most of them are mainly on science and art. So, this study reviews the previous studies on gifted education involving convergence, and discusses the pressing issues to address for the development of convergence gifted education in korea. Also, the direction of the further research is introduced. There is an agreement that the definition of the convergence gifted and convergence gifted education needs to be clarified, and further researches have to be conducted to establish a basis for defining integrated thinking ability. Furthermore, it is suggested that the contents for convergence gifted education should be developed accommodating individual differences, and a theory-based approach to creating convergence gifted education programs is proposed. On top of that, the needs for the studies on how to strengthen the educational capability of the teachers are discussed.

The Effect of Convergence Gifted Education Program for Science-Physical Education on Self-Efficacy of the Gifted Students in Elementary School (과학·체육 융합영재교육 프로그램이 초등영재 학생들의 자아효능감에 미치는 영향)

  • Lee, Ho-Min;Son, Jeongwoo
    • Journal of Science Education
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    • v.39 no.2
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    • pp.255-266
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    • 2015
  • The purpose of this study is to find out the effects of convergence gifted education program for science-physical education on self-efficacy of the gifted students in elementary school. So, the program was carried out for the gifted students in the 5th grade of elementary school during the 8 hours on two subjects, we investigated the cause and effect through the pre-post test of self-efficacy and interview. The results were as follows. First, it was observed that it would have a meaningful effect to improve the self-efficacy of gifted students who performed gifted education program for science-physical education convergence. Especially, the results of 'confidence', 'difficulty preferences' was statistic meaningful differences. Second, convergence gifted education program for science-physical education enhanced confidence and challenge of consciousness of students. Especially, when products of gifted students are applied to real-world valued the higher confidence. Therefore, we found that in order to increase the gifted students' self-efficacy, gifted education program is configured by applying the products to the actual field.

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Way of Training English Teacher's of Verbally Talented Children for convergence-based Education in the Digital Age (디지털 시대의 융·복합 교육을 위한 영어영재 교사교육 방안)

  • Park, Jinkyu
    • Journal of the Korea Convergence Society
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    • v.7 no.6
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    • pp.185-192
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    • 2016
  • This study tries to address several problems embedded in the training of English teachers for gifted programs. With a critical analysis of current English Education and English teacher training, the researcher points out some possible problems in English Education and English teacher training in South Korea. The researcher also points out possible problems in teaching English for Gifted Children. Based on the given problems, the researcher accordingly suggests available solution to English Education for gifted Children, and also better ways of English teacher training for gifted programs. The researcher suggests bilingual, production-based and convergence-based English education for gifted children and those English teachers for gifted children.

A Study on Development of Curriculum for Convergence Education School for the Gifted (융합형 영재교육기관의 교육과정 개발에 관한 연구)

  • Lee, Jae-Ho
    • Journal of The Korean Association of Information Education
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    • v.16 no.1
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    • pp.123-130
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    • 2012
  • As a sequel of "special improvement act for gifted student education" legislated on January 2000, "regulation act for gifted student education" was published on April 2002 which is the time Korea has settled down its education for the gifted. Announced in the December 2007 "general plan for development of gifted student education" provided a platform for the gifted student education in Korea of growth in quantity, in which a plan of providing gifted student education up to 1 percent of the elementary and middle school level students (approximately 70 thousands) has been established while the education currently provides to 0.59 percent (40 thousands) of all students. Until recently, however, education for gifted students has been performed based on the way of concentrating on academic domains. and it has put more weights on mathematics and english domains. In order to overcome this drawbacks, there have been various attempts for growth in quality of education for gifted students, one of them is the our proposal of convergence of science and art education for cultivating 21 century creative humans through establishment of new type of institution. In this paper, education curriculum and management strategies appliable to the proposed convergence education institutions for gifted students. For this purpose we derived the implication points through analysis on education processes used in korea science school for the gifted students, a representative institution for the gifted students in Korea, and we suggested educational process curriculums for the science and art institute for gifted students along with the detailed contents of convergence subject which is an essential subject to the institute.

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Development and Application in STEAM Education Materials for Gifted Student (영재를 위한 융합교육(STEAM) 자료 개발 및 적용)

  • Tae, Jin-Mi
    • Journal of Gifted/Talented Education
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    • v.24 no.4
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    • pp.703-728
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    • 2014
  • This study academically examined about whether STEAM education is really needed, as part of the convergence-style gifted education for training a producer in creative knowledge, through the documentary and Delphi survey. Based on the results, it developed STEAM education materials available for being applied to the domestically gifted education field, and examined the field applicability of the developed program. As a result of surveying validity and class satisfaction, the STEAM education materials of having been developed through this study were indicated to be useful in the aspects of the appropriateness for teaching-material composition, the learning satisfaction, and the promotion in the convergence-based thinking ability. The currently domestic situation is in being short of fundamental discussion about necessity or direction of STEAM education for gifted student, compared to an effort for emphasizing and activating policy of convergence-based education focusing on STEAM. Hence, the outcome of this study, which was performed on the basis of basic research on STEAM education for the gifted student, has significance in the aspect as saying of expanding applicability of STEAM education as the gifted education program.

