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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
Why Gifted Students Participate in Private Education?: A Study on the Current Status and Key Factors of the Attendance in Private Education
Han, Ki-Soon ; Park, Yujin ;
Journal of Gifted/Talented Education, volume 23, issue 4, 2013, Pages 505~521
DOI : 10.9722/JGTE.2013.23.4.505
The purpose of the study is the find out current status and key factors of attendance in private education of gifted students. The results show that 95.9% of gifted students and 94.6% of general students are currently participating in private education. Most percentages of students took English and math programs at the private institutes. Average amount of time students spend for private education was 2~3 hours per day, and most percentage of parents spent 400,000~600,000 won per month for their children's private education. There were no significant differences between the gifted and the general students in the aspects of private education statuses. Regarding the key factors of attendance in private education, improvement of study related skills, school grade management, and influences of surroundings, such as parents and friends, were showed as significant variables in gifted students group. Interestingly, influences of surroundings showed negative effect. For general students and their parents, improvement of study related skills and school grade management factors were significant variables. And for the parents of gifted students, improvement of study related skills and entering higher level schools appeared as significant factors for the participation in private education. Implications of the study were discussed in depth.
Cognitive Ability and Personality as Predictors of Academic Performance: Science Gifted Students
Lee, Young Ju ; Chae, Yoojung ;
Journal of Gifted/Talented Education, volume 23, issue 4, 2013, Pages 523~535
DOI : 10.9722/JGTE.2013.23.4.523
The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.
Teachers' Responses to Curriculum Evaluation of Gifted Education in Visual Art : Case Study of Three Types of Institution for Gifted Education
Lee, Kyungjin ; Choi, Jinyoung ;
Journal of Gifted/Talented Education, volume 23, issue 4, 2013, Pages 537~565
DOI : 10.9722/JGTE.2013.23.4.537
The purpose of this study was to investigate teachers' responses to curriculum evaluation of gifted curriculum in visual arts. Especially, this study examined whether there are differences of the responses among three types of institutions for gifted education (institution for gifted education, community based gifted classroom, and school based gifted classroom). Teachers from these three types of institutions for gifted education were interviewed. The results are as follows. First, teachers viewed that consideration is needed for 3 criteria. Teachers from different institutions showed different responses to 'professionalism of working personnel' and 'utilization of advisory committee'. Second, teachers viewed that 13 criteria need consideration. Teachers from different institutions showed different responses to 'support personnel for gifted education' and 'educational equipment and resource supply'. Third, teachers viewed that consideration is needed for 2 criteria. Teachers from different institutions showed different responses to 'efforts for professional development of instructors'. Fourth, teachers viewed 4 criteria need consideration. Teachers from different institutions showed different responses to 'budget planning for next year'. Based on the findings, implications for developing and implementing the evaluation criteria for the gifted curriculum in visual arts were discussed.
The Effectiveness of Science Gifted Students' Self-directed and Cooperative Learning for Decision-Making about Global Warming Issues
Ko, Sun-Young ; Choe, Seung-Urn ;
Journal of Gifted/Talented Education, volume 23, issue 4, 2013, Pages 567~592
DOI : 10.9722/JGTE.2013.23.4.567
The purpose of this study is to investigate effective teaching and learning method for teaching decision-making on Socio-Scientific-Issues(SSI) in science classroom. So we carried out new teaching and learning trial for decision-making about Global Warming issues. Our new trial focused on self-directed and cooperative learning in decision-making about SSI. And our participants were science gifted or science high-achieved students in middle school. We analysed students' written decision-making of the last process in our new trial. We can find our instruction made progress in informed decision-making, structure of argumentation, reflective thinking stage, using the scientific information and understanding of the nature of science. As a result, self-directed and cooperative learning in decision-making on SSI leads students to the meaningful decision-making scientifically.
Survey of Elementary and Middle School Gifted Students' Perceptions on Research Ethics
Lee, Jin-A ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 23, issue 4, 2013, Pages 593~614
DOI : 10.9722/JGTE.2013.23.4.593
The purpose of this study was to analyze the research ethics elementary and secondary gifted students enrolled in science-gifted education center of university and to get the implications of research ethics education. 180 elementary and secondary gifted students and 180 general students were participated. The results obtained from this study were as follows: First, the item, such as 'The researchers must have self-esteem and responsibility in their study', both the gifted students and the general students showed the highest perception. On the contrary, the item 'I think that it is right to exclude the person who didn't participate in research' both the gifted students and the general students showed the lowest perception. And gifted students' perception on research ethics was higher than the general students' on the whole. There was a statistically significant difference between two groups(p<.05). Second, the scientifically gifted students' research ethics in 'basic attitude of the researchers' was significantly higher than mathematically gifted students' and IT gifted students' (p<.05). Third, there was a statistically significant difference between the elementary gifted students and secondary gifted students in 'ethics of thought and expression' (p<.05). Fourth, experience in research ethics education and the number of research experience was significantly effect on perception of research ethics. There was a statistically significant interaction effect between gifted students and general students in 'science, technology, biomedical research ethics' items(p<.05).
Implicit Knowledge on the Creative Person in Korea, China and Japan - Based on Characteristics and Occupations
Choe, In-Soo ; Lee, Gun-Hee ; Pyo, Jung-Min ;
Journal of Gifted/Talented Education, volume 23, issue 4, 2013, Pages 615~632
DOI : 10.9722/JGTE.2013.23.4.615
The purpose of this study was to explore the implicit knowledge of creative person in Korea, China and Japan. To this end, participants of all ages in three countries (Korean 328, Chinese 388, Japanese 394) were required to fill out the survey about creative persons. The major results of this study were as follows: First, Korean and Japanese recognized most the characteristics of creative person as "original" at all ages, Chinese recognized as "intellectual" in most ages. Second, occupations of creative persons were classified into nine categories. Third, in Korea scientist and artist, in China politician, in Japan artist were the occupations of the highest frequency at all ages. These results of this study can be used as a basis for the research of implicit knowledge on creativity in East Asian countries. This study suggests that the implicit knowledge about creative person differs in three countries and cultural characteristics of each country should be considered in the study of creativity.