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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 18, Issue 3 - Dec 2008
Volume 18, Issue 2 - Aug 2008
Volume 18, Issue 1 - Apr 2008
Selecting the target year
Development and Validation of Korean MHBT for Identification of Giftedness
Lim, Kyung-Hee ; Son, Seung-Nam ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 371~400
The purposes of this study were to develop and validate Korean MHBT for identification of giftedness. MHBT in this study consists of KFT-HB and MHBT-5. MHBT-S was composed of 1) space presentation and thinking ability, space perception,. physics/technic tasks 2) affective domain; creativity, achievement motivation, desire of knowledge, social competence questionnaire 3) performance attitude questionnaire 4) interest questionnaire. The subject were 489 middle school students (1 or 2grade) in the education centers for gifted youth and general classes. Except a few subscales, internal consistent reliability was considered good. Korean MHBT discriminated well gifted students from general students in KFT-HB and some subtests of MHBT-5. As results, Korean MHBT in this study was expected to be a reliable and valid instrument for identification of korean gifted students.
Effects of Constructivist Science Program on Creativity and Problem Solving Abilities among Young Children
Choi, Hyewon-Park ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 401~424
A science program based on constructivism was adopted to 24 preschoolers during 13 classes in a semester. Performance in TTCT and science problem solving tasks were measured before and after the program. When their performance was compared with that of the control group in the same educational centers, it was shown that they outperformed in both creativity measures and science problem solving tasks. There was no gender difference in the effect of this science program.
The Differences of Attribution Tendency and Self-regulated Learning Strategy between Gifted Students and General Students in Elementary School
Lee, Shin-Dong ; You, Mi-Sun ; Choi, Byung-Yeon ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 425~442
This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.
An Analysis of the Attitude Toward Science, Achievements Motivation, and the Peer Relationship, and Parents' Attitudes to Science Gifted Education
Chun, Bok-Hee ; Park, Kyung-Bin ; Chun, Mi-Ran ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 443~464
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.
Mathematical Creativity in the View of General Creativity Theory
Kim, Pan-Soo ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 465~496
With leadership and speciality, creativity is cutting a fine figure among major values of human resource in 21C knowledge-based society. In the 7th school curriculum much emphasis is put on the importance of creativity by pursuing the image of human being based on creativity based on basic capabilities'. Also creativity is one of major factors of giftedness, and developing one's creativity is the core of the program for gifted education. Doing mathematics requires high order thinking and knowledgeable understandings. Thus mathematical creativity is used as a measure to test one's flexibility, and therefore it is the basic tool for creativity study. But theoretical study for mathematical creativity is not common. In this paper, we discuss mathematical creativity applied to 6 approaches suggested by Sternberg and Lubart in educational theory. That is, mystical approaches, pragmatical approaches, psycho-dynamic approaches, cognitive approaches, psychometric approaches and scio-personal approaches. This study expects to give useful tips for understanding mathematical creativity and understanding recent research results by reviewing various aspects of mathematical creativity.
A Study on the Effect of Educational Activities at Science Gifted Education Center on the Student's Science-related Career Choice
Ha, Sang-Woo ; Kim, Sun-Ja ; Park, Jong-Wook ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 497~518
This study aims to examine how Science Gifted Education Center(SGEC) affect the decision of graduates of gifted education institute in applying for science-related Special high school. To this end, the study investigated factors that affected their decision on applying for higher SGEC, such as career goal prior to their admission to a SGEC, motivation for the admission, and curricular activities at SGEC. A questionnaire survey was administered on 30 students, and resulting data were used as basic information to construct interview questions. Selected 22 students among them were interviewed separately, with transcripts of the recorded interviews being analyzed. The results of the study indicate that among many factors of SGEC for the gifted which affected student's choice of special-purpose high school of science, activities of the center putting an emphasis on open research activities and social interaction had a positive effect on the students' choice of special high school.
The Research on the Gifted Children's Happiness
Han, Ki-Soon ; Kim, Young-Mi ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 519~542
The purpose of the present study was to examine the emotional characteristics related to gifted children's happiness, such as happiness index, optimism, psychological wellbeing, and school education happiness. For the study, 201 gifted students who were currently enrolled in gifted education centers, 124 potentially gifted students who were nominated by teachers for their scientific interests and high performances, and 141 general middle school students participated in the study. The results indicated that both the gifted and the potentially gifted students showed significantly higher emotional characteristics related to happiness compared to the general students. There was no significant difference between the gifted and the potentially gifted in the diverse aspects of happiness. Interestingly, significant interaction between gender and giftedness was found. Girls were happier when they were identified as the gifted, compared to the boys. Variables related to the happiness were also investigated, and the results indicated that the peer relationship and the family happiness were the most important variables that explained gifted children's happiness in general.
