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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 22, Issue 4 - Dec 2012
Volume 22, Issue 3 - Sep 2012
Volume 22, Issue 2 - Jun 2012
Volume 22, Issue 1 - Mar 2012
Selecting the target year
Suggestions for Invention Gifted Education Based on the Awareness of Teachers and Professionals Related to the Invention Gifted Education
Park, Ki-Moon ; Lee, Kyu-Nyo ; Lee, Byung-Wook ; Na, Young-Min ; Lee, Kyung-Pyo ; Son, Da-Mi ; Lee, Sang-Hyun ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 1~21
DOI : 10.9722/JGTE.2012.22.1.001
The objective of this study is to suggest improvement plan for invention gifted education based on the awareness of teachers and professionals who related to the invention gifted education for the expansion and development of invention gifted education through improvement of relevant problems. To this end, invention gifted education system and its operational status were analyzed, and questionnaire survey on the awareness of the development plan and satisfaction level was conducted, targeting professionals related to the invention gifted education and teachers in charge of invention gifted education classes or gifted education center. The research results are as follows. First, the level of satisfaction on the invention gifted education was greater than normal (M=3.0) in general, but in the field of 'educational materials', 'teacher training programs' and 'human and material support system of support agencies', the level of satisfaction was relatively low, which requires expansion of the support. Second, it is necessary for Korean Intellectual Property Office and Korea Invention Promotion Association to designate and establish specialized research institution to play a key role in enhancing development and efficiency of invention gifted education. As a result of the questionnaire survey, it turned out that expectation and necessity of the specialized research agency was highly recognized. In particular, demand for 'research and development of gifted education method and materials' and 'research and development of teacher training materials and implementation of teacher training' was high among the key areas of the specialized research institution. Third, teachers and professionals related to the invention gifted education responded that 'invention knowledge' in the areas of invention knowledge and thinking and 'entrepreneurship' in the area of invention attitude was somewhat low toward the question on the level of the 9 characteristics of gifted students with invention talents which current beneficiaries of invention gifted education have, which leads to conclusion that review on the model for the selection of gifted children with invention talents as well as research and development of invention gifted education program to enhance characteristics with low levels is required. If long-term development plans and initiatives are deduced based on this, an effective framework for the invention gifted education will be established in the near future. In addition, it is expected that the differentiated political visions and goals will be established in connection with master plan for the promotion of gifted education.
Math Teaching Method and Classroom Environment Preferred by Gifted High School Students
Lee, Dae-Won ; Koh, Ho-Kyoung ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 23~37
DOI : 10.9722/JGTE.2012.22.1.023
The purpose of this study is to design a more satisfactory and efficient teaching strategy for the gifted by comparing teaching type and learning environment preferred by the gifted with that preferred by normal students. As a result, the following findings are obtained. First, while the normal class students show higher preference for clarification and organization, gifted students prefer for diversification and specialization. Second, with the respect to the gender-related forms of mathematics classroom environment, the overall female preference and the average score are higher, indicating significant difference in the area is only a psychological domain. Third, compared to the regular classroom, the gifted have significantly different preference for teaching method, classroom and teachers' attitude between in the gifted class and regular class.
A Comparison of Learning Styles between Gifted and Non-gifted
Jeong, Mi-Seon ; Jung, Se-Young ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 39~59
DOI : 10.9722/JGTE.2012.22.1.039
This study has two purposes: The first is to compare gifted with non-gifted about learning styles and examine differences in the preference of learning styles between group characteristics depending on gender. The second is to examine differences between gifted and non-gifted about the preference of learning styles. The participants were 152 students from the middle schools in A City. 76 students of them belonged to the gifted group and the rest were non-gifted group. LSDI Learning Styles Diagnostic Inventory has been employed as measurement tools. Besides descriptive statistics, ANOVA,
analysis were used to measure items. The results from data analysis are as follows. First, there was difference in learning styles between gifted and non-gifted. Second, there was not difference in the preference of learning styles between groups depending on the gender. Finally, this study discussed the results and their implication, the direction of future research in understanding and interpreting of learning styles for their practical usages.
The Construct Validation of the OSPG-2 for Screening of the Gifted in Korean Traditional and Western Music
Won, Young-Sil ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 61~85
DOI : 10.9722/JGTE.2012.22.1.061
The OSPG(Observation Scale for Parents of the Gifted in Korean Traditional and Western Music) is one of the tools for screening of the Gifted in Korean traditional and Western music. So the validity and reliability of the OSPG has an influence on securing validity of the whole identification process. The purpose of this study is to examine the validity and reliability of the OSPG-2 that input screening processing, and to suggest systematization of identification processing for the Gifted in Korean traditional and Western Music. For the achievement of this purpose, this study administered the OSPG-2 to 261 gifted students aged between 13 and 16 in the middle or high school for the arts. To validate the OSPG-2, I analyzed items of the OSPG-2, and conducted the exploratory and confirmative factor analysis. I also examined the internal consistency. As a result of the exploratory factor analysis, I collected 40 items of the OSPG-2 finally. Furthermore, I could identify psychological construct of the Gifted in Korean traditional and Western Music. The consequence of confirmative factor analysis, the model provided good fit to observed data. As a result of reliability analysis, the internal consistency of the internal characteristic verified Cronbach's
=.939, and the internal consistency of the external environmental characteristic verified Cronbach's
=.887. This result of validity study reflects the fact that the OSPG-2 is a valid scale and is able to input to gifted educational field instantly.
