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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
Activation Differences of Superior Parietal Lobule and Cerebellum Areas While Inferring Geometrical Figures per Intellectual Category in Adolescents
Kim, Ye Rim ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 637~648
DOI : 10.9722/JGTE.2013.23.5.637
The relationship between the cerebral cortex and human intelligence has been studied using various methods, and related brain areas involved in intellectual manifestation have been discovered individually. Such studies have also shown the cerebellum is closely involved in various cognitive functions such as language, memory, and information processing. However, studies showing an activity difference between the cerebral cortex and cerebellum when performing specific tasks are hard to find. This study searched and analyzed the active regions of the cerebral cortex and cerebellum seen while performing the inference of geometrical figures. A WAIS intelligence test was conducted using 81 healthy boys (16.3 years of age on average), and five categories were classified. While performing the inference of shapes, their brain images were taken using functional magnetic resonance imaging (fMRI). As a result, the activity in 12 brain regions was observed, including in the cerebral cortex, the bilateral inferior parietal, the visual cortex, bilateral superior parietal, frontal-Inf-Tri-R, and bilateral caudate, while activities in 5 discrete areas were seen in the cerebellum. In particular, the higher the intelligence (IQ) of the subject, the stronger their activity. Among those with the most superior intelligence, subjects with an IQ of 140-147 showed significantly higher activity compared to the other groups. Such results seem to represent a very high utilization of intelligence in a highly gifted group, and we can expect to use this to determine the super gifted.
A Research on the Changes of the Gifted and Talented Law in U.S.: Focusing on the Marland Report
Kang, Byoungjik ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 649~669
DOI : 10.9722/JGTE.2013.23.5.649
The research deals with the changes of the laws related to gifted education focusing on the Marland Report. As result, contrary to conventional argument for the beginning of legal ground for gifted education, 1958's National Defense Education Act(P. L. 85~864) which stipulated the article for 'identification and encouragement' for 'able students' can be said the first legislation of gifted education in the level of federal government. In the case of definition of the gifted, prior to 1972's Marland Report, there was the first legal definition in the Section 806 of the Elementary and Secondary Education Act(P. L. 91~230, 1970), which said "Children who have outstanding intellectual ability or creative talent". However Marland Report expanded the realm of the gifted from the area of intelligence to the area of leadership, art and psychomotor ability. On the basis of Marland Report, in 1974 the Office of Gifted and Talented was set up in the Department of Education for dealing with gifted education in federal. Further, Marland emphasized the importance of stipulating article related to funds for gifted education in law. Without manifesting funds for gifted education in law, he knew very well how hard it was to practice gifted education in reality. This implies that regulation funds for gifted education is crucial for effective actualization of gifted education.
An Application of Multivariate Generalizability Theory to Teacher Recommendation Letters and Self-introduction Letters Used in Selection of Mathematically Gifted Students by Observation and Nomination
Kim, Sung Yeun ; Han, Ki Soon ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 671~695
DOI : 10.9722/JGTE.2013.23.5.671
This study provides an illustrative example of using the multivariate generalizability theory. Specifically, it investigates relative effects of each error source, and finds optimal measurement conditions for the number of items within each content domain that maximizes the reliability-like coefficients, such as a generalizability coefficient and an index of dependability. The method is based on teacher recommendation letters and self-introduction letters, using an analytic scoring method in the context of selection of mathematically gifted students by observation and nomination. This study analyzed data from the 2011 academic year in the science education institute for the gifted, which is attached to the university located in the Seoul metropolitan area. It should be noted that the optimal scoring structures of this study are not generalizable to other selection instruments. However, the methodology applied in this study can be utilized to find optimal measurement conditions for the number of raters, the number of content domains, and the number of items in other selection instruments self-developed by many institutions including: the education institutes for the gifted at provincial offices of education, gifted classes, and the science education institutes for the gifted attached to universities in general. In addition, the methodology will provide bases for making informed decisions in selection instruments of the gifted based on measurement traits.
