• East Asian mathematical journal
• /
• v.37 no.4
• /
• pp.381-400
• /
• 2021

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

• Journal of Gifted/Talented Education
• /
• v.19 no.2
• /
• pp.303-332
• /
• 2009

In spite of the previous research that had been emphasizing the importance of parents' assistance for revealing genius and achievement of their children, there was not enough information about how to drive the parents participation and support. Not considering "what and why" about the supporting of parents of gifted students, it was vaguely generalized that the education from the supporting parents was important. However, this situation will have a possibility of missing out on more important things of gifted children's parental support. Therefore, this research will deal with a variety of effective ways to clarify what the parents can do to support their gifted children and the problems that are related to those ways. Furthermore, by suggesting some of the ways that can complement the system of current parental support, it will set up fundamental ways to help the supporting parents.

• Journal of The Korean Association For Science Education
• /
• v.15 no.3
• /
• pp.291-302
• /
• 1995

Most middle school and high school students learns under the same study plans and educational courses. Such an equal level education policies prevent the science-gifted from developing and promoting their ability. So it is severely necessary to sort out the gifted in science and make them develop their ability. In this paper, the attitudes of teachers and parents toward the science-gifted student in middle school were investigated as well as the characteristics of the gifted. One hundred science teachers of middle school who recommended the gifted in science and their parents in Seoul area were questionnaired. The follows are the consequences of investigation. 1. Most teachers and parents of the gifted considered that the school should do a special care for the gifted in science. That is, they prefer the enrichment course to the acceleration course for it. 2. The teachers play the role of motivating the study and promotion very well, but do not well as either the advisor or the cooperator with the parents because of their excessive work and lack of professional knowledgement about education of the gifted. 3. The parents play the role of the advisor or the counselor well, but do not well as the cooperator with school. 4. Among the characteristics of the gifted, there are not any differences between boys and girls in conduct characteristics. But there are meaningful difference in emotion characteristics. 5. The education of the gifted is very important for developing of country and personal promotion. So the administrative and financial support are necessary in order to sort out the gifted in science earlier and provide various programs.

• Journal of Korean Elementary Science Education
• /
• v.27 no.3
• /
• pp.296-306
• /
• 2008

The purpose of this study was to analyze the attitudes toward science and support for scientific activities of the scientific gifted students' parents and the general students' parents in elementary school. The objects of the study were 99 scientific gifted students and their parents and 433 general elementary school students and their parents. The instruments for the measurement of attitudes toward science included three scales: cognition :About value of science, affection toward science and science learning, and cognitive participation in scientific activities. The instrument to measure parents' support for scientific activities included two scales: indirect support and direct support. The results of the study showed that the attitudes toward science of scientific gifted elementary students' parents were more positive than the attitudes toward science of general elementary students' parents. Also the gifted elementary students' parents supported many more scientific activities for their children with various methods than the general elementary students' parents. Their preferring support methods for scientific activities included 16 items including the collection of information about science education, the record of TV science programs, purchase of scientific books, subscription of periodical publication about science, preparing material for scientific activities, and reading scientific book with children.

• Communications of Mathematical Education
• /
• v.21 no.1 s.29
• /
• pp.33-50
• /
• 2007

In this study, we made a survey for gifted students of science education center for gifted youth in a university to find their viewpoints about giftedness, need of gifted education, attribution. Using the results of the survey, we interviewed mathematical gifted student, parents, teachers to find their viewpoints about giftedness, need of gifted education, attribution. From this, we found the followings: First, Parents and teachers selected intellectual ability as a most important factor of giftedness. On the other hand, gifted students selected creativity as it. Second, gifted students show different communication ability depending on the education place. Third, mathematical gifted students attributed their problem solving ability to interior cause. On the other hand, parents and teachers of gifted students attributed students' problem solving ability to exterior cause.

• Journal of Korean Elementary Science Education
• /
• v.35 no.3
• /
• pp.348-361
• /
• 2016

This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

• Journal of Korean Elementary Science Education
• /
• v.27 no.4
• /
• pp.437-445
• /
• 2008

The purpose of this study was to examine about science gifted class student's effect of education for the science gifted class. For this, 21 item-questionnaires were given to 292 students at the 4th, 5th and 6th graders in 3 elementary gifted schools located in Incheon. The results of this study were as follows: First, science gifted students were positive in effect of gifted class. This was more positive as class is low. Second, gifted students are thinking that it is helped to own learning that study at gifted class in cognitive side but appeared relatively low regarding school record or utterance, study method, thinking faculty, creativity. Third, they did not think that is exerting a lot of effects about own habit that study, interest, pride in emotional side. Fourth, they thought that is effective in relation with new friends more than teachers and parents in sociocultural side. Fifth, in private tutoring side they thought that is not influencing to solve academy taking a course of decrease.

• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.443-464
• /
• 2008

This study analyzes the surveys of attitudes toward science, the peer relationship, the achievement motivations, and the parents' attitudes to science gifted education. It have been conducted to 53 scientifically gifted and 120 non-gifted students. The findings from the analyses suggest that there exist few meaningful differences in the attitude toward science, the motive for achievements and the peer relationship except in the parents' attitude to the gifted student education. This means that the recognition and the attitude of the parents have great influences on non-gifted students especially female students in the process of resolving to take future directions to science fields and choosing the gifted education center. Accordingly, we are in dire need of the changes in the social recognition of science and it is strongly recommended to seek for the ways of promoting science and supporting engineering graduates at the level of nation, thereby establishing legal and institutional foundations to make effective human resource arrangements.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.1
• /
• pp.64-73
• /
• 2020

The purpose of this study is to analyze the difficulties of teachers who teach gifted students in invention and to help address their concerns. To this end, the researcher interviews four teachers with more than three years of experience in guiding gifted students in invention. As a result, they have the difficulties such as difficulties in themselves, relationship with parents, in teaching students, relationship with school and relationship with education office. Supporting measures are 1) strengthening incentives for inventive gifted teachers, 2) continuing in service education, 3) improving the student selection process for gifted students in invention, 4) improving parents' perception of gifted students in invention, 5) improving awareness of school administrators, 6) consistent and continuous administration.

• The Mathematical Education
• /
• v.53 no.4
• /
• pp.479-492
• /
• 2014

According to Krutetskii, the education of mathematically gifted students must be focused on the improvement of creative mathematical ability and the mathematically gifted students need to experience the research process like mathematician. Independent study is highly encouraged as the self-directed activity of highest level in the learning process which is similar to research process used by experts. We conducted independent study as a viable differentiation technique for gifted middle school students in the 3rd grade, which participated in mentorship program for 10 months. Based on the data through the research process, interview with a study participant and his parents, and his blog, we analyzed mathematical behavior characteristics of a study participant. This behavior characteristics are not found in all mathematically gifted students. But through this case study, we understand mathematically gifted students better and furthermore obtain the message for the selection and education of the mathematically gifted students and for the effective method of running mentorship program particularly.