• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.91-119
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• 1995

The purpose of this study was to research the brain development program of childrens. Information gained from this study may be useful to school teachers who seek educational psychologist who are willing to guide students with potential minds. This study aimed to answer the research question as follows; What educational brain development program and strategegies did the children thinking as having influenced their potential minds. What educational brain development program and strategegies did the teachers thinking as having influenced their potential minds. To investigate the elementary students in kang seo gu bang hwa dong were selected. And the writing mind maps were examined for reports of mind maps. Some of the more salient findings are presented: Most of the elementary school 30 students came from very well mind maps where mind potential mind toward thinking. this study of the elementary school teacher came form well mind maps where mind potential mind toward thinking. The mind maps seemed to have been influenced positively in children brain development. Educational condition and events such as recommendation from mind maps had more effect on thinking than learning experiences had.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1017-1030
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• 2010

In this study, an enriched in-service program for teaching scientific creativity was developed and implemented using the scientific creativity activities developed by Park, Park, & Lee (2008). In this program, science teachers performed scientific creativity activities by themselves and practiced the development of actual teaching materials. As a result, science teachers mentioned that they could achieve their goals by learning about various actual teaching materials and teaching strategies for gifted education. They also mentioned that the in-service program was interesting, had appropriate levels of learning difficulty, and that they would apply the teaching programs and teaching strategies to actual gifted education. Observing teachers' actual learning processes during the in-service training course, it was found that they actually participated in the in-service program for a long time intensively and could improve conceptual understanding in depth, but it was necessary to long-term creative thinking practice for being beyond the level of students' creative activities. Finally, from the analysis of teaching materials developed by teachers at the final step of the in-service program, it was found which aspects were developed well or were unsatisfactory, therefore, these findings could be applied for more improved in-service programs.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.575-596
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• 2012

Students' perception on a science program for gifted was investigated. The whole program was designed in consistency and integrity based on the Autonomous Learner Model suggested by Betts & Kercher(1999). 7th, 8th and 9th grade students were enrolled in this program, offered by G Education Institute for Gifted(GEI) located in Seoul. A survey was done to ask students' perception regarding the effect of the program. The survey consisted of statements about the expected effects of the program and students were asked if they agreed with the statements. Most students strongly agreed that GEI's program has positive effects. Students replied that they learned useful and interesting science contents, enjoyed meaningful experience of cooperating with members in small groups, and were challenged by the inquiry tasks. They recognized that they were being trained to become autonomous learners. They also said that their choices and decisions were respected, which resulted in positive effects on their ability to negotiate or to inquire actively. These implies that Autonomous Learner Model had been successfully applied. Although it was not clear autonomy of students was fully grown, the possibility of becoming an autonomous learner was evident. Satisfaction level is higher for the older students, implying that the integrity in the program gave accumulating effect. Students response showed that three sub-programs of GEI, the classes of each subject, conference at the end of the year and autonomous learner training played equally important role for students to learn the process of scientific inquiry and autonomous learning. This was a positive sign that the strategies for scientific inquiry and autonomous learning were embedded and integrated deeply in the program. The results of current research suggests that the integrity of a program based on a specific education model for the gifted could provide better education environment for the gifted students.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.649-667
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• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.145-158
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• 2010

In this paper we study tetrahedron's properties related with center of inscribed sphere using the center of mass. We show that the center of mass of four mass points (A,a), (B,b), (C,c), (D,d) coincide with center of tetrahedron's inscribed sphere, suggest equalities and inequalities related with center of inscribed sphere, and prove theses using the center of mass. Our results can be used in research and education programs, various types of gifted student education.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.971-987
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• 2015

