• Proceedings of the Korean Society for the Gifted Conference
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• 2002.05a
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• pp.171-174
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• 2002

본 발표자가 재직하고 있는 시흥시 장곡 초등학교는 2001-2002년 교육부로부터 2년동안 영재교육연구학교로 지정 받아 $\ulcorner$잠재능력 발현 기회 확대를 통한 영재아 육성$\lrcorner$이라는 주제를 가지고 영재교육을 운영하고 프로그램을 적용하고 있으며, 본 교사는 그 프로그램 가운데 5학년 과학 심화반을 운영하고 있다. 영재아 선발, 영재반 편성, 프로그램 적용 등이 학교교육과적운영의 큰 축과 맞물려 돌아가고 있기 때문에 영재반 프로그램 소개 이전에 배경이 되었던 연구학교 제반 여건과 영재아 선발 방법 등을 먼저 소개할 필요가 있다고 보아 다음 순서로 소개 하고자 한다.

• Journal of Science Education
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• v.39 no.3
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• pp.307-320
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• 2015

This study aims to compare resilience and task commitment between the elementary gifted students in science and non-gifted students. The subjects in this study were 132 gifted students belonged to gifted education centers or gifted classes and 147 non-gifted students, all of whom were in the 6th grade. In order to examine resilience and task commitment, a 5-point Likert scale-style questionnaire survey was conducted to the subjects. With the aim of identifying the difference between resilience and task commitment among groups, data were analyzed by one-way ANOVA and $Scheff{\acute{e}}$ test. And in order to investigate the relationship between resilience and task commitment among groups, Pearson correlation analysis was carried out. The results of this study were as follows; First, resilience was found to have a significant difference between scientifically gifted students belonged to gifted education centers and non-gifted elementary students, and between students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. Second, task commitment was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and non-gifted students. Third, there were very high correlation between resilience and task commitment among the groups.

• Proceedings of the Korean Society for the Gifted Conference
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• 2004.11a
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• pp.179-190
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• 2004

본 논문에서는 영재와 정보과학영재에 대하여 여러 학자들의 의견을 바탕으로 그 개념을 정의하고, 초등 정보과학영재를 교육하고 있는 대학부설 영재교육원의 선발 실태 분석을 통하여 정보과학영채 선발방법의 문제점을 알아보고, 선발방법에 대한 개선점과 선발절차를 제시하였다.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.341-358
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• 2004

본 연구에서는 영재교육 프로그램의 효과에 관한 실증적인 연구를 위해서 트레핑거의 자기 주도적 학습 모형과 렌줄리의 3부 심화학습모형을 이용하여, 제7차 초등수학 교육과정에서 다루어지고 있는 기본적인 개념뿐만 아니라, 영재교육과정과 관련된 주제들을 중심으로 초등 수학 영재아들의 자기 주도적 학습 능력 신장을 위한 프로그램을 자체 개발하여, 개발된 영재교육프로그램을 이수하기 전과 이수 후의 수학적 학습 태도에 차이가 있는지를 검증하기 위해서, 제주대학교 과학영재교육원 초등수학반 아동들을 대상으로 사전 ${\cdot}$ 사후 수학적 학습 태도를 분석하였다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.253-262
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• 2004

본 논문에서는 영재와 정보과학영재에 대해서 여러 학자들의 의견을 바탕으로 그 개념을 정의하고 수학, 과학 영재아의 특징, 판별사례 및 판별절차를 살펴보고 이것을 일반화하여 초등 정보과학영재의 영재판별 원칙, 판별요소, 판별절차를 제안하였다. 제안한 판별절차에 따라 초등학생을 대상으로 직접 적용했으며, 적용에 의해 선발된 영재집단과 수학 과학성적이 우수한 일반집단과의 비교를 통한 검증도 해 보았다.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.281-298
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• 2005

It is needed to make more efforts to activate the gifted child education in elementary information science regarding selection of the gifted, development of appropriate curriculum, however, as a saying goes that a quality of education is depended on teacher's quality, and outstanding performance of teachers in charge of teaching the gifted is critical to make education for the gifted in elementary information science successful. Considering the significances of teacher variances, the research on the professionality of teacher who is responsible for the elite education in elementary information science should be made, along with a plan to cultivate their competence.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.37-62
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• 1999

이 연구는 과학 영재 교육과정 구성을 위한 기초 연구다. 과학자의 생애를 통하여 그들이 어떤 방법으로 학습을 하였고, 어떤 교육을 받았으며, 어떤 환경의 영향을 받았는가를 알아보고, 그 결과를 토대로 과학 영재 교육과정 구성의 방향을 설정해보려는 것이다. 아인슈타인, 하이젠베르크, 슈뢰딩거, 뉴턴, 갈릴레이, 다윈, 빠스뙤르, 파인만 등을 중심으로 초등학교, 중등학교, 대학교에서의 학습내용, 학습-교수 방법, 교육환경 등을 추출하였다. 연구의 결과는 첫째, 학습내용은 초등학교에서는 과학적 기반 형성에 필요한 공통교과, 중등학교에서는 과학적 지식의 축적에 필요한 전공 교과, 대학에서는 과학적 지식의 생산에 필요한 교과가 중심이 된다. 둘째, 교수-학습 방법은 초등학교에서는 관찰, 중등학교에서는 실험과 토론, 그리고 대학의 과정에서는 연구가 중심이 된다. 셋째, 환경적 영향은 초등학교에서는 가정의 영향이, 중등학교에서는 학교의 영향이, 그리고 대학의 과정에서는 사회적 영향이 중심이 된다.

• Journal of Science Education
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• v.38 no.2
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• pp.401-414
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• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.145-161
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• 2021

This study analyzes the characteristic of elementary science-gifted education winner programs in Gifted Education Database (GED) focusing on scientific creativity. For this purpose, an analysis framework to analyze the programs was developed and a total of 840 inquiry activities from 55 winner programs were analyzed according to the analysis framework. The analysis of the results reveal that 'scientific inquiry skill' of the five scientific creativity components was most frequently included in the activities. 'Scientific knowledge content' and 'creative thinking' were also frequently included. However, 'problem solving ability' and 'common factor' were a little included. In the aspects of integration, the integrations between two or three components with five or eight types were frequently found. No integrations were also frequently included although less than the previous categories. The integrations among four with four types or five components were also slightly found. 'Scientific knowledge content', 'scientific inquiry skills', and 'creative thinking' with other components were more frequently found. However, the integrations of 'common factor' or 'problem solving ability' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.79-106
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• 2010

Leadership education is part of the goals of special education for the gifted of computer science. However, there has been little research effort on leadership curriculums and programs specially designed for the gifted of computer science by reflecting their characteristics. Thus this paper was conducted to design educational contents of leadership for the gifted of computer science as follows:First, common elements were extracted from the goals and characteristics of special education for the gifted of computer science and from the previous studies through analysis. Then basic data were selected helpful to choose educational contents of leadership for the gifted of computer science. Second, the definitions and characteristics of leadership were analyzed along with the previous studies to find common elements. By defining relations between the gifted of computer science and leadership, the investigator also examined the leadership characteristics to be considered when choosing educational contents. Third, educational contents of leadership for the gifted of computer science were selected and designed based on the leadership elements developed by the Korean Educational Development Institute(2005). Fourth, leadership activity logs and reading materials were developed of the education for the gifted of computer science based on the educational contents for their leadership. And fifth, Delphi analysis was carried out to test the validity of the leadership activity logs and reading materials developed in the study in two sessions; the first one tested the overall design of the educational contents, and the second one did the detailed contents of the activity logs and reading materials.