• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.55-72
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• 2019

The purpose of this study is to find out what kind of difficulties teachers face in the management of the elementary gifted institutions in the rural area of Chungbuk province. In this study, rural area was defined that the area where gifted education is difficult to access due to geographical accessibility or where gifted education service is restricted. The participants of the this study were three elementary gifted teachers who manage elementary gifted education institutions and is teaching science to disadvantaged gifted students. We collected data about the difficulties and support needs for the management of the gifted institutions in the rural area through the questionnaire and the interview. The results of this study are as follows. First, the common difficulty that teachers expressed was the lack of parental attention and awareness of gifted education. Second, the teachers who participated in this study perceived different difficulties according to their area, experience, and environment. Teacher A is the lack of awareness of the managers, teacher B is the difficulty of student selection, teacher C is the most difficult factor in teacher quality management. This difference in perceptions also led to differences in the support improvements required by gifted class teachers in the rural area. Third, the three teachers commonly referred to difficulties to access due to geographical accessibility, and demanded the integrated management of the gifted class in the rural area and the support for the expansion of the class.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.9-23
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• 2009

This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs fur the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.169-184
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• 2013

The purpose of this study is to investigate teachers' recognition and to suggest an improvement in the system of teacher's observation and nomination used to selecting gifted and talented students in Science in the Busan Metropolitan School District in 2013 by investigating teachers' recognition of the system and their expressed needs. The results are as follows. First, it was observed that teachers are of the opinion that it is difficult to determine the science gifted students by observation due to their lack of expertise in giftedness and gifted education, the lack of a check list to use, and the difficulty of ensuring the objectivity of the results of the determination. Second, the absence of objective screening tools used for the selection, the selection of gifted students based on their subjective judgment, and the possibility to select students based only on visible manifestations of ability may cause parents to mistrust the system. Thus, institutional support is required to address the concerns of teachers and parents. Third, the teachers who are in charge of observation, nomination, selection and determination need to be trained. After that, at least one of these teachers should be assigned in each school and training should operate continuously and systematically. Lastly, while these things are occurring, the process of observation and nomination of by teachers, which is the basis of pooling gifted students at the level of Busan Metropolitan School District, should be continued.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.375-386
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• 2016

Research of information gifted analysis through the adult gifted electrical of information field is not nearly done. Therefore, there is a need for a study to analyze the information gifted property through the life of adult talent. In the present study, the 'Alan Turing' who left the achievements in the field of information was chosen to study. And analyzed the biographies of Alan Turing in the content analysis method was used to derive the factor of information gifted property. As a result, it was found that it contain twelve factors to information gifted of the two regions of Alan Turing. The information special education for extending the gifted of information that is exposed in various forms, there is a need to provide a curriculum that can extend the capabilities of mathematics and science education methods, long-term and multilateral it is necessary to determine the tools and good sense of the information talent teacher that can be to determine the information gifted. Based on this understanding, in future studies, to determine the elementary school information gifted, various information gifted either present were present as may be a substantial aid targeting a map information gifted of the factor analysis, there is a need to be sustained process of information gifted expression of adult information gifted in the direction of a more systematic analysis.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.823-840
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• 2012

The purpose of this study is to investigate trends of research in the area of gifted education in Korea. Research articles published in the Journal of Gifted/Talented Education from 2006 to the present, which totalled 422 articles, were analyzed. Also, articles in the area of gifted education published in other academic journals registered in Korea Research Foundation totalling 228 were analyzed. In addition, 131 doctoral dissertations on gifted education areas were investigated. The articles were analyzed in terms of their subjects, topics and research methods. The results show that most of the studies looked into elementary and high school students as subjects, and the most researched topics of the articles were program development and curriculum, identification, affective characteristics and cognition. The methodology of majority of the articles were quantitative methods. Implications and future research areas are discussed.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.440-454
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• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.7
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• pp.966-974
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• 2010

The aim of this study was to examine characteristics between nutrient intakes, body composition and physical fitness in gifted athletic boys. The subjects were conducted in 50 boys aged 9~12 years living in Busan, Ulsan and Gyeongsangnam-do, Korea. Dietary intake information was collected from participants using 3-day food recorded and body composition was measured by bioelectrical impedance analysis, and their anthropometric parameters were measured. Swimming group's daily energy intakes were significantly higher compared to those of other groups. Athletics and swimming groups were significantly taller than gymnastics. Swimming group was significantly higher than gymnastics group in weight, fat mass, body fat percent and lean body mass. Athletics and swimming groups were significantly longer than gymnastics group in sit and ball throwing. Swimming group was significantly better than other groups in sit up, and athletics group was significantly faster than gymnastics group in 50 m run. In correlation result for nutrient intake and body composition: 1) Body weight shows positive correlation with protein, phosphorus, sodium, vitamin $B_1$, C and niacin. BMI shows positive correlation with sodium and niacin. Fat mass shows positive correlation with niacin and folate. Body fat% shows positive correlation with vitamin C, E, niacin and folate. LBM shows positive correlation with all elements except lipid, calcium, vitamin A, C, E and folate. In correlation result for nutrient intake and physical fitness: 2) Push up shows positive correlation with iron and vitamin C. Sit and throw ball shows positive correlation with the events except lipid, fiber, vitamin A, E and folate. Sit up shows positive correlation with vitamin $B_1$. Half squat shows positive correlation with iron. Standing long jump shows positive correlation with total energy, lipid, and vitamin A, B and $B_2$. Long run shows negative correlation with protein, carbohydrate, fiber, phosphorus, iron, sodium and zinc. Side step shows positive correlation with niacin. Sit and reach shows negative correlation with total energy, carbohydrate, phosphorus, sodium, zinc and vitamin $B_2$. In correlation result for body composition and physical fitness: 3) Sit and throw ball shows positive correlation with body weight, BMI, fat mass, body fat% and LBM. Standing long jump shows positive correlation with LBM. But long run and 50 m run shows negative correlation with body weight and LBM.