• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.625-636
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• 2017

The purpose of this study is to compare the differences in the operation form of science academy, science high school, and ordinary high school. We tried to find what kinds of variables differ in operation form based on the perception of the beneficiaries. For this purpose, 288 beneficiaries were surveyed. The groups were divided into three groups according to the high school they graduated from and then the differences among the groups were compared. The results are as follows. First, as a result of comparing the operation form according to high school using the most similar system design, it was confirmed that there are differences in curriculum and teacher variables. Second, as the result of analyzing the perception of curriculum and teacher professionalism based on the education experience of the beneficiary, the satisfaction for science academy was higher, but the satisfaction for science in ordinary high school was lower. Third, the key variables showing the differences in the operation forms between science academy and science high school were the learning contents, learning process and learning environment. The results of this study are expected to be used as basic data for future improvement of gifted education curriculum.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.427-447
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• 2016

The purpose of this study was to investigate science gifted education recipients' perception through importance-performance analysis regarding gifted education program, and explore reinforcements and improvements for providing an education program to meet the needs of science gifted. For this study, we developed an questionnaire and conducted a survey of 288 university students who had experience of receiving science gifted education. The collected data was analyzed by SPSS 20.0 in order to analyze difference between importance and performance which recipients perceived, paired t-test was conducted. Moreover, to investigate improvements for education program, Importance-Performance Analysis(IPA) was conducted. We deduced the following from the analysis. The performance is in general lower than the importance which recipients perceived regarding experienced education program. There was a differential needs in the type of education program depending on the school level. In other words, they were perceived 'education based on experiences' as effective education program for elementary school students; 'education based on inquiry activities' for middle school students; and 'education based on research activities 'for high school students. But, career education and leadership program was included in domain of urgent improvement regardless to the school level. This study has different signification from previous research in that was analyzed gifted education program considering the splashdown effect.

• The Science & Technology
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• no.5 s.468
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• pp.77-79
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• 2008

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.217-236
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• 2015

The purpose of this study was to investigate factors that affected achievement of socially succeeded people, and to draw ways to improve gifted education. To do this, we interviewed 60 achievers. The interview was administrated as semi-structured deep interview about 6 areas - education, major, family and parent, personal relationship, leisure time activity, achievement and motivation of success. The results showed that achievers were active students during their school days. They thought differentiated education and student-centered lessons are important. Many achievers answered they do not have any personal mentee, and decision of majors and education should be matched with the perception of one's potential and interest. Exercises, music, and reading books were strongly suggested as leisure time activities, and the key inner factors for success were curiosity and self-confidence. Beneficiaries of gifted education perceived their experience of gifted education had a positive influence on their achievement. Based on the these results, ways to improve gifted education were discussed.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.975-1000
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• 2014

This study is a case study about the status of science gifted follow-up management systems for nation-level institutes for gifted and talented education. The aim of the study is to develop the theoretical model that establishes the basis of follow-up management systems for scientifically gifted to support in order to grow the beneficiaries of nation- level scientifically gifted education into globally competitive talented. Specifically, this study says the components of the systematic and efficient structure for nation-level gifted follow-up management. For this, we collect the experts' opinions on gifted education for follow-up management of the beneficiaries on national level science gifted, and gifted and talented education institutions conducted the case study for follow-up management. The collecting of experts' opinion have participated 11 persons, and 6 institutes were involved in the case study of follow-up management institutes. As a result, it reports for scientifically gifted follow-up management systems to be made by forming of the upper systems and each lower systems. Resources system was found to be composed of human information system and education information system. Operating system was found to be composed of input system, analysis system, and management system. Application system was found to be composed of prediction system, verification system and improvement system.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.1-17
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• 2007

There are many students around us, who are mathematically promising but have not taken some instructions with a program for the gifted. Providing a certain opportunity for them to take a differentiate program from one given normal students in a regular classroom has some limitations. If ever, offering a learning program developed with the connection of regular curriculum can lead them to reveal their potential. I think it is desirable that the effect of the program is more increasing when study in school keeps a reciprocal relationship to study in home for increasing the students' promising. In this paper, it is discussed to develop and implement the teaching learning program for the integration and connection of school and home for the Mathemaically Promising Students.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.101-125
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• 2005

We applied functional magnetic resonance imaging (fMRI) techniques to examine whether general intelligence (g) could be assessed using a neurobiological signal of the brain. Participants were students in a national science academy and several local high schools. They were administered diverse intelligence (RAPM and WAIS) and creativity tests (TTCT-figural and TTCT-verbal). Forty of them were scanned using fMRI while performing complex and simple g tasks. In brain regions of greater blood flow in complex compared with simple g tasks, the gifted group with an exceptional g level was not significantly different from the average group with an ordinary g level: both of them activated the lateral prefrontal, anterior cingulate, posterior parietal cortices. However, the activation levels of the gifted group were greater than those of the average group, particularly in the posterior parietal cortex. Correlation analysis showed that the activity of the posterior parietal cortex has the highest correlation ($(r=0.73{\sim}0.74)$) with individual g levels and other regions also have moderate correlation ($(r=0.53{\sim}0.66)$). On the other hand, two-sample t test showed a striking contrast in intelligence tests scores between the gifted and the average group, whereas it did not show in creativity tests scores. These results suggest that it is within the bounds of possibility that a neurobiological signal of the brain is used in the assessment of the gifted and also suggest that creativity has to be given a great deal of weight on the assessment of the gifted.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.25-34
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• 2019

SW education has been incorporated into the regular curriculum since the 2015 curriculum due to the social changes caused by the 4th industrial revolution. The most important thing in SW education is the improvement of Computational Thinking. The study on the underprivileged who have little opportunity for education was relatively inadequate. In this study, CT competency of 135 underprivileged students were measured who were suffering from educational underprivileged. The underprivileged students were recruited from 15 local children's centers in Namyangju city and recruited 210 general students from B elementary schools in Namyangju city by setting up a selection criterion. As a result of comparing the CT competence between the two groups, it was found that the CT competence of the underprivileged students was lower than that of the general students, and suggested several implications with this result.