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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 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
Comparison of Time Management Behavior, Life Satisfaction between Gifted Middle School Students and General Students, and Relationship between the Time Management Behaviors and Life Satisfaction
Kim, Sun-Mi ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 315~333
DOI : 10.9722/JGTE.2013.23.3.315
The purpose of this study was to compare the time management behaviors and life satisfaction of gifted students and general students, and to investigate relationships between the time management and the life satisfaction. For this study, 104 gifted middle school students and 203 regular middle school students in Kyunggi Province were participated. The results of this study were as follows.; First, there was significant difference in the time management behaviors between gifted students and general students. Analyzing by independent samples t-test showed that gifted students` time management behaviors showed significantly higher than that of general students`. There was no gender difference in gifted students` time management behaviors. However, there was a significant gender difference in general students. The interaction effect between the group and the gender did not appear. Second, there was significant difference in the life satisfaction between gifted students and general students. Analyzing by independent samples t-test showed that gifted students` life satisfaction showed significantly higher than that of general students`. There was no gender difference in both groups. The interaction effect between the group and the gender did not appear. Third, investigating the relationship between time management behaviors and life satisfaction of gifted students and general students, the results showed significantly positive correlations in both groups. Regression analysis was performed to investigate the impact of time management behaviors on life satisfaction, and it showed that time management behavior affects significantly on life satisfaction.
Comparison of Cognitive Development, and Logical Thinking Formation Levels between Elementary Gifted Students and General Students
Lee, Chong-Sup ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 335~354
DOI : 10.9722/JGTE.2013.23.3.335
The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students`(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students`. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders`. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).
Demonstrating Critical Issues and Finding New Directions in Art Education for Gifted Learners
Kang, Joohee ; Lee, Jiyeon ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 355~371
DOI : 10.9722/JGTE.2013.23.3.355
While many research focused learners as those who excel in mathematics or science, the identification of learners with potential or demonstrated talent in visual art has also been the meaningful research topic. Since these learners exhibit high performance capability in intellectual, creative and artistic areas, they require services or programs not ordinarily provided by the schools. This research tried to clarify what high performance means when speaking of learners with outstanding talent in the visual arts based on the relevant literature. Also, this research introduced the recent trends in the field of art gifted and talented education. In order to demonstrate critical issues and find new directions in art education for gifted learners, this research conducted the survey, and this survey target group was arts high school students. Based on the survey analysis, this research conducted the semi-structured interviews with focal participants including the teachers and an artist. Interviewees generated many meaningful issues, and interview analysis reconceptualized art education for gifted learners as following. 1) Gifted education should consider learners` excellence, equity, troubles, and struggles that often go unnoticed. 2) We should reform the criteria, standards, and strategies in finding art gifted learners. 3) In order to facilitate meaningful and creative art education, higher education institutions need to change the current college entrance exam. 4) The goal of gifted art education is not only raising the world-class artists. 5) Meaningful art education for gifted learners is in interaction with the environment including group dynamics, parents influence, and teachers.
Middle School Science Gifted Students` Perception of the Open-Inquiry Activity and Field Survey
Hong, Jee-Hye ; Hong, Hun-Gi ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 373~386
DOI : 10.9722/JGTE.2013.23.3.373
The purpose of this study is to survey the middle school science gifted students` perception of the open-inquiry activity. To conduct the research we worked with 80 science gifted students, and the questionnaire was about the experience of the open-inquiry activity and the preference of the research methods. And also, we observed 19 gifted students of their open-inquiry activity and interviewed in each step. The answers were compared with the questionnaire survey. As a result, gifted students in this study have average of 3.25 times of open-inquiry experiences, and they prefer the group investigation comparing with the individual project. In the method of selecting the subject, they prefer an autonomous selection rather than passive influence of the instructor. And they seem to give large meaning on the fact that they are operating the open-Inquiry by themselves.
A Comparison of Mathematically Talented Students and Non-Talented Students` Level of Statistical Thinking: The Noticing of Statistical Variability
Ko, Eun-Sung ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 387~406
DOI : 10.9722/JGTE.2013.23.3.387
This study compared levels of mathematically talented students` statistical thinking with those of non-talented students in the noticing of statistical variability. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. Results for the t-test shows that there is no difference between the TE students` and NE students` noticing of variability in the measurement settings. Meanwhile, the t-test results also show that there is a difference between the TM students` and NM students` noticing of variability in the both measurement and chance settings. Table of frequencies of each level, however, shows that levels of mathematically gifted students` thinking were not distributed at the high levels but were overlapped with those of non-gifted students. These results are thought-provoking results in statistics instruction for mathematically talented students.
