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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 19, Issue 3 - Dec 2009
Volume 19, Issue 2 - Aug 2009
Volume 19, Issue 1 - Apr 2009
Selecting the target year
Legal Issues in the Act on the Promotion of Education for the Gifted and Talented Law
Park, Chang-Un ; Choe, Ho-Seong ; Seo, Hae-Ae ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 211~240
This paper attempts to explore issues related with the Sifted and talented education in legal aspects. To accomplish this goal, the legal system connected with the gifted and talented education is examined. It includes the Constitution of the Republic of Korea, framework act on education, elementary and secondary education act, etc,. Second, the institutional process of the Act on the Promotion of Education for the gifted and Talented Law and legal characteristics is reviewed. It is found that the Act on the Promotion of Education for the gifted and Talented Law and its regulations is designated to achieve goals of education in general. Educational institutions for children with gifted and talented seem to attain more investment than general education institutions. Third, main issues in the Act on the Promotion of Education for the gifted and Talented Law is discussed. They are the legal system, legal name and aim, rights and obligation for gifted and talented, selection of gifted and talented, organization and operation of curriculum, and teacher education. In conclusion, it needs deeper study on each issue and needs to be presented the specific alternatives. So, it should be improved the law in such a way to meet the fundamental human rights for the gifted and talented.
Analysis of K-ABC Profile of Young Gifted Children and Ordinary Young Children
Oh, Mee-Hyeong ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 241~260
The purpose of this study was to contrast young gifted children with ordinary young children in K-ABC profile. The subject were 51 young gifted children and 51 ordinary young children, 2 to 4 years of age. Data of children's K-ABC profile were analyzed by Correlation and Crosstabs. The main results of this study were as follows: First, in the case of ordinary young children, there were significant positive correlation among 'Mental Processing Composite' and all sub-tests of mental processing composite except 'face memory' test, 'Achievement Scale'. In young gifted children, there were significant positive correlation among 'Mental Processing Composite' and just four sub-tests of mental processing composite, and there were no significant correlation between 'Mental Processing Composite' and 'Achievement Scale'. Second, there were no significant differences among all sub-tests' strength and weakness in young gifted children and ordinary young children. Third, young gifted children got higher score in 'Sequential Processing Scale' and 'Mental Processing Composite' than 'Achievement Scale'. But in ordinary young children, there were no significant differences among all K-ABC' sub-scales.
Understanding Giftedness in a Cognitive Mechanism: A Candidate for a Universally Agreed Definition of Giftedness
Song, Kwang-Han ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 261~277
This article provides a new definition of giftedness drawn from a cognitive mechanism. The mechanism shows how cognitive components are functionally related to each other and cooperatively "work" together, producing the various cognitive phenomena in the social world. The author argues that for a universally agreed definition, giftedness has to be understood in the mechanism, the origin of all the cognitive phenomena in cultural or social contexts. According to the definition drawn form the cognitive mechanism, giftedness is the ability to form a simple and fundamental domains-integrated knowledge of the "whole" world. A new method for identifying gifted students is subsequently suggested.
Effects of University-Based Science Gifted Education Program on the Science Problem-Finding Ability and Cognitive-Affective Factors of Science Gifted Students
Ahn, Doe-Hee ; Han, Ki-Soon ; Kim, Myung-Sook ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 279~302
This paper was to examine the effects of university-based science gifted education program on scientifically gifted students' science problem finding ability and cognitive-affective factors. For this study, 69 scientifically gifted students with previous Silted education experiences at the university-based science gifted education centers and 91 scientifically gifted students without any previous gifted education experiences were compared. Both groups of students were currently enrolled at a specialized science high school. To compare both groups, scientific problem finding ability, science anxiety, science related attitude, self-efficacy, intrinsic motivation, test anxiety, cognitive strategies, and self-regulation were measured. The results indicate that there was no significant difference on scientific problem finding ability between these two groups. The comparison between the past and now in the aspects of variables observed in the study showed that both groups of students were decreased in the science anxiety and self-efficacy. But the test anxiety was significantly increased compared to the past in both groups. Implications of the study were discussed in depth.
New Approaches Supporting to the Parents who Have Gifted Student
Tae, Jin-Mi ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 303~332
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.
A Study on the Effects of One's Blood Type on Determining Awarness and Emotional Character - for the Elementary Students -
Bak, Ki-Ja ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 333~352
This study is focused on the effects of one's blood type on determining awarness and emotional character of Elementary students, by comparing each individual's brain wave. Observed records are from those students who volunteered for KRIJUS(Korea Research Institute of Jungshin Science)'s brain wave measurement from September 2005 to December 2007. The whole 4010 elementary student group consists of 1562 female and 2448 male. Blood types are as follows; 873male(36%) 563female(37%) for type A, 641male(26%) 424female(27%) for type B, 622male(25%) 406female(26%) for type 0, and 312male(13%) 159female(10%) for type AB, A>B>O>AB dominately ordered. The research had shown no obvious relation between the blood types and their awarness or emotional status of elementary students. Thus, it would not be such a wise decision to tell one's character depending on his/her blood type. This result suggested that follow-up researches should be figuring out more detailed explanations for gifted education.
Design and Validation of Education Contents of Algorithm for the Gifted Elementary Students of Computer Science
Lee, Jae-Ho ; Oh, Hyeon-Jong ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 353~380
The significant reason for studying computer science lies in the efficient resolution of various problems which can arise in actual life. Consequently, algorithm education is very important in the computer science and plays a great part in helping to enhance the creative ability to solve problems and to improve the programming ability. However, the current algorithm education at an computer science educational institute for the gifted has inadequate systematic quality and is only treated as a part of programming education. From this perspective, this paper carried out following studies in order to design the algorithm education for elementary computer science prodigies. First, the core educational contents was selected by extracting the common elements from existing books related to algorithm education, common study contents on algorithm lesson websites and the study area of ACM's computer algorithm. Second, using the development criteria and selected educational contents, the educational theme for the If weeks load was set. Additionally, the algorithm educational contents were designed for the elementary computer science prodigy based on such theme. Third, the activity site for the use of prodigy educational institute was developed with the background in the educational contents for the elementary computer science prodigy. Fourth, the Delphi analysis technique was used to verify the appropriateness of contents and activity site developed in this paper. It was carried out in 2 separate processes where the first process verified the design of educational contents, and the second process verified the appropriateness of developed activity site.
The Analysis of Teacher's Recommendation Usefulness in Selecting Scientific Gifted Students
Lee, In-Ho ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 19, issue 2, 2009, Pages 381~404
The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed
percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.