The SMC Model: Identification of Artistically Gifted Students from Low Income Families
Lee, Seon-Young ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 87~115
DOI : 10.9722/JGTE.2012.22.1.087
This study is about the development of an identification model for artistically gifted students from low income and/or multi-cultural families. Given that parental support at early ages is crucial for talent development, students from low income families are often dismissed in recognizing their artistic giftedness. Based on a comprehensive literature review and consultations with experts in art, the SMC model was developed to identify disadvantaged gifted students in the areas of music, visual arts, and ballet. The model consists of three steps of identification, such as review of documents and teacher recommendations, evaluations of artistic giftedness, and a summative evaluation, and involves multiple criteria for identifying giftedness in both domain general and domain specific arts. SMC is promising in discovering many unrecognized disadvantaged children of artistic potential, thereby using various quantitative and qualitative measures. Yet, issues of validity and reliability of SMC need to be substantiated by subsequent theoretical and empirical studies.
Comparison of Cognitive Conflict on Peer Instruction by Middle School Science Gifted Students and Non-Gifted Students -Focusing on the level of difficulty in question-
Ryoo, Eun-Hee ; Kim, Jung-Bog ; Lee, Jung-Sook ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 117~139
DOI : 10.9722/JGTE.2012.22.1.117
This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.
Analysis of Writing Characteristics of Scientifically Gifted Students by Explaining Cell
Lee, Hea-Jung ; Shim, Kew-Cheol ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 141~155
DOI : 10.9722/JGTE.2012.22.1.141
The purpose of this study was to analyse characteristics of explanatory writing of scientifically gifted students who participated in gifted educational programs. Considering aspect of content of their explanations about cell, many of them explained the common characteristics of animal and plant cells, but a few of them did cellular characteristics of one kind of animal and plant. Some gifted students regarded cell membrane function as that of cell wall, and had a misconception that the cell was the smallest unit to consist human body. In terms of the structure of explanation, most of them didn't know the structural characteristics of explanatory writing. Finally, more than 50% of them had written using various ways to explain cell such as classifying, comparing, contrasting and exemplifying. Especially, all biologically gifted students had creatively explained drawing a picture. It was findings that the explanatory writing could be used as the instrument to evaluate knowledges of gifted students and suggested the elements of writing to teach scientific explanatory writing.
A Comparison of Perfectionism, Academic stress and Learning flow Between Gifted and Non-gifted in Elementary School Children
Min, Hyun-Suk ; Yang, Yeon-Suk ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 157~171
DOI : 10.9722/JGTE.2012.22.1.157
This study compared the difference of perfectionism, academic stress, learning flow, analyzed the perfectionism impact on academic stress and learning flow between gifted and non-gifted in Elementary school children. The subjects of this study were 100 fifth grade gifted students and 100 ordinary students who showed academic achievement of the same level. According to the results of this study, gifted students showed higher self-oriented perfectionism and socially prescribed perfectionism than general students. Both gifted and general students, the higher socially prescribed perfectionism, the more increased academic stress increased. And the higher self-oriented perfectionism, the more increased learning flow. Gifted and general student's learning flow is high when self-oriented perfectionism is low and academic stress.
An Analysis on the Relationship of Teacher's Recommendation and Performance in Gifted Programs for the Selected Student by Teacher's Observations and Nominations
Woo, Mi-Ran ; Kim, Sun-Ja ; Park, Jong-Wook ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 173~196
DOI : 10.9722/JGTE.2012.22.1.173
The relationship of the teacher's recommendation and performance in gifted programs for the selected student by teacher's observations and nominations was analyzed in this study. The teacher's recommendation for 9 students selected by teacher's observations and nominations in institute of Science gifted Education of C National University of Education was analyzed for this purpose. The students were categorized into 4 groups depending on the description style and contents of the teacher's recommendation and 1 student was selected from each group for analysis. It was shown that the student, a1 who was described with cognitive characteristics of the gifted in episode style in the teacher's recommendation showed the aggressive task adherence and problem solving ability. The student, a2 who was described with emotional and social characteristics in episode style attended at the class in active attitude, but the student solved the problem by the assistance of the colleagues or the teacher. The student, b1 who was listed superficially in the teacher's recommendation showed the excellent problem solving ability based on the task adherence, experiment design ability and experiment manipulation ability. The student, b2 who was listed in superficially in the teacher's recommendation attended at the class in positive and upright attitude, but the task solving was lagged behind. It is concluded from the above results that the description on the cognitive area is necessary for the teacher's recommendation to have the usefulness in selecting gifted students.
Analysis of Research Trends in Mathematical Creativity Education
Choi, Byoung-Hoon ; Pang, Jeong-Suk ;
Journal of Gifted/Talented Education, volume 22, issue 1, 2012, Pages 197~215
DOI : 10.9722/JGTE.2012.22.1.197
The purpose of this study was to analyze the research trends of 114 papers about mathematical creativity published in domestic journals from 1997 to 2011 with regard to the years, objects, subjects, and methods of such research. The research of mathematical creativity education has been studied since 2000. The frequent objects in the research were non-human, middle and high school students, elementary students, gifted students, teachers (in-service and pre-service), and kindergarteners in order. The research on the teaching methods of mathematical creativity, the general study of mathematical creativity, or the measurement and the evaluation of mathematical creativity was active, whereas that of dealing with curricula and textbooks was rare. The qualitative research method was more frequently used than the quantitative research one. The mixed research method was hardly used. On the basis of these results, this paper shows how mathematical creativity was studied until now and gives some implications for the future research direction in mathematical creativity.