• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.163-166
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• 2012

본 논문에서는 퍼즐을 활용하여 초등정보영재교육 방안을 제안하고자 한다. 현재의 정보영재 교육과정을 살펴보면 프로그래밍학습과 알고리즘 학습에 치중하고 있다. 이것은 직접 체험하고 조작하며 학습하는 초등학생의 특성상 효과적인 방법이 아니다. 따라서 흥미와 재미의 요소를 포함하고 정보교과의 부담을 줄여주며 논리적인 사고력을 향상시켜줄 수 있는 퍼즐을 활용한 초등정보영재교육을 제안한다. 또한 최근 컴퓨터 과학에서 강조하고 있는 계산적 사고(Computational Thinking)와 퍼즐활용교육과의 관계를 살펴보고 퍼즐활용 교육을 통해 계산적 사고를 기를 수 있음을 제시한다. 추후에 초, 중, 고 정보영재교육을 연계를 위한 퍼즐 교육에 많은 연구가 필요하다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.225-228
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• 2011

창의성이 강조되는 시대에 영재 교육의 중요성은 점차 높아지고 있다. 그러나 정보 영재를 위한 연구는 수학이나 과학 영재에 비해 미미한 수준이며, 특히 초등 정보영재를 위한 프로그래밍 교육은 창의적 알고리즘을 개발하는 능력을 기르는 것보다 학습자의 수준에 맞지 않는 특정 프로그래밍 언어의 사용법이나 문법 위주의 교육에 치중하고 있다는 우려의 목소리가 높았다. 이에 본 논문에서는 초등 정보영재의 알고리즘적 사고력을 향상시키기 위한 실생활 중심의 컨텐츠를 제안하고자 한다. 초등학생의 생활과 밀접하게 연관된 주제를 선정하여 학습 동기를 유발하고, Polya의 문제해결모형을 토대로 스스로 이야기를 만들고 그 안에서 알고리즘을 찾아가는 과정을 통해 알고리즘적 사고력을 향상시킬 수 있도록 컨텐츠를 설계하였다.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.556-566
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• 2007

The purpose of this study was to develop an electroencephalogram (EEG) based differential-scale for scientifically gifted students in elementary school. For this study, signals of EEG with 19 channels were recorded during the generation of our scientific hypothesis using 22 scientifically gifted students, and with 49 average students being used as the control group. IQ, TCT and knowledge generation (KG) as constructs of the scientifically gifted were administered for both the scientifically gifted and the normal, control group elementary students. A 'gifted' value was added to paper test scores of the IQ, TCT, and KG constructs in order to make a personal standardization score for the gifted students. As a dependent variable, the groups were divided by means of the standardization scores thus produced and as an autonomous variable, various EEG parameters were presented through linear analysis, nonlinear analysis, and interdependency measures of the EEG. Multiple linear regression analysis was applied successfully to explain the EEG parameters and to show the characteristics of the scientifically-gifted. The discrimination analysis was administered through the results of multiple linear regression of the EEG parameters thus produced. This study represents the foundation of the development of an EEG based discriminant-scale for scientifically gifted students in elementary school, because it will be able to faithfully discriminate between scientifically-gifted and average students. The results of this study indicates that most of the EEG parameters produced can contribute to predicting the characteristics of the scientifically-gifted in that they express the degree of mutual information and the coherence of mutuality. Accordingly, mutual connectivity which appears to originate in the brain seems to the core of discrimination.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.63-71
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• 2013

The purpose of this study was to investigate patterns of IT usage in gifted elementary students. There were 67 Computer Science gifted students and 38 Math/Science gifted students, a total of 105 students, who attended a Convergence Computer Science Camp for 3 days. They were given 20 questions on IT usage. The results showed that these gifted students started to use the computer from ages 7 to 9 (51.9%) and consider their level of usage as average (50.0%). They also expressed a desire to learn more to enhance learning. There were some differences between the Computer Science gifted students and Math/Science gifted students. The Computer Science gifted students spent more time at the computer, considered themselves as more capable in using the computer, and thought that the computer aided in learning more, Another difference is that Computer Science gifted students utilized the computer more for education and learning purposes(56.9%), whereas Math/Science gifted students used it for recreation purposes (40.5%). Furthermore, regarding areas of further interest, most Computer Science gifted students wanted to learn more about computer programming whereas Math/Science gifted students were more interested in learning presentation methods (26.3%). In conclusion, there was a difference between Computer Science gifted students and Math/Science gifted students in self-confidence, areas of utilization and computer related areas.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.901-919
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• 2011

The purpose of this study was to analyze abductive reasoning on the inquiry of scientists and elementary school gifted children in science. Subjects for this study were eight scientists and eight elementary school gifted children in science studying in the Academy of Gifted Child Education in Science affiliated with Seoul National University of Education. As a result, abductive reasoning on the scientific inquiry of scientists and gifted children showed the three stages of generating hypotheses, designing the experiments, and interpreting the results. The abductive reasoning in each stage characterized the five types as complex abduction, analogical abduction, observation-based abduction, logic-based abduction, selective abduction. The sub-reasoning process of the abductive reasoning of gifted children in science differed in some ways from that of scientists. First, for most scientists, representing a method or representing a casual explican appeared after searching for the characteristics of variables but for gifted children in science, searching for the characteristics of variables appeared after representing a method. Second, scientists tend to rely on logic-based abduction but gifted children in science tend to rely on observationbased abduction. Third, scientists reason by the similar rate in three steps: generating the hypothesis, designing the experience, interpreting the results. On the other hand, most gifted children in science reason about designing the experience.

• Proceedings of the Korean Society for the Gifted Conference
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• 2001.11a
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• pp.27-57
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• 2001

• Proceedings of the Korean Society for the Gifted Conference
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• 2001.11a
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• pp.151-172
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• 2001

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.145-157
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• 2003

• Proceedings of the Korean Society for the Gifted Conference
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• 2001.05a
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• pp.79-86
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• 2001