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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 21, Issue 4 - Dec 2011
Volume 21, Issue 3 - Sep 2011
Volume 21, Issue 2 - Jun 2011
Volume 21, Issue 1 - Mar 2011
Selecting the target year
Characteristics and Relationships of Teachers' PCK Components in charge of Science Gifted Middle School Students
Kim, Sun-Kyoung ; Min, Hee-Jung ; Bang, Eun-Jung ; Paik, Seoung-Hey ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 801~828
DOI : 10.9722/JGTE.2011.21.4.801
In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)'s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK's components were identified. The teachers' orientations to teaching science were closely correlated with PCK's components. The teachers' knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers' knowledges of science curriculum were influenced by the knowledge of students' understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students' understanding. We found that PCK's components were so closely connected and could show the direction of relationships among those PCK's components. We suggested teachers' PCK model which was named "Tetrahedron Model of PCK", to explain the characteristics and relationships of PCK's components.
Mathematical Performance Predictions of Mathematically Gifted Students with Gifted Behavior Ratings by Teachers and Parents
Lee, Mi-Soon ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 829~845
DOI : 10.9722/JGTE.2011.21.4.829
The purpose of this study was to examine mathematical performance predictions with gifted behavior ratings by teachers and parents. The participants of this study were 787 elementary 5th and 6th grade gifted students who took the mathematical performance test. This study asked gifted teachers and parents to rate gifted behaviors of these gifted students with using SRBCSS-R (Renzulli et al., 2002, 2009). The results indicated that gifted teachers rated gifted behaviors of the 5th grade gifted students higher than the 6th grade gifted students, except in 'mathematical characteristics.' Gifted teachers rated 'learning' gifted behaviors of male gifted students higher than those of female gifted students. In the meanwhile, parents of the 5th grade gifted students rated gifted behaviors higher than parents of the 6th grade gifted students in 'learning' and 'motivation.' In comparing the gifted behavior ratings by gifted teachers and parents, there were significant differences in 'learning' and 'motivation' ratings. That is, gifted teachers rated significantly higher 'learning' and 'motivation' of gifted students than parents. When this study explored the prediction of gifted behavior ratings by gifted teachers and parents on mathematical performances of gifted students, 'learning' and 'mathematical characteristics' ratings by gifted teachers predicted the mathematical performances of gifted students.
Difference between Gifted and Regular High School Students in Mathematical Thinking Ability
Hwang, Dong-Jou ; Lee, Kang-Sup ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 847~860
DOI : 10.9722/JGTE.2011.21.4.847
In this study, the instrument of mathematical thinking ability tests were considered, and the differences between gifted and regular high school students in the ability were investigated by the test. The instrument consists of 9 items, and verified its quality due to reliability. Participants were 353 regular and 252 gifted high school students from tenth grade. As a result, not only organizing ability of information but also ability of space perception and visualization and intuitive insight ability could be the characteristics of the mathematical giftedness.
Middle School Science Gifted Students' Knowledge state Analysis of Light Concept Through Evaluation Questions
Lee, Hyeong-Jae ; Ha, Ji-Seon ; Park, Sang-Tae ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 861~884
DOI : 10.9722/JGTE.2011.21.4.861
In this study, we developed and applied 15 evaluation questions about light to 30 middle school students in K University Science Education Institute for the Gifted. Then we used the theory of knowledge space and analyzed the middle school Science Gifted Students' knowledge state about light. By schematizing the hierarchy from it, we intended to not only measure students' knowledge state about light, but use it as the basic materials to improve teaching methods. To achieve the purpose of this study, we analyzed the evaluation results and individual knowledge state and hierarchy of questions. As a result, there were different knowledge structures in the individual, and we found that we should diagnose them differently. In addition, we have had implications that it has the connection with each questions and the individual knowledge state.
