• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.81-95
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• 2003

There have been tremendous needs and requirements of special education for the gifted to the level of country development and for developing their talents. Even though a lot of research has been done on special education for the gifted supported by the government, lack of educational materials and material development has been a main concern. Some trails using the web with the help of information technology have been made on distance education and resulted good effect on education. No application using a web-based educational method has been made on special education for the gifted so far. This paper describes about the web-based special education for the gifted on mathematics. The discussed topics are development of educational materials, compliments of the current educational materials in mathematics being used at the KIGES(Kyungnam Institute of the Gifted Education in Science), and the continuation of special education for the gifted. Furthermore, a better and more efficient way is suggested for special education for the gifted that has been limited by geographic and locational restrictions.

• 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.

• Journal of Gifted/Talented Education
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• v.9 no.2
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• pp.73-101
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• 1999

The purpose of this study was to suggest an advanced system for educating scientifically gifted children in the Center for Science Talented Education at Kyungpook National University. Several suggestions based on analysis of current identifying-process and instructional materials for scientifically gifted children were provided for advancing the educational system of the center. First, this study suggested a three-step procedure to identify procedure emphasized students reasoning skills as one of important characteristics of the gifted child. Second, this study provided an instructional model for developing hypothesis testing skills in scientifically gifted children. The model was originally based on Lawson's scientific reasoning processes and learning cycle mode. Third, this study also suggested an effective administration system of the Center for Science Talented Education. Further, this study suggested effective ways on research works for advancing the center, educating instructors, the cyber center for remote education, and international co-works for developing the gifted children's potential abilities.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.465-475
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• 2005

In this study, to explore the ways of the development of the effective and desirable teaching and learning materials for the elementary science gifted, relevant previous research results were critically examined and integrated. Then a theoretical background was established and specific materials in Life Areas of elementary science was developed based on the science knowledge construction types of 'What', 'How', and 'Why'. The results could be summarized as follows: (1) The types of educational programs for the science gifted were categorized and defined as 'General-Level','Early-Growing, Fast-Growing General Level', and 'Slow-Growing Enrichment, Excellence 'Types. (2) For 5th graders, in the unit of 'Environment and living Organisms', some activities of Enrichment Type for subject on 'Changes of Living Organism with Temperature' were developed following the processes of RDPE (Research-Development-Practice-Evaluation) and their ways of using and assessment were presented. On the basis of these results, several educational implications were discussed for further research and ways of applying to the science gifted education.

• Journal of The Korean Digital Architecture Interior Association
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• v.11 no.2
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• pp.123-132
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• 2011

In Korea, special education for the gifted is being activated in school systems, and many researches regarding this special education are being conducted. However, despite its rich research on the programs of this special education, there are almost no research on the institutions layout and spatial design that can utilize them. Considering the heat for education of the present and the researches on education for the gifted so far, this tendency is likely to continue. To study space composition and interior architectural design of children's institution for the gifted, we studied the cases of 5 institutions located in Seoul and the following are the results. The research results are as followed. Most institutions for the gifted used most common and technical paint, wallpaper, and PVC for finishing materials. The colors should be carefully selected, too, so that it will increase inquisitiveness and interest of the children, which will develop into creative ability. In the cases studied, color of most walls and furnitures were not very distinctive: they were in light pastel and bright tone. And there were set of desks in many shapes so it can be put in different ways for different purposes. However, there were also desks that are commonly used at schools, which were limited in arranging in various ways. Most cases studied were located in general building and therefore, natural light source was limited. On the part of appliances, supplements should be made so that classes can be carried out using multimedia materials.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.207-219
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• 2011

The purpose of this article is to study characteristics of diabolical cube in geometric point of view, and to present educational materials and direction for efficient diabolical cube activities in gifted education upon systematical analysis of methods of finding solutions. We can apply inclusion-exclusion Method to find all possible combination of solutions in diabolical cube activities not as trial-and-error method but as analytical method. Through teacher's questions and problem posing in activities using diabolical cube, we systematically came up with most solution and case of all possible combinations be solution in classifying properties of pieces and combining selected pieces.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.252-260
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• 2008

The purpose of this study was to examine the difficulties experienced by teachers in science gifted education. To fulfill the purpose of this study, 80 science teachers that taught gifted students were requested to write an anecdotal report regarding gifted education and presented 215 difficulties. By means of inductive categorical analysis, these difficulties were grouped into several categories. The results were as follows: The difficulties experienced by teachers in science gifted education fell into three categories: 'difficulties relating to environment (23.7%)', 'difficulties relating to students(16.7%)', 'difficulties relating to teachers(59.5%)'. Most serious difficulty was 'insufficient educational program'. and many teachers felt difficulty in developing the educational materials. Additionally, we discussed some features of each categories of difficulties.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.39-51
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• 2009

The purpose of this article is to study characteristics of tangram as instructional media in combinatorialgeometric point of view, and to present basic materials and direction for efficient tangram activities in gifted education upon systematical analysis of methods of finding solutions. We can apply x=a+2b+4c to find all possible combination of solutions in tangram activities not as trial-and-error method but as analytical method. Through teacher's questions and problem posing in activities using tangram, we systematically came up with most solution and case of all possible combinations be solution in classifying properties of pieces and combining selected pieces.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.609-620
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• 2011

This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.243-252
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• 2016

The purpose of this study was to analyze affective characteristics and the demands of elementary science gifted students on gifted educations in urban and rural areas. The subjects were 196 science gifted students. The survey questionnaires were consisted of self-esteem, interests in science, scientific attitudes, and demands regarding gifted classes. The results of this study were as follows. First, self-esteem and interests in science, particularly interests toward science, toward science learning, toward science related careers, in urban gifted students were higher than those in rural areas. Whereas interests toward science activities and science anxiety of science gifted students in rural areas were significantly higher than those in urban area. Furthermore, scientific attitudes of science gifted students in urban area were higher than rural those in open-mindedness, critical-mindedness, voluntariness, creativity, whereas science gifted students in rural areas were higher than urban those in cooperation. Second, for the analysis on demands regarding class contents and methods, 'teaching content that challenges and exciting stimuli' of science gifted students in rural areas were significantly higher than those in urban area. Third, for the analysis on demands regarding educational environments, 'satisfaction with class materials provided by gifted classes' of gifted students in urban area were higher than those in rural area.