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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
The Effect of Perfectionism and Stress of Musically Gifted on Rational Career Decision-Making
Lee, Mi-Soon ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 221~241
DOI : 10.9722/JGTE.2012.22.2.221
The purpose of this study was to explore differences in styles of perfectionism, stress, and career decision-making of gifted musicians by their grade level and examine the effect of perfectionism and stress of gifted musicians on their rational career decision-making. The participants of this study were 88 gifted musicians attending in the middle school of arts. The results indicated that there were significant differences in dimensions of perfectionism by the grade level of gifted musicians. The tendency of self-oriented, other-oriented, and socially prescribed perfectionism was higher with grade level. There were significant differences by grade level in stresses that gifted musicians experienced. The higher a grade level was, the more gifted musicians got stresses in self-development, parent-child relationship, peer relationship, and school life. The effect of grade level on career decision-making was significant in the rational and the transitional career decision-making. The higher a grade level was, the more rational decision-making was but the less transitional decision-making was. Meanwhile, when the effect of perfectionism and stress of gifted musicians on the rational career decision-making was examined, the rational career decision-making was predicted by self oriented perfectionism and self-development stress.
Research and Education (R&E) Programs in the Science High Schools and Gifted High Schools: Based on the Interview Results with the R&E Coordinators
Jung, Hyun-Chul ; Ryu, Chun-Ryol ; Chae, Yoo-Jung ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 243~264
DOI : 10.9722/JGTE.2012.22.2.243
The purpose of this study was to investigate the current status of R&E programs in gifted high schools/science high schools and to provide suggestions for the better program. The sample included 21 R&E coordinators in the gifted high schools and science high schools. They filled out the survey, asking about the R&E program; then, the researchers interviewed the coordinators based on the answers of the survey. The results are as follows: 1) The R&E guidelines and related materials were not enough to use. 2) At the planning step, students and the mentors received were provided a little information, such as ethical issues, students' information, the roles of mentors/ students, mentor's research interest areas and products, etc. 3) At the research step, 80% of the schools had the monitoring process but the details were not written and saved. 4) At the evaluation step, the rubric of the product evaluation existed; the rubric of performance process were established by half of the schools. 5) At the closing step, 100% of the schools had the final product materials; the results of the evaluation and the information of the mentors were saved by 2/3 and 1/3 of the schools, respectively. Discussions and suggestions were included for the better R&E programs.
Relation between the Personal and Social Factors and the Interacting Role of Science Gifted Students in Social Co-construction of Scientific Model Class
Yu, Hee-Won ; Cha, Hyun-Jung ; Kim, Min-Suk ; Ham, Dong-Cheol ; Kim, Heui-Baik ; Yoo, June-Hee ; Park, Hyun-Joo ; Kim, Chan-Jong ; Choe, Seung-Urn ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 265~290
DOI : 10.9722/JGTE.2012.22.2.265
This study try to analyze the effect that personal and social factors affects the interactions among science gifted students. For this, I analyze the interacting role of science gifted students in social co-construction and scientific model constructing class for phase change and rising-sinking time of moon and categorize according to type. I analyze aspects of interaction and association of each elements in the students after I understand character type self conception friendship a parents-children relationship relation with teachers derived from advanced research through questionnaire and depth interview. After analyzing, I find the following-close friendship form or not and usual school class participation appear important factors that have strong connection with the aspect of the interactions. Also, character type, self conception and relation of parents affect the interactions relatively lower. Through this study, We identify two things. Firstly, We must consider individual's inside factors for making animatedly the interaction among the students. Secondly, We get considering factors that devise the strategies for making the interaction animatedly.
Model Creation and Model Developing Process of Science Gifted Students in Scientific Model Constructing Class for Phase Change of the Moon
Yu, Hee-Won ; Ham, Dong-Cheol ; Cha, Hyun-Jung ; Kim, Min-Suk ; Kim, Heui-Baik ; Yoo, June-Hee ; Park, Hyun-Joo ; Kim, Chan-Jong ; Choe, Seung-Urn ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 291~315
DOI : 10.9722/JGTE.2012.22.2.291
This study try to analyze feature of model creation and model developing process for gifted students and the activity of students and teachers affected those processes in scientific model constructing class for phase change of moon. For this, I teach scientific model constructing class for science gifted students. I shoot video and record the voice for whole class and each group activity, have a face-to-face talk for selected group members, analyze the paper of activities. I reconstruct model creation and model developing process for each groups and each students, draw a influence that activity aspects of the students and role of the teacher affected modelling process based on those data. After analyzing, I find that discussion in the group contribute model creation and model developing process and developing process of each model changed according to the similarity between target model and first model. The more the students actively participate group activities, the more first model is diversified and final model is more elaborated. Also, the teacher influence model creation and developing process.
