• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.41-51
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• 2014

Informatics gifted education institutions have made multi-faceted efforts to encourage students to do creative activities which can be extended lasting. However, research about gifted student's creative activities is yet incomplete, and most of the research has only focused on their cognitive abilities. Therefore, there is a limit to providing creative activity curricula that reflect the characteristics of informatics gifted students. This study assessed the creative products achievement of 56 informatics gifted elementary school students' and comprehensively analyzed the results with affective and environmental variables. The result is that the achievement of creative products was higher when the intrinsic motivation was found to be higher. Parents' support or extrinsic motivation did not differ significantly.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1117-1145
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• 2013

Research on entrepreneurial giftedness is in its initial stage and the importance is increasing these days. The purpose of this article is to establish a foundation of entrepreneurial giftedness research by conceptualizing the concept and characteristics of entrepreneurial giftedness. The author reviewed prior research on entrepreneur and entrepreneurship, potential entrepreneur, gifted youth in invention, and entrepreneurial gifted youth, and proposed a new perspective on entrepreneurial gifted youth based on the findings from the review. Entrepreneurial giftedness proposed in this study is someone who is risk-taking to achieve opportunities and innovation and who has potential to be competent in managing resources. The author also proposed that entrepreneurial giftedness study needs to focus on developmental characteristics, management ability, and practical intelligence. Finally, based on the findings from previous research on entrepreneurial giftedness, environmental and personality characteristics, temperament and character, cognitive traits, and vocational interest of entrepreneurial giftedness are discussed. Implications and further research directions were discussed.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.10a
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• pp.595-598
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• 2009

최근 영재 및 영재교육에 관련된 연구가 다방면에서 진행되고 있으며, 초기에 수학 및 과학 분야 위주로 이루어졌던 영재교육은 정보, 발명, 인문, 예술 등의 기타 분야로 점차 확대되어 가고 있다. 사회적으로는 고도화된 정보화 사회로의 진행과 더불어 정보과학에서도 영재교육데 대한 관심과 중요성이 커지고 있다. 그러나 정보과학의 학문적 역사가 짧고 그 범위의 설정이 어려운 만큼 정보과학 분야의 영재교육에 있어서도 대상자의 선발과 교육이 어려운 것이 사실이다. 특히 영재교육 대상자의 선정과 교육에 필수적인 평가 방식에 대한 학문적 연구가 부족하여 교육 방식의 보완과 창의적인 대상자 선발에 있어 개선에 대한 목소리가 높다. 이에 본 연구에서는 여러 형태의 평가 방식 중 관찰평가가 평가도구로서 어떻게 작용하는지 다면 평가의 측면에서 지필평가와 보완적 작용을 하는지에 대해 연구하였다. 이를 위해 2년간의 학습자들의 지필평가 성적과 관찰평가 중 리커트 척도 방식의 체크리스트와 서술형 관찰 기록지 사이의 상관관계를 통계적으로 분석 하였다. 또한 항목간의 상관관계를 알아보기 위해 체크리스트와 서술형 관찰기록지의 하위 항목간의 상관관계를 분석하였다. 연구 결과 체크리스트의 하위항목 분석을 통해서는 태도와 문제해결 능력 간의 상관관계, 수학적인지영역과 문제해결 능력 간의 유의미한 상관 관계를 알 수 있었으며, 서술형 관찰 기록지 분석을 통해서는 투입 프로그램 적응 능력이라 할 수 있는 과정적 영역은 정의적 영역과 인지적 영역의 상관 관계가 중요함을 알 수 있었다. 또한 평가 방식간의 상관 관계는 지필 평가와 관찰 평가의 유의미한 연관성이 없다는 것이 밝혀졌다. 즉, 정보과학 분야 영재교육 학습자의 잠재 능력이나 사회성, 창의성, 문제해결력 등을 평가하기 위해서는 지필평가와 더불어 관찰평가가 반드시 필요하며 다면평가의 측면에서 상호 보완적인 역할을 한다는 것이다.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.531-543
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• 2003

This study aims to investigate that scientifically gifted students have distinctive science related attitudes in comparison with general students. In addition, this study examines the relationship among science related attitudes, intelligence, and science process skills. Two hundred sixty-six middle school students (169 boys, 97 girls) who enrolled at the Incheon Science Elite Program and 220(133 boys, 87 girls) students in a regular middle school participated in the present study. Research findings support that gifted students have more positive science related attitudes than general students as well as higher intelligence and science process skills. At last, low and non-significant correlation coefficients with attitudes and cognitive factors were found in gifted groups, whereas some significant correlations were found in general students.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.333-352
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• 2012

Creativity has been suggested as a prime educational objective by national curriculum of Korea and research on creativity education has been increased since 2000s. How the researcher conceptualizes and approaches creativity affects the research. The purpose of this study is to explore directions of creativity research in education by analyzing its approach based on its categories and levels of creativity. The results of the study shows the following: (1)studies with a definition of creativity are more than without it but the former has been decreasing and the latter increasing little by little. (2)Studies which focus on person, cognitive or emotional characteristics, are the most. And process, environment, and product follow. (3)Regarding the levels of creativity, most was done on little-c creativity level, on the other hand, very limited studies conceptualized the creativity in educational context. Studies having an interest in mini-c creativity level were hardly found.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.283-294
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• 2021