A Study on Correlation Analysis of Academic Performance per Subject for the Gifted Children in IT
Jun, Woochun ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 407~419
DOI : 10.9722/JGTE.2013.23.3.407
In current knowledge-based society, development and growth of IT-related industry is essential for a nation`s competitiveness since it`s economic power depends on IT industry in many countries. A success of IT industry depends on a few IT geniuses like Steve Jobs and Bill Gates. Thus, it is necessary to identify and foster gifted children in IT as early as possible. The purpose of this paper is to identify the correlation of academic performance per subject for the gifted children in IT. The analysis is focused on three subjects, that is, Information, Science, and Mathematics, respectively. For this purpose, the gifted children are selected and analyzed in a gifted science education center attached in a university at Seoul Metropolitan Area. The analysis results show that there is meaningful correlation among three subjects. That is, if high scores in a subject means high scores in other subjects. For instance, a gifted child with high scores in Information got high scores in Science and Mathematics. The result will be useful to improve selection examinations and curriculum for gifted education in IT, for inclusive education and convergent education.
Analysis on the Variability of Cerebral Cortex per Intellectual Category in Adolescents
Kim, Ye Rim ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 421~434
DOI : 10.9722/JGTE.2013.23.3.421
The brains of adolescents experience rapid changes, which has been studied to prove relatedness between neuroanatomical properties and IQ. But, most previous studies infer the relatedness from purely cross-sectional data. This study not only measured the thickness of the cerebral cortex once, but traced its variability and the relatedness between IQ and this variability, which was presumed to be 75. Healthy adolescents (M
Modeling the Conception of Giftedness in Invention Based on Inventor`s Three Main Aptitudes
Lee, Jaeho ; Park, Kyungbin ; Jin, Sukun ; Ryu, Jiyoung ; Ahn, Seonghun ; Jin, Byung wook ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 435~452
DOI : 10.9722/JGTE.2013.23.3.435
The purpose of this study was to investigate a useful model of giftedness in invention. Lee, et al.(2012a) with many other specialists in education for the gifted in invention had proposed a model which looked promising as the theoretical foundation for the field of gifted education in invention, which has been absent for a decade after gifted education in the area of invention started in Korea. Results from two delphi studies and specialists numerous discussions by resulted in a more refined model of giftedness in invention. The new model is based on the inventor`s three main aptitudes, which are Knowledge-Skill aptitude, Synthesis-Creativity aptitude, and Character aptitude. These three aptitudes are integrated with 12 factors and 40 behaviors. Through the outcome of this study, we can expect the following : The field of gifted education in invention can have the theorical foundation that practitioners and researchers can share for further practical and academical communication. The new model of giftedness in invention can be used as the basis for identifying promising students who are gifted in invention. Programs and Intervention for gifted students in invention can be designed or evaluated based on the new model.
Major Issues and Challenges of Gifted Children from Multicultural Families
Han, Tae-Hee ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 453~477
DOI : 10.9722/JGTE.2013.23.3.453
The intent of this study is to fully investigate the major issues and challenges related to characteristics of gifted children from multicultural families in Korea. The gifted students of multicultural families are currently categorized as disadvantaged gifted students, but they need to be defined more deeply and separately due to the continuous increase of multicultural families. Most culturally different gifted children have common problem such as integrating into Korean culture, often suffering from emotional problems and their parents` economic disadvantage. Due to these problems a variety of issues arise. First, culturally diverse talented students have problems due to the alienation and the lack of equal opportunity given to gifted children of multicultural families in need. Secondly, another issue is whether or not the selection of these students for a gifted and talented program is administered equally and fairly. Thirdly students and teachers may have difficulty forming relationships. Fourth, there is a dire need to address the issue of a lack of formal education policy. for these students. Fifth, the formulation of a gifted and talented program solely for multicultural students is necessary. Sixth, educating the parents of such students remains a critical challenge. Seventh, the last issue arises from a lack of research regarding the identity of multicultural gifted children in Korea. In this study, we discuss each of these issues in-depth. Additionally the future of Korean Multicultural Gifted selection, training in the field, school direction and it`s implications are discussed.
The Effects of Mother`s Child-Rearing Attitudes on Young Children`s Intelligence, Multiple Intelligence, and Emotional Intelligence
Chu, Sung-Kyung ;
Journal of Gifted/Talented Education, volume 23, issue 3, 2013, Pages 479~499
DOI : 10.9722/JGTE.2013.23.3.479
The purpose of this study is to examine the effects of Mother`s Child-Rearing Attitudes on young children intelligence, multiple intelligences and emotional intelligence. In order to achieve the purpose of the study, 215 children and their mothers and teachers of children 15 were investigated. Data analysis, correlation analysis and regression analysis were conducted to analyze the mother`s Child-Rearing Attitudes and the relationship between the young children`s intelligence and multiple intelligences and emotional intelligence. The results of this study and the conclusions obtained through the discussion are as follows: First, the relationship between the mother`s child-rearing attitudes and intelligence, multiple intelligences, on the other hand, showed a high correlation relationship between the mother`s child-rearing attitudes and emotional intelligence and appeared to be correlated with low. Second, the rejective attitude and autonomous attitude variables that best explain the entire intelligence and multiple intelligence of young children, the affectionate attitude and autonomous attitude, the young children`s the entire emotional intelligence best explain the factors. These results in the development of intelligence, multiple intelligence, emotional intelligence, affectionate attitude depending on the situation, autonomous attitude shows rejective attitude avoiding uniform, certain attitudes, rather than to show the mother`s Child-Rearing Attitudes desirable that suggests.