Development of Artificial Intelligence Education Contents based on TensorFlow for Reinforcement of SW Convergence Gifted Teacher Competency (SW융합영재 담당교원 역량 강화를 위한 텐서플로우 기반 인공지능 교육 콘텐츠 개발)

  • Jang, Eunsill;Kim, Jaehyoun
    • Journal of Internet Computing and Services
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    • v.20 no.6
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    • pp.167-177
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    • 2019
  • The enhancement of national competitiveness in future society is the discovery and training of excellent SW convergence gifted. In order to cultivate these SW convergence gifted, reinforcing competence of teachers in charge should be made first. Therefore, in this paper, artificial intelligence education contents, one of the core technologies of the 4th Industrial Revolution era, were developed to reinforcing competence of SW convergence gifted teachers. After setting the direction of artificial intelligence education content, we constructed educational content suitable for secondary SW convergence gifted education, and designed and developed it in detail. The composition of artificial intelligence education content consists of machine learning and tensor flow understanding, linear regression machine learning implementation for numerical prediction, and multiple linear regression-based price prediction machine learning implementations. The developed educational contents were verified by experts with qualitative aspects. In the future, we expect that the educational content of artificial intelligence proposed in this paper will be useful for strengthening the ability of SW convergence gifted teachers.

Development Direction for Identification of Young Gifted Children in Convergence era (융복합 시대 유아 영재판별의 발전방향)

  • Cha, Hyeon-Ju
    • Journal of the Korea Convergence Society
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    • v.7 no.5
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    • pp.221-226
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    • 2016
  • This research was conducted as a necessary preliminary research for topics related to young gifted children education such as whether young gifted children education is really necessary, how to define the concept of giftedness, and on what grounds the identification of giftedness should be conducted by. For this purpose, the research examines the concept of giftedness in both western and eastern cultures and searched for development direction focusing on domestic research trends in the identification. The research holds its value from provision of rudimentary data in adequate identification of young gifted children in convergence era.

A Study on Establishment of Convergence Education School for the Gifted (융합형 영재교육기관 설립에 관한 연구)

  • Lee, Jae-Ho
    • Journal of The Korean Association of Information Education
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    • v.15 no.3
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    • pp.459-467
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    • 2011
  • In these days it can be said that knowledge based society has been passed through and creative society is approaching, and the important keywords to the coming creative society should be the knowledge, the creativity, and the convergence. In order to make preemptive responses to this 21 century's new creative society, cultivation of gifted students with integrated prototype is also an imperative reason to prepare. With this historical background Korean Ministry of Education, Science, and Technology announced "a general plan on invigoration of elementary and middle school level art education for cultivation of creativeness and humanity" containing the acting curriculums of science and art integrated on June 2010, and also announced "the second general plan for support on development of science and technology professionals" including STEAM education for elementary and middle school level at January 2011. In this paper we developed a strategy appliable to establish an education institution for gifted students specialized on promoting the students to the convergence type gifted students. For the purpose, we derived the necessity for convergence education for the gifted and the implication points through analysis on the examples, and developed a strategy to establish an education institution for gifted students.

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Analysis of the Differences in Perception about Scientists between Science Class and Convergence Class Applicants in Gifted Science Education Center (과학영재교육원의 과학반과 융합반에 지원한 학생들의 과학자에 대한 인식 차이 분석)

  • Park, Seon-Ok;Lim, Hyo-Sun;Chung, Duk-Ho
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.1019-1034
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    • 2013
  • The purpose of this study is to investigate the characteristics of convergence gifted students through the their perception of the differences about scientists between Science class and Convergence class in gifted science education center. Consequently, this article reports that there are differences in the perception about scientists was distinction between applicants of Convergence and Science class. Science class applicants mainly recognized scientists as pure scientists, but Convergence class applicants recognized scientist were including mathematician, artist, architect, etc. Also Convergence class applicants thought that affective domain including 'effort', 'patience', 'interest' was more important that Science class applicants. On the other hand, when they described the scientists, Science class applicants knew their achievements as scientists more specifically than Convergence class. And to conclude, the characteristics were different between Convergence and Science class applicants in gifted science education center. Based on the result of this study, this paper suggests the following: Firstly, conceptual study is urgent about convergence gifted students in their definition and characteristics. Secondly, information regarding the criteria to select student for convergence class in gifted science education center. Finally, when teaching convergence gifted students, attention should be paid to their characteristics such affective domain.