Brain Activity of Science High School Students and Foreign Language High School Students during the Intelligence Task
Cho, Sun-Hee ; Choi, Yu-Yong ; Lee, Kun-Ho ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 317~332
DOI : 10.9722/JGTE.2012.22.2.317
We investigated brain activity during the performance of the intelligence task by a science high school student group (n=8) and a foreign language high school student group (n=5). Both groups scored in the top 1% on intelligence tests (science high school group: RAPM mean score=34.0, WAIS mean IQ=139.6; foreign language high school group: RAPM mean score=33.8, WAIS mean IQ=147.2). Analysis of brain activity during the performance of the intelligence task showed that both groups had brain activity in certain areas, including the left and right prefrontal cortex, parietal cortex, and anterior cingulate. The science high school group showed the highest activity in the right parietal cortex, which is related to visuo-spatial working memory, whereas the foreign language high school group showed the highest activity in the left prefrontal cortex, which is related to verbal working memory. The foreign language high school group showed higher brain activity than the science high school group in the left precentral gyrus which is related to the motion of the tongue and lips. These results show that the science high school group utilized the visuo-spatial area, whereas the foreign language high school group utilized the verbal area during the performance of the intelligence task. This suggests that the major thinking process differs depending on the gifted students' primary field of study, although they are doing the same task.
An Analytical Study on Studies of Creativity Education in Korea: Focusing on Categories and Levels of Creativity
Cho, Youn-Soon ; Jeong, Ji-Eun ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 333~352
DOI : 10.9722/JGTE.2012.22.2.333
Creativity has been suggested as a prime educational objective by national curriculum of Korea and research on creativity education has been increased since 2000s. How the researcher conceptualizes and approaches creativity affects the research. The purpose of this study is to explore directions of creativity research in education by analyzing its approach based on its categories and levels of creativity. The results of the study shows the following: (1)studies with a definition of creativity are more than without it but the former has been decreasing and the latter increasing little by little. (2)Studies which focus on person, cognitive or emotional characteristics, are the most. And process, environment, and product follow. (3)Regarding the levels of creativity, most was done on little-c creativity level, on the other hand, very limited studies conceptualized the creativity in educational context. Studies having an interest in mini-c creativity level were hardly found.
A Study on Science-gifted Students' Competency and Development of Competency Dictionary
Kang, Seong-Joo ; Kim, Eun-Hye ; Yoon, Ji-Hyun ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 353~370
DOI : 10.9722/JGTE.2012.22.2.353
The observation and recommendation system was recently introduced for selecting gifted-students in science, and it has required to arrange the reliable and valid selection criteria that could identify the high potential competency of them. In this study, we explored the competencies that could help to discriminate gifted-students' inner properties, and also developed the dictionary based on them. The competencies were extracted from the proven previous competency dictionaries/models and examined by the structured survey and the focus group interview in order to ascertain the competencies of the science-gifted students. The results revealed that there were two competency clusters such as cognitive and affective domains. The cognitive cluster consisted of 6 competencies as follows: goal suggestion, planning, information collection and analysis, problem solving, higher-order thinking, and expertise and self-development competency. The affective cluster consisted of 3 competencies: confidence, achievement orientation, and curiosity competency. The dictionary categorized by the names, definitions, key elements, and behavioral indicators and their levels of the derived competencies was developed. Findings were expected to provide the implications on the selection criteria of the potential science-gifted students through the observation and recommendation system.
Assessing Korean Middle School Students' Spatial Ability: Comparison between Gifted Students and General Students
Park, Sung-Sun ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 371~386
DOI : 10.9722/JGTE.2012.22.2.371
Spatial ability has been valued as one component of intelligence and as an talented domain. The researchers agree that spatial ability is associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines and important in STEM education. The purpose of this study is to assess Korean middle school students' spatial ability and compare Gifted Students and General Students' spatial ability. For this purpose, 'The Revised PSVT:R' was translated into Korean and administered 509 Korean middle school students, and also internal consistency reliability evidence and construct validity evidence of 'The Revised PSVT:R' were examined. This study explored the spatial ability of Korean middle school students (graded 7 through 9), and investigated association between spatial ability and students' mathematics achievement, the students' spatial ability according to their gender and grade level. As a result, this study shows that gifted students were better than general students in spatial ability. And there were significant correlations between spatial ability and mathematics, science, Korean language achievement. According to these results, spatial ability should be included as one of the important components in identifying students for gifted education programs.
