• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.149-161
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• 2004

영재교육 프로그램 참여와 관련하여 학생들의 수학학습실태를 분석하고 암묵적 이론의 관점에서 영재교육 프로그램 참여학생들의 수학학습활동에 영향을 주는 요인은 무엇이고 어떻게 구성되어 있으며, 이러한 동기화 요인의 구성은 비슷한 학령의 일반학생 및 과학고등학교에 재학중인 학생들과는 어떤 차이가 있는지를 밝히는데 주된 목적을 두고 있다.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.321-340
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• 2004

본 연구에서는 van Hieles의 기하학 사고 수준에 따라, GSP(Geometer's SketchPad)를 활용한 초등기하 영재교육에 활용할 수 있는 프로그램을 구안하여, 구안된 프로그램을 제주대학교 부설 과학영재교육원 초등수학반 학생들에게 적용, 그 효과를 검증해봄으로써, GSP를 이용한 초등수학 영재 교육 프로그램의 개발과 활용 가능성을 연구하는데 그 목적이 있다.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.245-246
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• 2018

본 연구는 일반학생과, 수 과학 영재학생의 영어읽기에서의 메타인지 읽기전략의 차이를 알아보는데 목적이 있다. 일반학생 98명, 과학영재 79명, 수학영재 86명이 본 연구에 참여하였다. 이들의 메타인지 읽기전략을 알아보기 위해 MARSI설문지를 사용하였고, 그 자료는 one-way ANOVA로 분석하였다. 그 결과 수학과 과학영재 사이의 영어읽기 과정 중 메타인지 읽기전략의 사용에서는 통계적으로 유의미한 차이는 보이지 않았지만, 수 과학 영재학생들과 일반 학생들 사이의 메타인지 읽기전략사용에서는 통계적으로 유의미한 차이를 보였다.

• Proceedings of the Korean Society for the Gifted Conference
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• 1996.10a
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• pp.135-142
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• 1996

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.477-501
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• 2009

The Purpose of this study is to investigate the general trends of research on gifted education in Korea, by analyzing the articles published during the last thirty years. A total of 347 articles from 14 academic journals which are registered were yearly and synthetically analyzed. The articles were examined in terms of their topics, domains, and age and grade. The most widely researched topic was the cognitive characteristics of the gifted followed by curriculum and affective characteristics of the gifted. Studies on scientifically, generally and mathematically gifted students occupied 86% of total researches. Researches utilized elementary students as their subjects more than middle school or high school students. There is a lack of research on the problems that the gifted students face and on the assessment of gifted education institutes. Moreover, there is hardly any longitudinal study.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.495-498
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• 2009

In this paper, we tried to identify implications of selecting gifted of information science & followed educational system via analyzing each of student's characteristics in each subjects they study within Science Education Institute for the Gifted. A study of the existing institutions do not have experience of the gifted students based on assessment through observation of the 1-year science, mathematics and information science education in the List of attribute analysis. Learners of Information Science became with analysis that Attitude Category was superior in mathematics to the subject of science and Problem Solving Category regardless of the subjects showed similar. As to, Attitude Category, Problem Solving Category and Mathematics Cognition Category was analyzed to be closed and we could confirm through the qualitative observation record. On this, the researcher concluded that the mathematics could know the effect fitness by a learner rather than the subject of science as to an attitude and problem resolution area.

• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.107-126
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• 2001

This study is focused on the selection program of mathematical gifted children on the middle school. To fulfill this purpose, I consider the testing program using cyber system. If we use the cyber system, we can survey mathematical play(for example, puzzle) and several mathematical activity of gifted children. Cyber system will be help as a subsidiary selection tool.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.635-636
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• 2020

이 논문은 KAIST 교육기부 프로그램인 KAIST Science Outreach Program에서 운영하고 있는 수학, 과학 온라인 학습멘토링 운영 사례 공유를 통해 온라인 학습멘토링 운영 및 개선 방안에 대한 시사점을 제공하고자 한다. '코로나19'로 인해 발생하는 소외계층 학생들의 교육격차와 양극화 해소를 위해 기존에 오프라인으로 진행되던 학습멘토링을 격주로 수학, 과학 학습 과제를 제시하고, 채점 및 피드백 해주는 방법으로 진행되며, 실시간 화상멘토링과 온라인 질의응답을 지원하고 있어, 현재의 오프라인 학습멘토링이 어려운 상황과 기존의 오프라인 학습멘토링이 갖고 있는 단점들을 해소할 수 있어 참가 학생 및 학부모들이 높은 만족도를 나타내고 있다.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1053-1071
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• 2014

Problem posing is used to develop the creativity program and adaption for the gifted, and to screen the gifted students in the selection process. However existing creativity assessment factors(fluence, flexibility, originality) has been recognized to have it's limitation to assess the mathematical creativity. To improve the creativity assessment, we propose new set of assessment factors for mathematical creativity test through problem posing. For this study, we let 19 mathematically gifted students to pose two good mathematical problems for a limited time after solving a certain problem so called a reference problem. A week late, we let the subjects, pre-service teachers, and experts to evaluate the problems posed by the subjects, and leave the reasons for evaluating highest mark and lowest mark. With this date, we propose fluence, flexibility, originality, anti-similarity, complexity, elaboration as the set of mathematics creativity assessment factors.