Discussion of Education Laws on Compulsory Education and its Limitations for the Gifted
Park, Chang-Un ; Seo, Hae-Ae ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 543~568
The study attempted to articulate standpoints towards compulsory education system based on schooling age and year in careful considerations with the gifted. For these ends, literatures were reviewed and various education laws, regulations and documents and related law reports and judicial decisions were investigated. Literature review was conducted to develop that ideas of rights to compulsory education for regular students are closely related to those for gifted. Structures of general education laws and gifted education law and regulations were compared. Later, limitations of compulsory education were discussed when it was applied for the gifted. In conclusions, it is inappropriate that the gifted are ruled by compulsory education system based on schooling age. If compulsory education system is designated to provide an effective opportunity for all students, it should be duties and rights to enter elementary schools at schooling age. However, it appeared that the duties and rights to enter elementary schools at certain schooling ages function as inhibitors against the gifted with giftedness and potentials far beyond those of regular students. Therefore, the gifted should be separately ruled under flexible systems of compulsory education if their achievement level is assessed as sufficient to enter elementary schools before schooling age. On the other hand, legal systems of compulsory education are gradually evolved to flexible systems. However, it is necessary to establish social atmosphere and support system of educational administration in order to practice the flexible system of compulsory education for the gifted.
An International Comparative Study of the Graduate Degree Programs for the Professionals of the Gifted/Talented Education - An Analysis of Korean Graduate Program in Comparison with the Standards of America and Europe -
Kang, Choong-Youl ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 569~589
One of the main factors that affect the improvement of G/T education is the number and the level of quality of the professionals who are working for the gifted. The professionals vary depending on the role they play for the gifted from the classroom teacher, coordinator, to consultant. Since the legislation of the law for the enhancement of the gifted education in Korea, the in-service training for the classroom teacher has been expanded in number throughout the country. Nowadays, the gifted education is about to be expanded into the general school population, and it becomes more necessary that the training at the level of university graduate program be expanded beyond the short-term in-service training so far. In this vein, the number of universities in Korea that offer the staff development for the gifted education at the graduate level has been increased. However, the problem is whether those programs meet the need to produce the quality professionals. Based on this problem awareness, the study analyzed the graduate programs of 8 universities in Korea by comparing their course descriptions with the graduate-level training program standards of the United States and Europe. It was found that most of the universities fulfilled the areas that both standards commonly consider import, such as "concept and development of giftedness", "curriculum development for the gifted", "teaching methods for the gifted." However, the number of the offered subjects was different among the universities, which indicates that it is suspicious that the universities equally satisfy the areas both standards require. Furthermore, it was also found that the universities differ in satisfying the other standards, From these findings, several suggestions were made for the improvement of the university graduate programs in Korea.
Analysis of Instructional Objectives in a Teaching-Learning Material for Gifted Elementary Students in Science by Bloom's Revised Taxonomy of Educational Objectives
Ha, So-Hyun ; Kwack, Dae-Oh ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 591~612
In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.
Effects of the Parenting Attitude on Children's Thinking Ability
Lim, Ho-Chan ;
Journal of Gifted/Talented Education, volume 18, issue 3, 2008, Pages 613~634
This Study focused on understanding the relationship between the child ren's thinking ability which is based on the genius and the parenting attitude according to their level of age. There were 401subjects including mothers and their children who lived in Seoul city ages from four to six. The Raven CPM testing method for children and the parenting attitude test were used as research tools. Subcategories of the parenting attitude test consisted of the supportive expression, the rational explanation, the achievement press, high involvement, punishment, superintendence, high expectation, and inconsequence. Results showed that by age four children's thinking abilities were affected by the rational explanation, the achievement press, punishment, and superintendence. At age five, the supportive expression and superintendence were important factors to the thinking ability. By age six children were affected by the supportive expression, the rational explanation, punishment and high expectation. It was also discussed the positive or negative effects of the parenting attitude sub-scales to the development of the thinking ability. These results showed the parenting attitudes need to be changed according to the child's age for getting more resonable results to their children's thinking ability.