• School Mathematics
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• v.1 no.1
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• pp.51-93
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• 1999

This survey is to know the present situation and effective alternatives of mathematics gifted education program for the 5-8 grade students in Korea. This is aiming at finding effective ideas useful to the definition of the gifted, the development of the methods and tools for identification, the proper organization of program and urgent issues. The number of collected questionnaire available by mailing is 92; 21 specialists, 24 experienced teachers and 47 scholars who are concerned with the education for the gifted. Not translated original Korean-Questionnaire is in the appendix.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.95-111
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• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.1-23
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• 2009

Science field trip is a comprehensive learning activity in which students can solve problems by themselves, whose importance is emphasized in learning for the gifted. But because not much study has been done yet on this, and convergent activities such as solving too many problems or requesting given answers have generally been done, it has been criticized for not being enough to develop the abilities of gifted Students. Therefore, this study attempted to analyze the activity process of the gifted through field trip to which open inquiry is adapted so that the demands of the gifted can be met, and the abilities of the gifted can be brought out. The study focused on 18 gifted elementary science students at Institute of Science Gifted Education, Cheongju National University of Education, and in the field trip process of the students, analyzed the types of establishment of inquiry problems and inquiry process, and the behavioral characteristics of gifted science students shown during field trip activity through field trip proceedings, transcript contents, poster materials, questionnaires, etc. As a result, more inquiry problems were established after than before inquiry, and the level of inquiry problems was also higher after inquiry. The solution process for inquiry problems of the gifted science students were done in the following order: planning, inquiring, follow-up inquiring and consolidating. But it proceeded to open inquiry process, the next stage being decided according to circumstances. Also, in the inquiry that the students did, diverse factors were revealed such as basic and integrative inquiries, and especially, the students were competent in analyzing the results after transforming and interpreting them. And the analysis of the interaction among the students showed many behavioral traits of talented science students.

• Journal of Science Education
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• v.35 no.2
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• pp.149-158
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• 2011

The purpose of this study is to improve education program for Informal Science Education Institution by analyzing education program of Natural History Museum, one of informal science education institution. This research subject is Seodaemun Museum of Natural History, located in Seodaemun-Gu, Seoul. It is Public Natural History Museum, which runs more than 60 education programs every year continuously for recent 6 years. Objects of this study are 32 education programs for 3rd to 6th grade of elementary school. The result of study shows that teaching materials of programs, run by informal science education institution, don't contain enough script and activity for improving creativity and inquiring mind. As the result of the study, it is required that guidance plan of education program be developed with more activities, teaching method and script, to seek quality of class than quantity of that when developing education program of science education institutes. And it is required to develop teaching material using creative technique and to improve medium and long term program for development of feedback.

• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08a
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• pp.1.2-37
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• 1994

Currently Korea encourages gifted high schoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes IS Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during a short period of time. Out of 40 candidates,' less than 10 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situation Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this training program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety copmg. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary. by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as a regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• The Journal of the Korea Contents Association
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• v.10 no.10
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• pp.440-450
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• 2010

This study was an analysis of sport psychological application for the kinesthetic gifted children's selection and upbringing in Pusan University's center for kinesthetic gifted children from 2009.7 to 2010.2. The 60(athletics: 40, swimming: 10, gymnastics: 10) of kinesthetic gifted children were selected among the first, second and third year students from Pusan, Ulsan and Kyungsang-namdo without distinction of sex. We progressed summer and winter camp during vacation, and managed a special training program according to exercise items on every Saturday. We attempted experimental a field application, and obtained the following implications. First, the first and second year students were possible to test psychological measurement with supplementary explanation, and in the case of third grade, it was enough possible without any supplementary explanation. Second, multi-intelligence test was efficient as the method to check kinesthetic gifted children's intelligence and useful as the basic data for counseling. Third, the character types of kinesthetic gifted children were appeared preferring outgoing, intuition and emotions. Forth, with the FAIR concentration, we confirmed that the center's program effected positively on improving concentration. Fifth, we found the potential that the physical task commitment questionnaire and the exercise activity self-administer questionnair would be used as official psychological measurement tool after the review process of additional validity and reliability.

• 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.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.32-39
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• 2002

Three conjectures as the criteria for developing differentiated science learning program for gifted elementary students were derived from the previous research report: 1) The students' reasons why certain educational programs were thought to be interesting or profitable could be classified into the 3 criteria; novelty, curiosity, participation. 2) Students used to think that the programs were interesting if at least anyone of the above 3 criteria is fulfilled. 3) They think, especially, that the programs were profitable if the curiosity criterion is satisfied. To check these conjectures, 47 students were investigated with a Likert type questionnair asking how much the given program is interesting and profitable to themselves after they finished a set of programs for gifted students.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Proceedings of the KSRS Conference
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• 2008.03a
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• pp.53-58
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• 2008

인공위성을 통해 취득된 데이터들은 지상국의 수신처리시스템을 거쳐 표준영상으로 생산되며, 생산된 영상으로부터 사용자에게 의미 있고, 가치 있는 정보를 이끌어 내는 판독의 단계를 수행하게 된다. 본 연구에서는 원격탐사의 전반적인 이해를 돕기 위한 교육적 모델로서 캔샛 프로그램을 도입하였다. 캔샛 프로그램은 스탠포드대 로버트 트윙 교수의 제안으로 학생들에게 한 학기의 짧은 시간에 실제 인공위성의 설계, 해석, 제작, 조립, 시험, 발사, 운용 등 전반적인 시스템의 이해를 도모하기 위한 1Kg 이하의 캔 크기의 초소형 위성을 개발하는 교육 프로그램이다. 본 연구는 한국과학영재학교 R&E 프로그램의 지원으로 시작하였으며, 실제 초소형 위성 캔샛('KSAsat'으로 명명)을 직접 설계, 제작, 조립하고 최종적으로 발사 운용 시험을 수행하였다. 주 탑재체로 일반 상용 디지털 카메라를 장착하였으며, GPS, 광센서, 3 축 가속도계, 온도센서, 압력센서를 탑재하였다. 비행시험을 통해 성공적으로 영상을 취득하고, 각종 센서로부터의 데이터를 지상국으로 전송 받았다. 지상국을 통해 처리 되어진 데이터로부터 의미 있는 정보를 추출하는 판단의 단계를 거쳐 원격탐사의 전반적인 교육을 성공적으로 수행할 수 있었다. 본 논문에서 캔샛 프로그램이 원격탐사 교육에도 충분히 활용될 수 있음을 보였다.