Differences among Sciences and Mathematics Gifted Students: Multiple Intelligence, Self-regulated Learning Ability, and Personal Traits
Park, Mijin ; Seo, Hae-Ae ; Kim, Donghwa ; Kim, Jina ; Nam, Jeonghee ; Lee, Sangwon ; Kim, Sujin ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 697~713
DOI : 10.9722/JGTE.2013.23.5.697
The research aimed to investigate characteristics of middle school students enrolled in a science gifted education center affiliated with university in terms of multiple intelligence, self-regulated learning and personality traits. The 89 subjects in the study responded to questionnaires of multiple intelligence, self-regulated learning ability and a personality trait in October, 2011. It was found that both science and math gifted students presented intrapersonal intelligence as strength and logical-mathematical intelligence as weakness. While physics and earth science gifted ones showed spatial intelligence as strength, chemistry and biology gifted ones did intrapersonal intelligence. For self-regulated learning ability, both science and mathematics gifted students tend to show higher levels than general students, in particular, cognitive and motivation strategies comparatively higher than meta-cognition and environment condition strategies. Characteristics of personal traits widely distributed across science and mathematics gifted students, showing that each gifted student presented distinct characteristics individually. Those gifted students showing certain intelligence such as spatial, intrapersonal, or natural intelligences as strength also showed different characteristics of self-regulated learning ability and personal traits among students showing same intelligence as strength. It was concluded that science and mathematics gifted students showed various characteristics of multiple intelligences, self-regulated learning ability, and personal traits across science and mathematics areas.
The Perception of Teachers in Scienced-Gifted Education, Science-Gifted Students and their Parents about Science and Scientist
Sim, Byeongju ; Yoon, Heesook ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 715~729
DOI : 10.9722/JGTE.2013.23.5.715
The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.
Change of Attitude Toward the Artistically Gifted: Seen through Newspaper Articles from 1999 to 2013
Park, Kyungbin ; Park, Hyun-Jin ; Yoon, HyeJeong ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 731~750
DOI : 10.9722/JGTE.2013.23.5.731
Conceptions toward the artistically gifted were investigated through analyzing newspaper articles from 5 major newspapers for 14 years beginning from 1999 to 2013. There were a total of 1,281 articles having to do with artistically gifted, and showed a steady increase in number of articles as the years went by. Largest number of articles were about musically gifted, and an increase in number of articles were observed following new implementations in law and policy. Implications for education and policy development for the artistically gifted are discussed.
Comparison between the Recognition of Professionalism and Teaching Efficacy of the Gifted Education Teacher by Majoring in Education for the Gifted from the Graduate School of Education
Jung, Jin-Cheol ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 751~769
DOI : 10.9722/JGTE.2013.23.5.751
This study aims to compare the difference between the recognition of professionalism and teaching efficacy of the gifted education teacher by majoring in education for the gifted from the graduate school. The subjects were 44 graduate students in gifted education major and 56 gifted education teachers of elementary school who did not major in the education for the gifted. The results were as follows. First, the education for the gifted children majors showed higher statistical significance in the subject knowledge, the instructional strategies, the understanding gifted student, personal efficacy and outcome expectancy than the teacher who did not major in the education for the gifted children (p<.05). Second, in the results of Two-Way ANOVA by the major status in education for the gifted children and the gender, there was the interaction effects in the subject knowledge, the understanding gifted student, personal efficacy, and the females were influenced by the recognition of professionalism and teaching efficacy by the major status in education for the gifted children more than males. In the results of analysis on the major status in education for the gifted children and career for gifted education, the instructional strategies and personal efficacy showed the significant interaction effect (p<.05). Third, in the results of analysis on the relations between the recognition of professionalism and the teaching efficacy, all subordinate scopes of the recognition of professionalism and teaching efficacy showed the significant positive correlation (p<.05). In the results of the multiple regression analysis, the subject knowledge and the instructional strategies have effects on the personal efficacy. So the majoring in education for the gifted children from the graduate school may have significant effects on development of the subject knowledge and the professionality of the instructional strategies of the gifted education teacher, further, it can be said that has positive effect on teaching efficacy.
