• Journal of Digital Convergence
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• v.14 no.12
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• pp.441-449
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• 2016

Today, as a daily routine such as administration/finance is operated under information system and various cyber crime against national, public, and private institutions happen, demand for information security manpower is increasing. Hence, Ministry of Education has formed an Institute of Information Security Education for the Gifted to early discover talent in the field of information security and train professional personnel with specialty and ethics in 4 universities of country in 2014. But the nascent Institute of Information Security Education for the Gifted lack systematic analyses compared to Institute of Mathematics and Science Education for the Gifted that has existed from a long time ago. In this paper, we analyze the state of the Institute of Information Security Education for the Gifted in three parts: operation, selection, education and suggest an improvement to build a practical program for effective operations and education.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.383-393
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• 2017

The purpose of this study is to examine the interpersonal competence of science-gifted students in groups of people with different characteristics. We examined the interpersonal competence and characteristics of students in school and in science-gifted education institute. The subjects of this study were 72 students in a university-based science-gifted education institute. We used a mixed method of both qualitative and quantitative research. The questionnaires were used for quantitative research and the narrative contents and interviews were analyzed for qualitative research. We compared their competence in school with those of gifted education institute students through questionnaire, narrative contents, and interviews. The interpersonal competence questionnaire consisted of 46 questions and their own descriptions about interpersonal experiences in school and in science-gifted education institute. In an interview, they explained their answers on the questionnaires with more details. As a result, generally, the science-gifted students evaluated their interpersonal competence higher in school than those in gifted education institute. They showed different interpersonal characteristics in schools and in science-gifted education institutes. This implies implications for the social meaning of the science-gifted education institutes.

• Journal of the Korea Society of Computer and Information
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• v.9 no.4 s.32
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• pp.191-201
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• 2004

This study is an empirical research about lifelong education provided YIT(YeoJoo of Institute of Technology). This study aims at suggesting fundamental materials for the activation of the lifelong education provided by YIT by analyzing the participation of students and neghbouring district's residents in the programs and their requests. The lifelong education conditions should reflect the requests and levels of participants. and thereby encourage their positive participation and enhance their satisfaction with the programs.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.87-112
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• 2013

Gifted education, receiving private tutoring and prerequisite learning, is emerging as a remarkable phenomenon currently in Korea. Hence, we need to find out that whether prerequisite math learning influences academic achievement in any aspect after they enter the center. In this paper, we investigate the effect of mathematics prerequisite learning of gifted students focused on the their self-efficacy, achievement motivation and academic achievement. As a result, the period of mathematics prerequisite learning did not influence academic achievement of gifted students. However, the correlation between self-efficacy and achievement motivation was positive.

• 대학교육
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• s.71
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• pp.90-99
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• 1994

• 대학교육
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• s.6
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• pp.5-8
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• 1983

• 대학교육
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• s.106
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• pp.46-52
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• 2000

• 대학교육
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• s.106
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• pp.96-99
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• 2000

• 대학교육
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• s.28
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• pp.92-97
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• 1987

• 대학교육
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• s.40
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• pp.57-72
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• 1989