The purpose of this study is to examine the trends of science gifted education-related research for the last 5 years using LDA topic modeling. To achieve the purpose of the study, 2,404 keywords of 292 domestic academic papers were analyzed using RISS, KISS, and DBpia. The main results were as follows. First, the number of researches in science gifted education has been decreasing since 2019. In the science gifted education research, the top 10 keywords were 'students', 'program', 'elementary school', 'class', 'creativity', 'gifted education', 'awareness', 'teacher', 'education', and 'activity'. Second, as a result of topic modeling analysis, 10 topics were derived. Research topics mainly conducted in science gifted education for the past five years are 'Affective characteristics of science gifted students', 'Characteristics of science gifted students in middle school', 'Development and application of science gifted education programs', 'Education programs of science gifted high school', 'Cognitive characteristics of science gifted students', 'Policy of science gifted education', 'Science gifted students and creativity', 'Research conducting education by science gifted students', 'Academic and career choice of science gifted students', 'Science concept of science gifted Students'. In the past, the proportion of specific topics was relatively high, but the proportion between topics does not differ significantly as 2019 approaches. Therefore, it can be confirmed that the more recent it comes, the more research is being conducted evenly without being biased toward one subject.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.401-404
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• 2010

Researches on prodigies and education for those have recently been progressing in many fields. Education for the gifted, which was basically on Math and Science on the start, now includes Intelligence, Invention, Cultural Sciences, Art, and so on. With the progression towards extremely developed information society, interests in and importance on the courses for the talented get more and more focused. The problem is, however, choosing the gifted and educating them is not an easy matter, since the history of Intelligence Technology is relatively short and it is hard to identify prodigies and categorize what kinds of courses they need. Also, from 2010 "Science Education Institute for the Gifted" freshmen draft, paper-based admission test has been discarded and teacher-recommendation through long-term observation introduced. Therefore needs have been increasing for quality selection methods including observation records, recommendation letters, and portfolios. Reformation on teaching and creative selection methods has been accentuated because of lack of academic base for selecting candidates for education for the gifted. Because of all those mentioned above, reliances for the selection processes during the last three years and the one in 2010, observation records, recommendations and portfolios included, have been analyzed and evaluated. Several factors which can be used instead of paper-based tests were coordinated. Based on it, it was highly possible and has been successful to draft all the applicants in cognitive, sentimental, and creative fields.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.729-738
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• 2019

Research and Education(R&E) program has been emphasized for scientifically gifted students since it can improve scientific research abilities and problem solving abilities because it provides scientific research experiences with professional researchers. The purpose of this study is to investigate the effect of R&E program on creative leader competency and science career orientation. For this study, 62 science high school students participated from 78 science high school students participating in an R&E program. Pre and Post surveys of creative leader competency and science career orientation were administered to the students. The results showed that R&E program improved students' creative leader competency in intellectual and affective characteristic. However, there are no differences in science career orientation because science high school students already had high science career orientation. The implications of this study were discussed.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.37-58
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• 2015

The purpose of this study was to investigate the characteristics of convergence education through the Delphi survey targeting 19 teaching professionals. The Delphi survey was completed three times, drawing key factors and expected outcomes which explain the characteristics of convergence education. The key factors of convergence education were classified as 'educational design', 'teachers' expertise' and 'educational environment'. Educational design focused on the qualitative characteristics of leaner's experience. Teachers' expertise was teacher's active and supportive roles in relationship with fellow teachers and learners. Educational environment was the psychological factors with which various subjects can realize convergence education. The expected outcomes were classified as 'learner's cognitive characteristics', 'leaner's affective characteristics', and 'teacher and educational system'. The expected outcomes of convergence education leads to psychological changes for learners to increase the advanced learning experiences and to pursue values of education itself. Compared to similar concepts, convergence education has some unique characteristics in which many of regular learners in educational settings and various topics are targeted. It also focuses on psychological factors of various subjects and qualitative natures of leaners' learning experience for the advanced learning. Especially, these results have significance in understanding the nature of convergence education, focusing on educational practices through teachers'perspectives.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.18 no.3
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• pp.142-161
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• 2013

In order to enhance scientific interest and a sense of affinity about ocean, the programs of the oceanic camp 'oceanic summer school' were developed and applied to $4^{th}$ and $9^{th}$-grade elementary and middle school students for 9 years from 2004 to 2012. It was composed of oceanic training for snorkeling, a tour to oceanic institutes and museums near the camp academy place, experimental learning in oceanic-related field, field trips for ocean and earth sciences, and lectures on various subjects of ocean. We developed and implemented 9-kinds of inquiry surveys to evaluate changes in cognitive and affective characteristics, and ocean literacy of students participated at the present oceanic summer camp. Based on the statistical analysis, affective characteristics such as interest, inquisitiveness, passion, and so on, were enhanced. Analysis of ocean literacy revealed that cognitive characteristics of the students were increased by 40%. We presented parents' responses on the programs of oceanic summer school. Some students with less initial interest of ocean have positively changed to make up their minds to be a oceanographer in several years later. In light of this, the summer school can be evaluated to be successfully functioned as a long-term support system for potentially young-talented students in the field of ocean science. This study addresses that long-term implementation of the summer oceanic camp may trigger students with potential talent toward in-depth science in the near future even though it could not bring positive effect immediately. This addresses the necessity of policy supports in order that various programs like the scientific camp should be more constructively developed and executed for next-generation manpower in oceanographic fields.