Go to the main menu
Skip to content
Go to bottom
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 23, Issue 6 - Dec 2013
Volume 23, Issue 5 - Oct 2013
Volume 23, Issue 4 - Aug 2013
Volume 23, Issue 3 - Jun 2013
Volume 23, Issue 2 - Apr 2013
Volume 23, Issue 1 - Feb 2013
Selecting the target year
The Effect Analysis of Teacher Training Program to Enhance Scientific Creative Problem Solving Abilities
Paik, Seoung-Hey ; Kim, Jung-Eun ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 133~160
DOI : 10.9722/JGTE.2013.23.2.133
The purposes of this research are to develop and to evaluate the teacher training program for enhancing scientific creative problem-solving abilities. For this purpose, by considering previous studies, this study suggested 'scientific creative problem solving process'. In the course of elementary teacher program development, the present study followed Instructional Systems Development stages, where Kirkpatrick's four-step evaluation model was applied for a quality of evaluation. As a result of evaluation, it was found that teachers' recognition of competency to teach the scientific creative problem solving process was increased. In addition, teachers' evalution of the program was positive and their willingness to apply it to the field was found high, which indicated that the training program's applicability to schools would be positive.
Differences of Perception on Giftedness between Homeroom Teachers and Teachers of The Gifted
Chung, Duk-Ho ; Kim, Young-Mi ; Lee, Jun-Ki ; Park, Seon-Ok ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 161~175
DOI : 10.9722/JGTE.2013.23.2.161
The purpose of this study is to investigate the differences of perception on giftedness between homeroom teachers and teachers of the gifted. The data was collected from 13 homeroom teachers and 8 teachers of gifted students. It was analyzed using recommendation letters, and shorthand notes about giftedness. The results of the study were as follows: most homeroom teachers used awards, learning attitude, presentation of self and school achievements for defined giftedness and preferred an exemplary student with task commitment but often overlooked motivation. The teachers of the gifted preferred motivation and self-satisfaction but not other social and affective characteristics. Also homeroom teachers thought that education condition is important, while the teachers of the gifted believed it was not an all important element. These differences will hurt the credibility in the selection or gifted students because homeroom teachers and teachers of the gifted use different words and expressions in their assessments of the same students. Therefore, I believe more needs to be done to encourage homeroom teachers to better understand gifted children through training programs.
A Comparison Study of Learning Style, Self-regulated Learning and Learning Flow between Gifted and Normal Student
Goo, Youngsu ; Yang, Yeonsuk ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 177~191
DOI : 10.9722/JGTE.2013.23.2.177
This study compared the difference of learning style, self-regulated learning, learning flow, analyzed the learning style impact on self-regulated learning and learning flow between gifted and normal student. The subjects of this study were 118 sixth grade gifted students and 124 general students who showed academic achievement of the same level. According to the results of this study, gifted elementary children had more than the general independent, competitive, participatory learning style and they used personal, behavioral and environmental self-regulation strategies more often. Also they had a higher degree of learning flow than the general. Both gifted and general students, the more independent and participatory learning style, the more increased self-regulated learning and learning flow. And the more used self-regulated learning, the more increased learning flow. The learning flow of the gifted children was higher the more independent, the more participatory, the more used behavioral and personal self-regulated learning strategies. The learning flow of the general elementary children was higher the more participatory, the more used environmental and personal self-regulated learning strategies.
Development of Evaluation Criteria for the Gifted Curriculum in Visual Arts
Lee, Kyungjin ; Kim, Sunah ; Kang, Byoungjik ; Choi, Jinyoung ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 193~213
DOI : 10.9722/JGTE.2013.23.2.193
The purpose of this study was to develop and validate the evaluation criteria for gifted curriculum in visual arts. For this purpose, a draft of evaluation criteria for gifted curriculum in arts were first developed through literature review and opinions of experts in educational assessment, gifted education, visual art education. Then, the Delphi method was employed to validate the evaluation criteria. Delphi survey was carried out twice with 30 panelists consisting of experts in educational assessment, experts in gifted education, experts in arts(gifted) education and administrators in gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. Results were as followed. First, 58 evaluation criteria for gifted curriculum in arts were developed through literature review and expert opinions. The evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 12 process evaluation criteria, and 9 product evaluation criteria. Second, through the first and second Delphi survey, 2 evaluation criteria were not validated and finally were removed. The final evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 10 process evaluation criteria, and 9 product evaluation criteria. The evaluation criteria developed by this study can be used as a standard to establish the institution assessment system at the national level and evaluate institutions and programs.
