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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 17, Issue 2 - Dec 2007
Volume 17, Issue 1 - Jun 2007
Selecting the target year
Math Creative Problem Solving Ability Test for Identification of the Mathematically Gifted Middle School Students
Cho, Seok-Hee ; Hwang, Dong-Jou ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 1~26
The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.
Comparative Analysis on Learning Strategies, Motivation, Beliefs in Ability, and Problem Solving Patterns of the Gifted Achievers and the Gifted Underachievers in Elementary School
Han, Ki-Soon ; Shin, Jeong-A ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 27~50
The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their learning strategies, motivation, beliefs in ability, and problem solving patterns. The sample for the study consisted of 68 gifted achievers and 34 gifted underachievers who were in 5th and 6th grades in elementary schools in the metropolitan area. Gifted achievers and gifted underachievers showed statistically significant differences in all aspects using the independent sample t-test. In addition, the discriminant analysis correctly classified over 77.5% of the sample as either gifted achievers or gifted underachievers using the variables used in the study, indicating factors related to learning strategies can be effective measures to identify gifted achievers and underachievers. Especially, extrinsic motivation and problem solving patterns were the most discriminant factors in these two groups. The implications of the study related to the identification and education of the gifted underachievers were discussed in depth.
The Effect of Scaffolding Composed of Different Kinds of Experience
Lee, Soon-Joo ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 51~76
The study was conducted to analyze the extent of students' creativity through the use of scaffolding composed of different kinds of experience in making insights on problem solving and to investigate the function of a new scaffolding type which is not used in accomplishing a phase of activity but in having an insight. The students' achievements in problem solving given the scaffolding for on-site experience were compared with those given the scaffolding using stories. Also, the extent of creativity of the first- and sixth- grade students using the two types of scaffolding were investigated as they carried out picture completion task from TTCT. The results of the study showed that the control groups not given the scaffolding in post-test did not advance in creativity but experimental groups given the scaffolding showed improvement in some subordinate elements after scaffolding. Moreover, scaffolding using stories were more effective in enhancing the students' creativity than the scaffolding using on-site experience.
Exploration on the Elements of Teacher's Professionalism in Gifted Education
Park, Kyung-Hee ; Seo, Hae-Ae ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 77~98
It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.
The Respectful Characteristics of a Scientist and the Effects of Dr. Hwang, Woo Seok Event on Science Gifted Students
Yoo, Mi-Hyun ; Hong, Hun-Gi ; Chun, Mi-Ran ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 99~122
The purpose of this study is to examine the characteristics of a respectful scientist from the perspective of the science gifted students and their recognition on the event of Dr. Hwang, Woo Seok and its effects on their future goal decision. The participants of this study are 19(11 males, 8 females) second grade of junior high school students, chemistry department of S Science-gifted Education Center, and 44(32 males, 12 females) first and second grade of J Science high school students. The questionnaire was developed and both quantitatively and qualitatively analyzed. The result showed the characteristics of a scientist the students respect were varied by school level and the sex. For the event of Dr. Hwang, Woo Seok, 47.6% students recognized that he must be banished from the science field and 36.5% students showed sympathy for Dr. Hwang, Woo Seok. It was said that most science gifted students realized the importance of honesty through this event. Most science gifted students were recognized the necessity of moral education in science gifted education.
Intelligence and Creativity of Students in the Mentorship Program at the Science-gifted Education Center
Cho, Sun-Hee ; Lee, Kun-Ho ; Kim, Heui-Baik ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 123~143
In this study, intelligence and creativity of students selected for the mentorship program at the Science-gifted Education Center were tested and those levels were related to the examination for the mentorship program. Diverse psychometric tests(WAIS, RAPM, TTCT-verbal, TTCT-figural) were administered to the students in both courses(biology course: n=19, physics course: n=21) at the Science-gifted Education Center. Students selected for the mentorship program had high intelligence scores(WAIS IQ>98%). On the other hand, their creativity scores were not as high as their intelligence scores. In the correlation analysis between those scores and examinations for the mentorship program, examination for the biology program was correlated with WAIS and TTCT-verbal, whereas that for the physics program was correlated with RAPM. These results show that students for the mentorship program have higher score in intelligence than in creativity and the examination for the mentorship program tests mainly intelligence. Thus, educational effort should include an emphasis on the assessment of creativity.
A Follow-up Study for the International Science Olympiad Prizewinners
Shim, Jae-Young ; Jung, Sea-Hwan ; Lee, Gill-Seung ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 145~171
The purpose of this research aimed to analyze of the present database for the International Science Olympiad participants, to survey opinions for the Olympiad, and to figure for the better performance. For the present database of International Science Olympiad participants, we analyzed the data of KOSEF(Korea Science and Engineering Foundation). The subjects for survey are the participants of the International Science Olympiad. They are totally 277 persons and 250 of those were prizewinners. The results are as follows. The International Science Olympiad Prizewinners are increasing continuously. In regard of their career, the ratio of participants who went on to engineering fields of universities is 74.4%, to the medical profession 20.4%, the others 5.2%. The portion of students who choose medical profession were increasing since 1998 rapidly. The subjects responded the best benefit for the Olympiad were college-preparatory(60.0%) but they said they also lost the opportunity to study diversely.
The Differences in APM, Perfectionism, and Stress Between the Scientifically Gifted and the Regular Students
Kim, So-Ah ; Park, Sang-Woo ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 173~191
The purpose of this study is to find the difference in APM. perfectionistic tendencies, and stress between the scientifically gifted and the regular students. As a result, The scientifically gifted students showed higher in APM score. The scientifically gifted students showed higher in perfectionistic tendencies but no significant differences was found. On the contrary, the regular students showed significantly higher in stress. This research analyzed the hypothesis that the gifted students would receive higher score in perfectionism and the stress.
Development and Application about Program for Enlightened and Productive Creativity by Using Moire Pattern
Yuk, Keun-Cheol ; Kim, Yong-Guk ; Cramond, Bonnie ;
Journal of Gifted/Talented Education, volume 17, issue 1, 2007, Pages 193~213
We present a creative program model for encouraging the creative ability of gifted students by using overlapped patterns found in every day life. This model is based on the basic concept that the purpose of physics education is enlightenment from around the world. Combining both the Western perspective of creativity as productivity and the Eastern perspective of creativity as enlightenment, a Program for Enlightened and Productive Creativity(PEPC) for teaching inquiry was devised. This Program for Enlightened and Productive Creativity describes stages through which a student is guided to solve a problem using increasingly complex observation, inquiry, and experimentation. The use of this model in teaching is illustrated through a physics lesson of moire patterns using overlapping patterns found in our every day life. A case is made that PEPC can be applied to teaching general students as well as gifted students and in different content areas. PEPC model is applied to general students in middle school, scientifically gifted students and physics teachers.