This paper aims at analyzing SW club acitivities on the science core high school using information disclosure. Targeting 103 schools across the nation science core high schools, the factors influencing the SW Club was analyzed. And science core high school education plans, business plans and management reports were analyzed in SW club activities. It was the most influencing on the SW club in Creative-Experiential activities organization of computer courses. So computer curriculum reform is urgently needed. SW extra subject activities and funding was having a positive effect. Tuition reimbursement rates was having a negative effect. But academic achievement did not significantly affect. Therefore as many students as possible should be able to assist the SW extra subject activities. And it is required Programs and budget support that reflect the characteristics of local and school. Also, as science core high schools have STEAM education, science, mathematics and technology home economics teachers etc were leading the SW club activities by fusing the their curriculum and SW education. As these activities are consistent with the purpose of SW education, research should be more active autonomic consisting of various teachers.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.359-384
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• 2014

The purpose of this study is inquire the reaction and adaptability of the mathematically gifted student, in the case of introduce learning materials based on GeoGebra in real class. The study program using GeoGebra consist of 'construction of fundamental figures', 'making animation with using slider tools' (graph of a function, trace of a figure, definite integral, fixed point, and draw a parametric curve), make up the group report after class. In detail, 1st to 15th classes are mainly problem-solving, and topic-exploring classes. To analyze the application effects of developed learning materials, divide students in four groups and lead them to make out their own creative products. In detail, guide students to make out their own report about mathematical themes that based on given learning materials. Concretely, build up the program to make up group report about their own topics in six weeks, after learning on various topics. Expert panel concluded that developed learning materials are successfully stimulate student's creativity in various way, after analyze of the student's activities. Moreover, those learning programs also contributed to the develop of the mathematical ability to thinking that necessary to writing a report. As well, four creative products are assessed as connote mathematically gifted student's creative thinking and meaningful elements in mathematical aspects.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.731-747
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• 2015

The purpose of this RSP program is to enhance the invention gifted students' creative thinking and self-efficacy in studying. This program has 20 subcategories and interesting activities attracting students' attentions which are based on TRIZ's 40 principles of invention. 3-Steps to learning, which are - experiencing, recognizing, and inventing are arranged as teaching methods of RSP program. In the first step, experiencing, students are motivated and get a glimpse of the principles of invention while experiencing innovative products. In the next step, recognizing, students grasp the related scientific principles from the products. In the last step, inventing, students are given keys to solutions for problematic situations and then they create new ideas after repetitive encounters with several products made by similar principles. RSP program is different from other programs in that it has this 'inventing' step, where students can create new ideas based on related basic knowledge. In conclusion, RSP program is systematically well organized with 4 steps(purpose, contents, teaching method and evaluation) and is shown to enhance invention gifted students' creativity and self efficacy in studying. Therefore, the RSP program is shown to be a reliable and useful program, and may be used in the classes for positive results.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.415-444
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• 2010

The purpose of this study is to provide information that will help understand unique characteristics of mathematically gifted students and that can be utilized for special programs for mathematically gifted students, by investigating difference and relationship between attribution styles and attitude toward mathematics of mathematically gifted students and those of regular students. For that purpose, 202 mathematically gifted students and 415 regular students in 5th and 6th grades at elementary schools were surveyed in terms of attribution styles and attitude toward mathematics, and the result of the study is as follows. First, as for attribution styles, there was no difference between gifted students and regular students in terms of grade and gender, but there was significant difference in sub factors because of giftedness. Second, there was not significant difference between grades. but there was significant difference in sub factors between genders. Mathematically gifted students were more positive than regular students in every sub factor excepting gender role conformity, and especially they showed higher confidence and motivation. Third, according to the result of correlation analysis, there was significant static correlation between inner tendencies and attitude toward mathematics with both groups. The gifted group showed higher correlation between attribution of effort and attitude toward mathematics and inner tendencies and confidence than the regular group. The gifted group showed higher correlation in sub factors, and especially there was high static correlation between attribution of talent and confidence, and attribution of effort and motivation. Fourth, according to the result of multiple regression analysis, inner tendencies showed significant relation to attitude toward mathematics with both groups, and especially the influence of attribution of effort was high. Both attribution of effort and attribution of talent were higher in the gifted group than the regular group, and attribution of effort had a major influence on practicality and attribution of talent had a major influence on confidence.