Go to the main menu
Skip to content
Go to bottom
REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of Gifted/Talented Education
Journal Basic Information
Journal DOI :
The Korean Society for the Gifted
Editor in Chief :
Volume & Issues
Volume 13, Issue 4 - Dec 2003
Volume 13, Issue 3 - Sep 2003
Volume 13, Issue 2 - Jun 2003
Volume 13, Issue 1 - Mar 2003
Selecting the target year
Development and evaluation of distance learning for the gifted students in science and mathematics
Jeong, Young-Kun ; Koh, Yeong-Koo ; Park, Jong-won ; Yim, Jae-Hoon ;
Journal of Gifted/Talented Education, volume 13, issue 3, 2003, Pages 1~17
Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.
Differences in thinking styles of students between gifted and average students and thinking styles of teachers by characteristics
Yune, So-Jung ; Yun, Kyung-Mi ; Yoo, Soon-Hwa ;
Journal of Gifted/Talented Education, volume 13, issue 3, 2003, Pages 19~44
On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.
Research on Mentorship education for gifted students
Heo, Jung-Yun ; Lee, Sang-Chun ; Choi, Kyu-Seong ;
Journal of Gifted/Talented Education, volume 13, issue 3, 2003, Pages 45~68
The purpose of this research is to find out the usefulness of the Mentorship program for gifted science students. The usability has been proved by the results from a survey of a group of mentorship education students. Among those surveyed some are the students a gifted science education institute in university. Students have improved their own study ability, creative problem solving ability by performing the experiment planning on their own, and presented their papers through Mentorship program, and it is possibly observed that they have their own dignity as scientist by performing the actual science activities. Also, with the result of the survey, the effectiveness of the Mentorship program is very positive onto the students. Mentorship program is one of the educational method to widen the students' experience chances, and the depth of thought, and improve the scientific ability and creative problem solving ability.
Difference of the science and the general high school for the relation of thinking style and academic achievement
Na, Dong-Jin ; Kim, Jin-Cheol ;
Journal of Gifted/Talented Education, volume 13, issue 3, 2003, Pages 69~85
This study verified the differences of thinking styles between science highschool students and general students in reference to academic achievement. The subjects of this study are 211 high school students, who were composed of 122 science school students and 93 general school students. The significant results of this study are as follows: First, science highschool students showed more distinguishable differences in thinking style than general highschool students. Second, the former rather than the latter is revealed to be more variable in thinking styles explaining academic achievement. Next, in case of science highschool students, thinking style which is affected by intelligence is turned out to be an indirect factor influencing academic achievement. Finally, I verified the importance of distinction of science highschool students and the usefulness of thinking styles, gave suggestions on the reformation and direction of current school education of science-gifted students.
A study on the development of enrichment learning program for the verbally gifted student
Choi, Jong-Oh ;
Journal of Gifted/Talented Education, volume 13, issue 3, 2003, Pages 87~120
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.