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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
Investigation of Science Gifted Students' Value-Judgement and Decision Making Writing on Space Exploration Enterprise
Yu, Eun-Jeong ; Ko, Sun-Young ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 861~879
DOI : 10.9722/JGTE.2013.23.6.861
The purpose of this study was to explore the science gifted students' value-judgments and decision making writing on the space exploration enterprise. Sixty-four first graders of a gifted science school took the seminar-style decision making instruction for 10 hours in one month. After having the seminar-style decision making instruction, we have analyzed science gifted students' value-judgments and decision making process utilizing questionnaires and their writings. As a result, gifted students were aware of both sides of the space exploration enterprise, benefits and risks, and showed different decision making depending on their priorities of evidence interpretation. Although the majority of gifted students were very well aware of the importance of space exploration enterprise, they would still need to know the background information of space exploration enterprise. Based on this study, implications of SSI education and future research about space exploration enterprise were discussed in the result.
A Comparison of the Learning Semantic Network about Sedimentary Environment between Science Gifted Students and Non-Gifted Students through Geological Field Trips
Cho, Kyu-Seong ; Chung, Duk-Ho ; Seo, Eun-Seon ; Park, Kyeong-Jin ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 881~898
DOI : 10.9722/JGTE.2013.23.6.881
The purpose of this study was to compare the difference of semantic network about sedimentary environment between science gifted students and non-gifted students through field trip. The fifteen high school science gifted students and non-gifted students were participated in the field trip for this study. The geological field trip was performed in Chaseokgang, which suitable learning place for sedimentary environments. Data included field trip observation and students' inquiry activity reports. The inquiry activity reports were analyzed using the semantic network analysis method. The results of this study were as follows: First, the semantic network of science gifted students was larger and complex structures than that of the non-gifted students. Second, science gifted students were interpreted that changes of sedimentary environment was connected with the sorting and the roundness. On the other hand, semantic network of non-gifted students were become fragmented because they were not interpreted sedimentary environment related to scientific concepts.
A Study on the Empowerment of Parents of Gifted Children Using Action Learning
Chu, Sung-Kyung ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 899~917
DOI : 10.9722/JGTE.2013.23.6.899
This study is purpose of empowerment of Parents of Gifted Children Using Action Learning. Conclusions and Implications of this study are as follows: First, the gifted children at home parents worry and stress associated with parenting experience, but directly to the nurturing gifted education is insufficient for parents. Thus, the characteristics of gifted and talented gifted parents who have appropriate training should be conducted. Second, a gifted parent empowerment by having a parent in child care for the ability to relieve stress and parenting, parents in the education of their children the confidence to believe that may be helpful. Third, parents of gifted children for strengthening the application of action learning approach is to derive a real problem with gifted children and their parents to seek a solution for the child care that can enhance the capabilities will be presented.
A Study on Conceptions of Giftedness in Arts
Won, YoungSil ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 919~945
DOI : 10.9722/JGTE.2013.23.6.919
Exploring the conceptions of giftedness in arts is very important as the essential prerequisite to identification of giftedness and organizing the curriculum for the gifted in arts. So I have explored the conceptions of giftedness in western music, korean traditional arts(music, theatricals, dance) and ballet based on the results of various studies and cases. The three fields of performing arts mentioned above are operating in the present fields on gifted education in Korea. As the result of this study, I have converged three or four factors on main psychological constructs of giftedness in arts. The giftedness in western and korean traditional music is composed of three sub-factors: high ability in relevant domain, high creativity in general and specific areas, and high motivation including task commitment. However, the giftedness in traditional theatricals, dance, and ballet consists four sub-factors: the physical condition, high ability in relevant domain, high creativity in a specific area, and high motivation including task commitment. The internal characteristics of the gifted in arts mentioned above can be maximized through supporting external conditions like social environments including family and school, and crucial opportunity to meet the teacher who affects the development of giftedness.
A Study on Elementary Gifted Children's Mathematical Belief
Park, SungSun ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 947~963
DOI : 10.9722/JGTE.2013.23.6.947
This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.