Creativity Styles of Elementary Science Gifted Students
Park, Shin-Gyu ; Chung, Won-Woo ; Park, Young-Kwan ; Hong, Soon-Cheon ; Park, Kyung-Me ; Kim, Jung-Wook ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 885~905
DOI : 10.9722/JGTE.2011.21.4.885
The purpose of this study is to examine creativity styles of elementary science gifted students through the Torrance Tests of Creative Thinking (TTCT). For this study, the TTCT-Figural Form A was used, with data form 206 elementary science gifted students, which included 56 urban students, 115 suburban students, and 35 rural students. Confirmatory factor analyses were conducted to examine a two-factor model of creativity styles based on Kim's (2006). Level of creativity was analyzed on the basis of the creativity styles and the numbers of creativity styles were analyzed according to region, grade, and gender. The results are as follows: Factor innovative was loaded by fluency and originality; factor adaptive loaded by elaboration, abstractness of titles, and creative strength; and both factor innovative and factor adaptive loaded by resistance to premature closure. The percentage of adaptive styles is higher than the innovative styles. Urban had more adaptors than rural. There were more adaptors in 6th grade than 5th grade. Gifted female adaptors had significantly higher creative potential than gifted male adaptors and gifted female innovators also showed higher creative potential than gifted male innovators. Creativity styles can give more information about individuals' strengths and weakness so that do an important role in understanding characteristics of gifted students.
Developing Students' Self-Directed Camp Programs for Gifted Students
Lee, Kyung-Sook ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 907~925
DOI : 10.9722/JGTE.2011.21.4.907
This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.
Development and Validation of a Career Decision-Making Scale for Scientifically Gifted Undergraduates
Yang, Tae-Youn ; Han, Ki-Soon ; Park, In-Ho ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 927~943
DOI : 10.9722/JGTE.2011.21.4.927
What are the critical factors in deciding future career to the gifted and talented students? The present study started with this question, and was to develop a career decision-making scale for scientifically gifted undergraduates. For this, literatures related to the scientifically gifted/talent and scientists' career decision-making were reviewed and examined in depth. Based on the review of the related literature, the developed scale of career decision-making was comprised of 26 items in 6 factors, such as individual aptitude & self-realization, economic aspect, work & leisure, familial influence, parents/teachers' recommendation, and experience of science activity during the school days. For the preliminary exploratory factor analysis, 153 undergraduate students who were majoring in natural sciences and engineer participated in the study. For the confirmatory factor analysis, 264 undergraduates who were awarded the presidential scholarships and 93 undergraduates who completed a university-affiliated gifted education center participated. The results of the study are as follows. The fit of measurement model was found to be
=645.157 (df=279, p=.00), TLI=.924, CFI= .935, RMSEA=.061, indicating most of fit indexes were acceptable. Cronbach's
in each sub-factor was quite high, .82 for individual aptitude & self-realization, .94 for economic aspect, .84 for work and leisure, .88 for familial influence, .79 for patents/ teachers' recommendation, and .79 for experience of science activity during the school days. The results of the study were discussed whether the developed scale could be used as a valid and reliable tool for measuring career decision-making factors of the scientifically gifted undergraduates in our country.
Analyzing the Creative Process of the Pauling's Research for Science Gifted Education
Koo, Mi-Na ; Kim, Ji-Young ; Park, Jong-Seok ; Kim, Young-Min ; Seo, Hae-Ae ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 945~959
DOI : 10.9722/JGTE.2011.21.4.945
Creativity is always important in science gifted education. There are many research results about enhancing the creativity. One of the ways of enhancing students scientific' creativity is to let them think and research like scientists so that they can follow how scientists find problems and solve them. So in this study, scientific creative elements were extracted from the Pauling's detailed examples of research process by using many documents. Abductive reasoning, paradox, changing the perspective, modeling, simplifying, converging thinking, diverging thinking, and metaphorical thinking are thinking methods that were extracted from the Pauling's research process. Repeated experiment, co-experiment, using both theories and experiments, and social obligation as a scientist are research methods. Scientific creative elements that were extracted suggest some direction that have more scientific creativity, more ability to find problems, and more ability to form theories in science education or in science gifted education.
