• Journal of Gifted/Talented Education
• /
• v.13 no.3
• /
• pp.87-120
• /
• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.

• Journal of Digital Convergence
• /
• v.17 no.11
• /
• pp.81-89
• /
• 2019

In order to foster talented people needed for the 4th Industrial Revolution, learner-centered classes that meet the characteristics and needs of students are needed. In particular, the learner-centered student-active class is more meaningful for gifted students who have diverse needs and interests. In order to meet these demands, this study developed a learner-centered science gifted education teaching-learning model based on flipped learning, and analyzed various results revealed after applying the developed program to the gifted class. Based on the results, we proposed a plan for more efficient operation of future learner-centered science gifted education programs.

• Journal of Gifted/Talented Education
• /
• v.25 no.1
• /
• pp.59-76
• /
• 2015

The study aimed to investigate elementary school gifted students' hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis-generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.1055-1076
• /
• 2013

The purpose of this study was to examine the flow of teacher-student verbal interactions and the types of discourse in the science gifted classes of three effective teachers. The three effective teacher were recommended by the expert of a gifted education or science education expert. A participant observation was carried out in their classes, and all the classes were videotaped. The collected videotape materials were transcribed, and Flanders Interaction Analysis Categories and an AF program were utilized to analyze the video clips. The findings of this study were as follows: First, there was no specific flow of verbal interactions in the classes provided by the effective gifted teachers, but the kind of positive verbal interaction that the students responded diversely to their questions or lectures took place. Second, the most prevalent type of utterance in the classes of them was lecturing, and the remark of direction and criticism scarcely took place. And lots of non-directive remarks were found such as emotional acceptance, praise, encouragement or acceptance of ideas. As a result, the effective science gifted teachers made more nondirective remarks such as emotional acceptance, praise, encouragement and acceptance of ideas than directive remarks such as direction or criticism, and their non-directive remark made it possible to elicit more extensive responses from their students.

• Journal of Gifted/Talented Education
• /
• v.23 no.5
• /
• pp.715-729
• /
• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.

• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.967-984
• /
• 2010

This study purposed to examine the effects of the Feuerstein's cognitive mediated learning for gifted children on attention control and attention shift. For the study, 40 gifted students were chosen from the 3rd graders in elementary schools and divided into test and control groups using K-WISC-III and Torrance Tests of Creative Thinking. The mediated learning program that is targeted to improve the executive functions of gifted children has used the tools of Organization of Dots, Analytic Perception and Comparisons among Feuerstein's Instrumental Enrichment(FIE). According to the results of this study, a significant improvement has been observed in selective attention, self-control, sustained attention, and attention shift through cognitive mediated learning. Therefore, it has been proven that the cognitive mediated learning is effective in reducing gifted children's problematic behaviors that are caused by a lack of attention control and attention shift and improving their cognitive functions and potentials.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.1039-1051
• /
• 2014

This study aims to measure intelligence (cognitive characteristics), self-esteem, mathematical attitudes, and scientific attitudes (affective characteristics) of gifted students from low-income families, and to identify the relationship among these variables. 147 students in the lower grades of elementary schools who were enrolled to university-based gifted education centers were participants of the study. The results showed that the percentile scores of each variable were 85% for intelligence, 75.6% for self-esteem, 73.3% for mathematical attitudes, and 71.3% for mathematical attitudes. There was no statistically significant relationship between intelligence and the affective characteristics (i.e., self-esteem, mathematical attitudes, and scientific attitudes), while statistically significant relationships were shown between self-esteem and mathematical attitudes (r=.448, p=.000), between self-esteem and scientific attitudes (r=.522, p=.000), and between mathematical attitudes and scientific attitudes (r=.448, p=.000). The results suggest that although the gifted students from low-income families show lower levels compared to other gifted student groups, their potential level of giftedness is considerably high, which calls for appropriate educational support systems designed for this population.

• Journal of Gifted/Talented Education
• /
• v.19 no.2
• /
• pp.333-352
• /
• 2009

This study is focused on the effects of one's blood type on determining awarness and emotional character of Elementary students, by comparing each individual's brain wave. Observed records are from those students who volunteered for KRIJUS(Korea Research Institute of Jungshin Science)'s brain wave measurement from September 2005 to December 2007. The whole 4010 elementary student group consists of 1562 female and 2448 male. Blood types are as follows; 873male(36%) 563female(37%) for type A, 641male(26%) 424female(27%) for type B, 622male(25%) 406female(26%) for type 0, and 312male(13%) 159female(10%) for type AB, A>B>O>AB dominately ordered. The research had shown no obvious relation between the blood types and their awarness or emotional status of elementary students. Thus, it would not be such a wise decision to tell one's character depending on his/her blood type. This result suggested that follow-up researches should be figuring out more detailed explanations for gifted education.

• Journal of Gifted/Talented Education
• /
• v.12 no.2
• /
• pp.31-56
• /
• 2002

Providing gifted education should be based on the principle of differentiation, that is, paying close attention to the individual characteristics of the gifted. The gifted are known to be the fast learners with autonomous studying ability and high levels of thinking and creativity, which certainly differentiate them from the ordinary others. Thus, the program for the gifted should fundamentally differ from other general programs. The need for gifted education is growing as our society has turned into the knowledge-based society. Fortunately, on December 28th, 1999, a law in favor of gifted education was passed. According to the law, gifted education will be actively provided under the government's support from the year 2002. In this context, this study is intended to search for the model of developing instructional materials for the gifted. The output materials of this study are to be used in gifted schools which will be built in the near future. The curriculum for the gifted consists of three parts: basic curriculum, in-depth curriculum, and optional curriculum. The learning and instructional materials developed in this study are to be used for the in-depth curriculum. In order to develop the materials, various theoretical models related to gifted education were reviewed. Finally, a theoretical model was developed. On the basis of the model, several instructional materials are developed and the possibility of application are considered.

• Journal of Gifted/Talented Education
• /
• v.26 no.3
• /
• pp.427-447
• /
• 2016

The purpose of this study was to investigate science gifted education recipients' perception through importance-performance analysis regarding gifted education program, and explore reinforcements and improvements for providing an education program to meet the needs of science gifted. For this study, we developed an questionnaire and conducted a survey of 288 university students who had experience of receiving science gifted education. The collected data was analyzed by SPSS 20.0 in order to analyze difference between importance and performance which recipients perceived, paired t-test was conducted. Moreover, to investigate improvements for education program, Importance-Performance Analysis(IPA) was conducted. We deduced the following from the analysis. The performance is in general lower than the importance which recipients perceived regarding experienced education program. There was a differential needs in the type of education program depending on the school level. In other words, they were perceived 'education based on experiences' as effective education program for elementary school students; 'education based on inquiry activities' for middle school students; and 'education based on research activities 'for high school students. But, career education and leadership program was included in domain of urgent improvement regardless to the school level. This study has different signification from previous research in that was analyzed gifted education program considering the splashdown effect.