Discourse on the Gifted and Gifted Education in the Fatigue Society
Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 965~979
DOI : 10.9722/JGTE.2013.23.6.965
In this paper, we explore how the concepts of fatigue society and self exploitation are related with the gifted and gifted education. Gifted students' burnout are the result of an excess of positivity. The violence of positivity stems from over-producing, over-achieving or over-communicating. Especially, this paper tries to warn gifted students' maladaptive perfectionism, high expectations of themselves and their surroundings, high task commitment, and excessive self criticism could make the gifted the high risk group who burnout themselves in this fatigue society. In addition, it is discussed how the gifted students' suicides are closely related to the issues of fatigue society and self exploitation structurally. Most importantly, we examine that why and how the concept of fatigue society results in ultimate decline of creativity. Finally, we discuss some ways to overcome this over-achieving fatigue society and their implications in the aspects of gifted students' creative lives and products.
Discussions on The Directions of Research and Development Tasks for Convergence Gifted Education
Maeng, Hee-Ju ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 981~1001
DOI : 10.9722/JGTE.2013.23.6.981
Many studies on convergence education have been done in the field of gifted education to meet the social needs for people of convergence talent and to adjust our education system to the paradigm shift. However, the number of studies on convergence gifted education is not sufficient enough and most of them are mainly on science and art. So, this study reviews the previous studies on gifted education involving convergence, and discusses the pressing issues to address for the development of convergence gifted education in korea. Also, the direction of the further research is introduced. There is an agreement that the definition of the convergence gifted and convergence gifted education needs to be clarified, and further researches have to be conducted to establish a basis for defining integrated thinking ability. Furthermore, it is suggested that the contents for convergence gifted education should be developed accommodating individual differences, and a theory-based approach to creating convergence gifted education programs is proposed. On top of that, the needs for the studies on how to strengthen the educational capability of the teachers are discussed.
An Analysis on the Differences in Perceptions of Teachers and Students for Teaching and Learning of the Gifted in the Elementary Invention
Maeng, Hee-Ju ; Seo, Hae-Ae ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1003~1017
DOI : 10.9722/JGTE.2013.23.6.1003
The purpose of this study is to analyze on the differences in perceptions of teachers and students for teaching and learning of the gifted in the elementary invention. The results are as follows. First, the result appears that although the majority of teachers & students are spontaneously joining in that learning course due to lots of interest, the response rate for how to come in that learning course has been higher in the case of a male teacher being obligatory and female students being recommend by their teacher or parents. Second, the teachers who take disjunction of teaching and learning think that they are dealing with the basic knowledge or necessity of the invention and the content of a class for how to create a clever idea. However, it has analysed that phenomenon of estrangement for teaching & learning occur because students meaningfully recognize that learning arise less than the recognition from teaching teacher statistically. Third, it has analysed that the intention of teaching from teachers such as, evaluation, debate, and presentation is not well reflected in student's learning. Finally, it has shown that the class satisfaction from students and teachers is generally higher. Hence, in order to minimize the phenomenon of estrangement, it needs to understand the interaction between teaching and learning. Moreover a variety of teaching methods should be studied to facilitate learning and systematically manage a invention of the gifted education efficiently.
Analysis of the Differences in Perception about Scientists between Science Class and Convergence Class Applicants in Gifted Science Education Center
Park, Seon-Ok ; Lim, Hyo-Sun ; Chung, Duk-Ho ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1019~1034
DOI : 10.9722/JGTE.2013.23.6.1019
The purpose of this study is to investigate the characteristics of convergence gifted students through the their perception of the differences about scientists between Science class and Convergence class in gifted science education center. Consequently, this article reports that there are differences in the perception about scientists was distinction between applicants of Convergence and Science class. Science class applicants mainly recognized scientists as pure scientists, but Convergence class applicants recognized scientist were including mathematician, artist, architect, etc. Also Convergence class applicants thought that affective domain including 'effort', 'patience', 'interest' was more important that Science class applicants. On the other hand, when they described the scientists, Science class applicants knew their achievements as scientists more specifically than Convergence class. And to conclude, the characteristics were different between Convergence and Science class applicants in gifted science education center. Based on the result of this study, this paper suggests the following: Firstly, conceptual study is urgent about convergence gifted students in their definition and characteristics. Secondly, information regarding the criteria to select student for convergence class in gifted science education center. Finally, when teaching convergence gifted students, attention should be paid to their characteristics such affective domain.