The Relationship between Learning Motivation and Task Commitment of Science-Gifted
Park, Mi-Jin ; Lee, Yong-Seob ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 961~977
DOI : 10.9722/JGTE.2011.21.4.961
The purpose of this study was to investigate the relationship between learning motivation and task commitment and find sub factors of learning motivation that affect task commitment. For this study 30 science gifted student (4th and 5th grade in elementary school) participated. The survey instruments used for this study were Academic Motivation Scale and Task Commitment Scale. The statistical methods employed for data analysis were the correlation analysis and multiple regression analysis. The result of this study were as follows: First, the learning motivation and task commitment of science gifted students showed similar levels. But there was differences of strength each sub factors of learning motivation and task commitment. Second, there was a significant positive correlation between learning motivation and task commitment. Also, learning motivation has the explanatory power of predictive variable for the task commitment approximately 49.3%. Expecially learning motivation has significant positive correlation with responsibility and self-control that sub factors of task commitment. Among the sub factor of learning motivation, confidence has most correlations with sub factors of task commitment and significant impact on task commitment. This result indicate that we need to develop learning motivation to improve task commitment and especially develop learning motivation program to grow up confidence of science-gifted.
An Exploration on the Creative Disposition, Creative Thinking Power, Multiple Intelligences and Morality of Gifted Children
Ryu, Bong-Sun ; Lee, Gyoung-Eun ; Hong, Seong-Yong ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 979~992
DOI : 10.9722/JGTE.2011.21.4.979
Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.
The Effects of RSM-Based Astronomical Observation Program on Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students
Shin, Myeung-Ryeul ; Lee, Yong-Seob ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 993~1009
DOI : 10.9722/JGTE.2011.21.4.993
The purpose of this study was to find the effects of RSM-based astronomical observation program about Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students. For this purpose, this research developed RSM-based astronomical observation program. This program was totally consisted 10 lessen. there was 3 part in this program. It contained Preparation Stage (step 1-2), Observation Stage (step 3-8), Clean up Stage (step 9-10). To find the effects of RSM-based astronomical observation program on Astronomical Spatial Concept and Self-Directed Learning for Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Astronomical Spatial Concept was used to find the effect of the Astronomical Observation program based RSM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, RSM-based astronomical observation program was a positive effects on Astronomical Spatial Concept of the Scientific Gifted Students (t=3,875, p=.001). Second, RSM-based astronomical observation program was a positive effects on Self-Directed Learning of the Scientific Gifted Students (t=5.783, p=.000). According to this research, RSM-based astronomical observation program was verified to improve Astronomical Spatial Concept and Self-Directed Learning on the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.
With Training Creative Convergence Talents, Why is Art Education Noted?
Tae, Jin-Mi ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 1011~1032
DOI : 10.9722/JGTE.2011.21.4.1011
For recently training the creative convergence talents, 'art education' is being greatly noted at home and abroad. In the meantime, this art education, which is being paid attention now as the educational trend of 'new alternative' in international society, has great difference in the aspect of objective, contents, and an operating method from the traditional art education in the past. Accordingly, this study analyzed and introduced the international art-education trend in a new concept, pointed out problems of art education as a part of activating the art education at elementary and middle schools, which is being driven now by the government, and of the integrated art education in the science technology field like STEAM, and suggested the desirable art-education orientation direction of satisfying the historical and social needs hereafter.
Improvement of Students' Problem Finding and Hypothesis Generating Abilities: Gifted Science Education Program Utilizing Mendel's Law
Kim, Soon-Ok ; Kim, Bong-Sun ; Seo, Hae-Ae ; Kim, Young-Min ; Park, Jong-Seok ;
Journal of Gifted/Talented Education, volume 21, issue 4, 2011, Pages 1033~1053
DOI : 10.9722/JGTE.2011.21.4.1033
In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel's scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel's scientific thinking ability shown in the principles of genetics and examine students' changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel's scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel's Law. The program was implemented with 19 students of
graders who attend the science gifted education center affiliated with university during July 2011. The Mendel's scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel's scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases:
- problem finding;
- hypothesis generating;
- hypothesis testing and
- problem solving. After implementation, students' changes in scientific thinking ability were measured. The findings from the study are as follows: First, students' abilities of problem finding is significantly (p<.05) increased. Second, students' abilities of hypothesis generating is significantly (pp<.05) increased.