An Analysis of Elementary School Teachers' Identification Criteria and Nominations of Gifted Students
Yoon, Chohee ; Park, Heechan ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 771~791
DOI : 10.9722/JGTE.2013.23.5.771
What are the identification criteria elementary school teachers prefer? What are the characteristics of students that teachers consider when nominating them to gifted programs? Will those criteria of identification/nomination differ as to teacher experiences related to gifted education or teacher involvement in the professional development? This study aims to find the answer to these questions. For this purpose, a total of 511 elementary school teachers with a varying degree of experiences with gifted education were recruited from 23 schools in 11 school districts in Seoul. The results show that teachers generally preferred task commitment, creativity, curiosity, and domain specific talents as criteria for identifying gifted students, while perceiving achievement records, total grades, leadership, and general intelligence as less important. Teachers experienced in gifted education or having been involved in professional development perceived curiosity, task commitment, and creativity as more important than teachers without such experiences. The importance-performance analysis of identification criteria indicates that teachers reported high importance on task commitment, curiosity, and creativity, but those factors were less considered in actual nomination. On the contrary, teachers reported low importance on quick learning and achievement(total grades, subject grades), but those were highly considered in nomination. A similar pattern was found in both experienced and nonexperienced teachers although the importance-performance gap was higher for the latter. Implications for teacher nominations and professional development were discussed.
Theoretical Proposal and Consideration on Longitudinal Study of Entrepreneurial Gifted Youth
Choi, MinGyeong ; Lee, KyungPyo ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 793~815
DOI : 10.9722/JGTE.2013.23.5.793
Research on entrepreneurial gifted youth who have immense potential within the national economy in the near future is critical. The purpose of this article is to establish the proper goal and direction of longitudinal study on entrepreneurial gifted youth and to identify substantial research problems. In order to do a theoretical inspection around preceeding research related with the field, longitudinal study of entrepreneurial youth (including gifted education and entrepreneurship) was executed. As a result, the goal, 'the verification of whether entrepreneurs can be cultivated by educational interventions' was derived as an appropriate research direction. Also, 4 major research problems are presented: (1) Description of the features of entrepreneurial gifted youth and their developmental pattern, (2) Explanation of the effects of educational intervention on intensifying entrepreneurial giftedness, (3) Prediction which identifies the factors that influence the youths' success as eminent entrepreneurs, and (4) Control over promoting talented individuals and refining relevant policy and institutions. Implications and further research directions are also discussed.
Thomas Young's Problem Solving through Analogical Reasoning in the Process of Light Inference Theory Formation and Its Implications for Scientific Creativity Education
Kim, Wonsook ; Kim, Youngmin ; Seo, Hae-Ae ; Park, Jongseok ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 817~833
DOI : 10.9722/JGTE.2013.23.5.817
The study aims to analyze Thomas Young's problem solving processes of analogical reasoning during the formation of the interference theory of light, and to draw its implications for secondary science education, particularly for enhancing creativity in science. The research method employed in the study was literature review of the papers which Young himself had written about sound wave and property of light. His thinking processes and specific features in his thought that were obtained through analysis of his papers about light are as follows: Young reconsidered Newton's experiments and observations, and reinterpreted Newton's results in the new viewpoints. Through this analysis, Young discovered that Newton's interpretation about his own experiments and observations was faulty in a certain point of view and new interpretation is necessary. Based on the data, it is hypothesized that colors observed on thin plates and colors appeared repeatedly on Newton's ring are appeared because of the effect of light interference. Young used analogical reasoning during the process of inference of similarity between sound and light. And he formulated an hypothesis on the interference of light through using abductive reasoning from interference of water wave, and proved the hypothesis by constructing an creative experimental device, which is called a critical experiment. It is implicated that the analogical reasoning and experimental devices for explaining the light interference which Young created and used can be utilized for school science education enhancing creativity in science.
Exploring the Predictive Validity of Behavioral Characteristics Checklists for Identifying Mathematically Gifted Students in Korea
Jung, Hyun Min ; Jin, Sukun ;
Journal of Gifted/Talented Education, volume 23, issue 5, 2013, Pages 835~855
DOI : 10.9722/JGTE.2013.23.5.835
The purpose of this study was to investigate the predictive validity of behaviroal characteristics checklists that are widely used in Korea for identifying mathematically gifted students. Three most widely used checklists were selected and implemented to classroom teachers who could teach and observe gifted students in regular classes. The predictive validity of the tree checklists were explored by generating the correlations between their ratings using those three checklists and the performance levels of gifted students, which were measured by teachers in gifted classes. Findings of this study are the followings: First, all three checklists could statistically significantly predict the performance of gifted students in gifted programs, and the checklist B showed the highest predictability. Secondly, without the assistance by those checklists, teachers could not predict the performance level of gifted students. Lastly, teachers that were trained for educating gifted students could very effectively predict the performance of gifted students with the aid of those checklists while teachers without appropriate training could not at all even with the aid of those checklists.