• Journal of Gifted/Talented Education
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• v.6 no.1
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• pp.13-30
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• 1996

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.173-188
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• 2006

전남대학교 과학영재교육원은 1998년부터 광주광역시와 전라남도 지역의 중학생들을 대상으로 수학영재 교육을 실시하고 있다. 본 보고서에서는 2002년${\sim}$2005년에 전남대학교 과학영재교육원 수학반에서 수학영재교육에 사용했던 프로그램에 대해 수학 영재의 특성을 고려하여 프로그램의 구성체제와 주제별 내용 및 활동, 프로그램의 특징을 분석하고 주제별 프로그램에 패한 학생들의 정의적 태도를 설문하여 그 결과를 분석함으로써, 현재의 수학영재교육을 더욱 개선하고 실제 교육 현장에 수학영재교육을 효과적으로 실시할 수 있는 프로그램을 만드는데 참고할 수 있는 자료로 삼고자 한다.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.221-244
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• 2001

The purpose of this study is to examine the gifted education system in North Korea. The study analysed various literature, articles, and internet resources concerning education in general and gifted education in North Korea. The findings of the study are as follows: First, in recent years North Korea has emphasized gifted education to advance the level of science and technology, especially in the field of information technology and computer science. Second, North Korea already introduced the gifted education system by establishing music schools, foreign language schools, art schools, dance schools, and athletics schools in 1960. Third, North Korea has established special schools for the gifted in science since 1984. The schools play an important role in advancing the country's science and technology. Fourth, in North Korea there are special courses in colleges and universities for the gifted in various fields. Fifth, North Korea has implemented the consistent and interrelated system of gifted education from kindergarten level to higher education level.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.552-563
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• 2009

The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.313-318
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• 2010

한 국가의 미래는 인적 자원의 개발에 달려 있으며 정보영재는 중요한 인적자원이다. 영재교육진흥법 시행에 따라 영재 교육 체제의 정립을 위한 노력이 계속되고 있음에도 불구하고 영역별 특성에 맞는 정확한 판별 기준이 정립되어 있지 않다는 한계점이 제기되고 있다. 따라서 본 고에서는 이 한계를 극복하고자 초등정보영재 교육 대상자 선발을 위한 추천서를 31개 항목으로 나누어 분석하여 과학영재원 합격과의 상관관계를 통해 관찰 추천의 타당도에 대한 지표를 제공하고자 한다.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.175-200
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• 2008

The study aims to assess needs of administrative and financial support for effective performance of teacher professionalism of gifted. For this end, practicing teachers of gifted education were nationwide selected for survey questionnaires. The first survey of five-scale Likert item was conducted in July 2005 with 236 teachers and the second survey of open-ended item was done in November 2005 with 123 teachers. All the respondents provided their perceptions to current status of administrative and financial support for gifted education and needs for their effective performance of professionalism. Suggestions for improving conditions of administration and finance in terms of effective performance of teacher professionalism in gifted education were as follows: First, teachers should be assigned as full-time for gifted education. Otherwise, their teaching hours and other related jobs should be, reduced Second, the financial support for gifted education should be increased, in particular, more in provincial areas than metropolitan cities. Third, appropriate grouping and counseling according to diverse differences of students should be done. Fourth, understanding of principals and teachers in general education as well as parents and general public toward gifted education should be improved through inservice education program and other education programs. Further, teachers of gifted education should be provided with more frequent opportunities for participating inservice programs in quality, share knowledge and experiences among teachers through network systems, and be given appropriate incentives for better performance of professionalism.

• Journal of Gifted/Talented Education
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• v.12 no.4
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• pp.72-107
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• 2002

In order to satisfy the gifted students' learning desire and maximize the effectiveness of their learning, we constructed the system which would provide them with supplementary activities based on the Internet boards. At the very beginning, we investigated the personalities of the gifted and their classroom environment which they prefer through studying the related references and asking questionnaires. And then we discussed how to improve the lectures, decided to make the basic structures of the web-based supporting system, and designed some teaching strategies for the gifted. which are named 'GIFTED'. Now the web-based supporting system, which are composed of several boards, was established and is being operated now. Each subject has its own boards. The boards of each subject basically consist of Notice, Learning-materials, Q&A, Homework, Recommended Sites. The results we've got from operating our system are following: Teachers and students were generally satisfied with the system while students wanted more materials. Students and teachers had a positive attitude that the site boards of Learning-materials and Homework are being actively used, while the numbers of contents uploaded in Q&A and Recommended site boards are small and they are regarded as being unimportant to the students and teachers.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.211-240
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• 2009

This paper attempts to explore issues related with the Sifted and talented education in legal aspects. To accomplish this goal, the legal system connected with the gifted and talented education is examined. It includes the Constitution of the Republic of Korea, framework act on education, elementary and secondary education act, etc,. Second, the institutional process of the Act on the Promotion of Education for the gifted and Talented Law and legal characteristics is reviewed. It is found that the Act on the Promotion of Education for the gifted and Talented Law and its regulations is designated to achieve goals of education in general. Educational institutions for children with gifted and talented seem to attain more investment than general education institutions. Third, main issues in the Act on the Promotion of Education for the gifted and Talented Law is discussed. They are the legal system, legal name and aim, rights and obligation for gifted and talented, selection of gifted and talented, organization and operation of curriculum, and teacher education. In conclusion, it needs deeper study on each issue and needs to be presented the specific alternatives. So, it should be improved the law in such a way to meet the fundamental human rights for the gifted and talented.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.1-21
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• 2012

The objective of this study is to suggest improvement plan for invention gifted education based on the awareness of teachers and professionals who related to the invention gifted education for the expansion and development of invention gifted education through improvement of relevant problems. To this end, invention gifted education system and its operational status were analyzed, and questionnaire survey on the awareness of the development plan and satisfaction level was conducted, targeting professionals related to the invention gifted education and teachers in charge of invention gifted education classes or gifted education center. The research results are as follows. First, the level of satisfaction on the invention gifted education was greater than normal (M=3.0) in general, but in the field of 'educational materials', 'teacher training programs' and 'human and material support system of support agencies', the level of satisfaction was relatively low, which requires expansion of the support. Second, it is necessary for Korean Intellectual Property Office and Korea Invention Promotion Association to designate and establish specialized research institution to play a key role in enhancing development and efficiency of invention gifted education. As a result of the questionnaire survey, it turned out that expectation and necessity of the specialized research agency was highly recognized. In particular, demand for 'research and development of gifted education method and materials' and 'research and development of teacher training materials and implementation of teacher training' was high among the key areas of the specialized research institution. Third, teachers and professionals related to the invention gifted education responded that 'invention knowledge' in the areas of invention knowledge and thinking and 'entrepreneurship' in the area of invention attitude was somewhat low toward the question on the level of the 9 characteristics of gifted students with invention talents which current beneficiaries of invention gifted education have, which leads to conclusion that review on the model for the selection of gifted children with invention talents as well as research and development of invention gifted education program to enhance characteristics with low levels is required. If long-term development plans and initiatives are deduced based on this, an effective framework for the invention gifted education will be established in the near future. In addition, it is expected that the differentiated political visions and goals will be established in connection with master plan for the promotion of gifted education.