Delphi Study about Science Gifted Education based on Creativity and Character
Choi, Kyou-Lee ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 387~410
DOI : 10.9722/JGTE.2012.22.2.387
The purpose of this paper was to investigate science gifted educational methods based on creativity and character by Delphi study. As a result by a total 3 round Delphi method, the concept of creativity and character education for science gifted students was to promote character development through the effectively interactive communications in the process of creative problem finding and solving. Thus this elicited the consensual agreements of experts about science gifted educational aims, methods, contents, and evaluations etc. As a follow-up research will be developed science gifted educational model based on creativity and character.
A Study on the Realities of and Needs of School Counseling Services for Science Gifted High School
Lee, Young-Ju ; Ryu, Ji-Young ; Chae, Yoo-Jung ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 411~426
DOI : 10.9722/JGTE.2012.22.2.411
The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.
Development of the Self-Report Wisdom Scale for the Elementary Gifted Students
Jun, Byung-Ok ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 427~450
DOI : 10.9722/JGTE.2012.22.2.427
This study was intended to develop a self-report wisdom scale for the elementary gifted students. For this, related literature was reviewed in depth and open ended questionnaire about the wisdom qualities was conducted. Based on these, a self-report wisdom scale, which was comprised of 42 items in 4 factors such as the situation judgment and problem-solving ability, the communication ability and skills, the emotional stability, the insight and adaptation, was developed. For this preliminary scale, 215 elementary gifted students were surveyed. And for the confirmatory factor analysis, 256 elementary gifted students participated. The results of the study were as follows. The fit of measurement model was found to be
=1596.46 (df=813, p=.00), TLI .90, CFI .91, RMSEA .046, indicating most of fit indexes were acceptable. The reliability for each of 42-item by the sub-factors also appeared to be good, showing that internal consistency reliability by the configuration factors was 0.86, .87, .89, .87 each relatively. In addition, to verify the validity of the wisdom scale, the convergent and discriminate validities were obtained through the correlation analysis among the psychological characteristics which were considered to be related to the wisdom. Finally, practical implications of the study were discussed in depth.
Effects of Goldberg Device Learning Program on Creative Personality of the Primary Gifted Students
Kim, Young-Jun ; Son, Jeong-Woo ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 451~465
DOI : 10.9722/JGTE.2012.22.2.451
The purpose of this study is to analyze the effects of a Goldberg device learning program on primary gifted students' creative personality. Based on the concept of creative personality derived from a literature review, a learning program has been developed and applied to 18 primary gifted class students and 20 invention club students. Creative personality consists of eight components: patience/persistence, confidence, humor, curiosity, imagination, openness, adventurous spirits, and independence. Creative personality tests were conducted before and after Goldberg device learning program lessons. The results of the tests indicate that (1) the Goldberg device learning program affected all eight components of creative personality positively; and (2) the invention club students showed a greater improvement in creative personality than the gifted class students. These findings suggest that Goldberg device learning programs can be effective to learn various scientific principles and improve students' creative personality.
Development and Effectiveness Analysis of TRIZ Program for the Creativity of Elementary Students
Im, Hye-Jin ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 467~482
DOI : 10.9722/JGTE.2012.22.2.467
In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.
Validity of the Teacher's Scales for Gifted Preschool Children
Lee, Chae-Ho ; Choe, In-Soo ;
Journal of Gifted/Talented Education, volume 22, issue 2, 2012, Pages 483~497
DOI : 10.9722/JGTE.2012.22.2.483
The purpose of this study was to examine the validity of the Teacher's Scale for Gifted Preschool Children(TSGPC). Participation of this study were 357 preschool children and their parents and teachers from Seoul, Ulsan, Daegy, Gwangiu & Daejeon. Data were analyzed by exploratory factor analysis, Pearson's r, t-test and Cronbach's
. Results are as follows. (1) exploratory factor analysis of TSGPC revealed that a 5-factor solution (academic ability, creativity, task commitment, artistic talent, and leadership) was the best fit. (2) Correlations between TSGPC and parental rating scale for young children's giftedness were significant. (3) Scores of TSGPC between gifted children and general children were significantly different (4) Cronbach's
ranged from .82 and .91 for subscale of TSGPC and .93 for the total scale. These results show that the Teacher's Scale for Gifted Preschool Children is quite reliable and valid measure.