The Influences of Gifted Youths' Intentions Toward Counseling: Parental Emphasis on Academics and Surrounding Attitudes for Consultation
Choi, MinGyeong ; Kim, SaeWon ; So, Jung ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1035~1054
DOI : 10.9722/JGTE.2013.23.6.1035
While the importance of needs and effectiveness of counseling for the gifted and talented has been actively studied, factors that practitioners and researchers have to consider in designing counseling programs less have been studied. The main aim of this study is to establish a foundation of counseling for the gifted and talented research by investigating factors which impede gifted youths' intentions toward counseling and by suggesting structural model which explains the relationships between the factors. The author(s) investigated the effects of parental emphasis on academics, personal emphasis on academics, attitudes toward seeking professional help, surrounding attitudes for consultation on gifted youths' intentions. The result shows that the effects of parental emphasis to academics on gifted youths' intentions toward counseling are mediated by attitudes toward seeking professional help and surrounding attitudes for consultation. Implications, limitations, and future research directions are discussed.
A Case Study on Effective Teachers' Discourse in Science Gifted Class Using Flanders Interaction Analysis Program
Cho, Kyoung Mee ; Yeo, Sang-Ihn ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1055~1076
DOI : 10.9722/JGTE.2013.23.6.1055
The purpose of this study was to examine the flow of teacher-student verbal interactions and the types of discourse in the science gifted classes of three effective teachers. The three effective teacher were recommended by the expert of a gifted education or science education expert. A participant observation was carried out in their classes, and all the classes were videotaped. The collected videotape materials were transcribed, and Flanders Interaction Analysis Categories and an AF program were utilized to analyze the video clips. The findings of this study were as follows: First, there was no specific flow of verbal interactions in the classes provided by the effective gifted teachers, but the kind of positive verbal interaction that the students responded diversely to their questions or lectures took place. Second, the most prevalent type of utterance in the classes of them was lecturing, and the remark of direction and criticism scarcely took place. And lots of non-directive remarks were found such as emotional acceptance, praise, encouragement or acceptance of ideas. As a result, the effective science gifted teachers made more nondirective remarks such as emotional acceptance, praise, encouragement and acceptance of ideas than directive remarks such as direction or criticism, and their non-directive remark made it possible to elicit more extensive responses from their students.
Comparison of Components of Self-directed Learning Discribed in the Students' Evaluation of Explicit Instruction and Implicit Instruction Regarding Self-directed Learning
Choe, Seung-Urn ; Kim, Eun-Sook ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1077~1098
DOI : 10.9722/JGTE.2013.23.6.1077
Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.
What is Shared in Collaborative Problem Solving Process of Scientific Gifted Students?
Lee, Ji Won ; Kim, Jung Bog ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1099~1115
DOI : 10.9722/JGTE.2013.23.6.1099
Collective intelligence has been focused because it plays an important role for creating knowledge. In order to solve a problem with collective intelligence, collaborative works sharing information are required. In this study, we have investigated what informations are shared while 4 science gifted students are asked for scientific explanation to the problem which is cognitive conflict. They have shared presupposition and problem in stage of problem finding, aims and means of problem solving in stage of setting up hypotheses, and constraints for evaluation and results of evaluation in stage of hypotheses evaluation. Our research tells that group can create knowledge through sharing information and make a change of their concepts. Our foundation of these spontaneous conceptual change gives an implication for gifted education.
Theoretical Consideration on Concepts and Features of the Entrepreneurial Gifted
Choi, MinGyeong ;
Journal of Gifted/Talented Education, volume 23, issue 6, 2013, Pages 1117~1145
DOI : 10.9722/JGTE.2013.23.6.1117
Research on entrepreneurial giftedness is in its initial stage and the importance is increasing these days. The purpose of this article is to establish a foundation of entrepreneurial giftedness research by conceptualizing the concept and characteristics of entrepreneurial giftedness. The author reviewed prior research on entrepreneur and entrepreneurship, potential entrepreneur, gifted youth in invention, and entrepreneurial gifted youth, and proposed a new perspective on entrepreneurial gifted youth based on the findings from the review. Entrepreneurial giftedness proposed in this study is someone who is risk-taking to achieve opportunities and innovation and who has potential to be competent in managing resources. The author also proposed that entrepreneurial giftedness study needs to focus on developmental characteristics, management ability, and practical intelligence. Finally, based on the findings from previous research on entrepreneurial giftedness, environmental and personality characteristics, temperament and character, cognitive traits, and vocational interest of entrepreneurial giftedness are discussed. Implications and further research directions were discussed.