Analyses of Curriculums at Institutes for Science Gifted Education in Universities: Focused on Enrichment Step
Jung, Hyun-Chul ; Sin, Yoon Ju ; Cho, Sun Hee ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 215~236
DOI : 10.9722/JGTE.2013.23.2.215
In this study, we seek to improve the quality of education at institutes for science gifted education in universities by analysing the curriculums. Annual reports were analyzed, directors, professors, and students participated in the survey, directors were interviewed. The number of students was three times more than enrichment step than mentorship step. In content items, four items among nine received scores was 4 on the 5 point Likert scale. In the teaching and learning process items, five items among ten received scores 4. Students' choice and experience received scores below 4. In the product and the learning environment items, all items lower than 4. The professors did not supply guidance according to the results of the assessment. The professors developed and revised the curriculum considering the students' interests. The directors, professors, and students wanted to increase the free inquiry time. Based on the findings, we suggested that free inquiry time, a variety of experience, product, and environment considering individual students' abilities and interests should be increased.
Development and Application of Program Based on Peer Instruction for Science Gifted Students of Start Period
Lee, Ji Won ; Kim, Jung Bog ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 237~256
DOI : 10.9722/JGTE.2013.23.2.237
The purpose of this study is to develop program that take a genuine interest in science and motivate students to keep up their study for science gifted children of start period. In this study, we develop and apply the program about sinking and floating for elementary science gifted students, and analyse degree of conceptual change. Students' prior knowledge is analysed for developing the program, and each step is settled about concept of density and buoyancy. Conceptests are arranged into step by step, and we apply the program to 26 science gifted students of 6th grade elementary school. We compare a percentage of correct answers of pre-test and post-test and evaluate Hake gain for analysis of degree of conceptual change. As a result, science gifted students' concepts are changed effectively into scientific concepts by program based on peer instruction for gifted students of start period. And they evaluate the program is novel and useful, also they can be motivated by the program.
A Comparative Study on Gifted Students' Characteristics Based on the Diverse Identification Methods for the Gifted Education Program at Each Elementary School
Kim, Hae-Jung ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 257~273
DOI : 10.9722/JGTE.2013.23.2.257
The purpose of this study was to explore a more useful identification method by comparing diverse selection approaches for the gifted education programs at the each elementary school. Diverse selection methods examined in the study include 'written examinations', 'mixed evaluation', 'achievement test scores', and 'self-recommendation'. For the study, each identification group's gifted students' characteristics, such as intelligence, creativity, motivation and self-regulated learning strategies, were compared. The subjects of the study were a total of 594 gifted and normal students. The results of this study were as follows: First, there were no statistically significant differences between students in each gifted education class and gifted students who belong to the regional gifted education programs which are considered higher level of gifted education programs. While, there were statistically significant differences between two groups of gifted students and general students in all aspects examined, such as intelligence, creativity, motivation and learning strategies. In addition and most importantly, diverse identification method utilized in each school showed differences in gifted students' characteristics. Especially, students who were selected through the self-recommendation showed significantly lower intelligence, creativity, motivation and learning strategies. The implications of the study related to the identification and education for the gifted at each elementary school were discussed in depth.
The Survey of Academic Integrity of the Student in Mentorship Program at a Science Gifted Institute Attached to University
Yun, Eunjeong ; Park, Yunebae ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 275~287
DOI : 10.9722/JGTE.2013.23.2.275
The purposes of this study were to inquire the status of academic integrity of the student in mentorship program at a science gifted institute attached to university and to seek the teaching plan of academic integrity. We administered questionnaire to 51 students who passed the enterance exam of mentorship program at the science gifted institute in 2013. The questionnaire consisted of three topics, 1) using reference, 2) purchasing, deputizing & plagiarizing of homework, 3) cooperative learning. As results of survey, students have a ethic in the following order: 'purchasing, deputizing & plagiarizing of homework', 'using reference', and 'cooperative learning'. Especially, the lack of conscious about 'cooperative learning' turned out to be a problem, because students have to research by cooperative learning during mentorship program. And there was no significant correlation between each topic. Finally, there was no correlation between ethical knowledge and degree of practicing it.
Analysis of Science Process Skills and Suggestions for Developing Scientific-Inquiry of Secondary Science Gifted Students
Shin, My-Young ;
Journal of Gifted/Talented Education, volume 23, issue 2, 2013, Pages 289~310
DOI : 10.9722/JGTE.2013.23.2.289
The purpose of the study is to investigate science process skills and suggest several considerations about developing scientific inquiries for secondary science gifted students. To do this, we analyzed scientific inquiries of science gifted programs and evaluated them on the quantity of problem perception, problem finding and inquiry planning that are regarded as high level science process skills, then revised each inquiry to include those high level skills. The result was that the first, there were differences in frequencies and types of science process skills among those inquiries. The second, there were very few problem perception and problem finding and were not many inquiry planning. The third, some of the revised inquiries showed those high level skills. From this, we would like to suggest we should construct scientific inquiries of science gifted program out of many and various themes. And there should be more high level science process skills such as problem perception, problem finding, and inquiry planning. For this, scientific inquiry developers should have intentions to involve such science process skills which is appropriate for science gifted student.