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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 25, Issue 6 - Dec 2015
Volume 25, Issue 5 - Oct 2015
Volume 25, Issue 4 - Aug 2015
Volume 25, Issue 3 - Jun 2015
Volume 25, Issue 2 - Apr 2015
Volume 25, Issue 1 - Feb 2015
Selecting the target year
Teacher`s Perception towards Collective Teacher Efficacy and Barriers in the Integrative Education by Teaching Levels and Gifted Education Experiences
Lee, Mi-Soon ; Lee, Gwang-Ho ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 1~19
DOI : 10.9722/JGTE.2015.25.1.1
The study explored teacher`s perception towards collective teacher efficacy and barriers in the integrative education by teaching levels and gifted education experiences. A total of 241 teachers answered the collective teacher efficacy scale and survey of teachers` perceptions towards barriers in the integrative education, which responses were analyzed by teaching levels (elementary/secondary level) and gifted education experiences (yes/no) in using the ANOVAs and Pearson correlation. Results indicated that there was no differences in collective teaching efficacy by teachers levels and gifted education experiences. On the other hands, there were significant differences in teacher`s perceptions towards barriers in the integrative education by teaching levels and gifted education experiences. For these results, this study analyzed the possibile reasons, which based on the specific characteristics of educational fields and suggested the supportive ways in promoting for the successful application and settlement of the integrative education.
The Characteristics of a Career Counseling Network on Gifted Students of Science and general students
Chung, Duk-Ho ; Park, Seon-Ok ; Yoo, Hyo-Hyun ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 21~36
DOI : 10.9722/JGTE.2015.25.1.21
The purpose of this study is to examine social influence of the counselors on the network for a career counseling on gifted students of science and general students. This study collected data from 151 gifted students of science and 212 general students. The collected data was analyzed by the social network analysis. The results are as follows: First, we found that mother had the highest centrality indicators and teacher had the lowest centrality indicators on the career counseling network in both groups. And the max-flow indicators from mothers to teachers were the lowest on the career counseling network, on other hand; general students had lower centrality indicators than gifted students of science. Second, father was the most obvious counselor to cover for mother, on the hand, teacher was the worst counselor to cover for mother on the career counseling network. The gifted students group of science had less difficulty to cover for mother than the general students group. While teacher had the highest limits to information exchange on the career counseling network in both groups, mother had the lowest limits. As the result, we can conclude that mother played a key role on the career counseling network in gifted students of science and general students, while teachers was excluded from the career counseling network of students. Therefore, it is necessary to connect systematically parents with teachers for leading effectively students to their career; also government needs to build a career counseling system for this.
A Study of the Key Factors and Expected Outcomes of Convergence Education using a Delphi Technique
Cho, Eunbyul ; Lee, Seon-Young ; Shin, Jongho ; Hong, Yoon-Jeong ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 37~58
DOI : 10.9722/JGTE.2015.25.1.37
The purpose of this study was to investigate the characteristics of convergence education through the Delphi survey targeting 19 teaching professionals. The Delphi survey was completed three times, drawing key factors and expected outcomes which explain the characteristics of convergence education. The key factors of convergence education were classified as `educational design`, `teachers` expertise` and `educational environment`. Educational design focused on the qualitative characteristics of leaner`s experience. Teachers` expertise was teacher`s active and supportive roles in relationship with fellow teachers and learners. Educational environment was the psychological factors with which various subjects can realize convergence education. The expected outcomes were classified as `learner`s cognitive characteristics`, `leaner`s affective characteristics`, and `teacher and educational system`. The expected outcomes of convergence education leads to psychological changes for learners to increase the advanced learning experiences and to pursue values of education itself. Compared to similar concepts, convergence education has some unique characteristics in which many of regular learners in educational settings and various topics are targeted. It also focuses on psychological factors of various subjects and qualitative natures of leaners` learning experience for the advanced learning. Especially, these results have significance in understanding the nature of convergence education, focusing on educational practices through teachers`perspectives.
Analysis on Hypothesis-generating Ability of Elementary School Gifted Students in Science and Its Correlation with Meta-cognition
Park, Mijin ; Seo, Hae-Ae ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 59~76
DOI : 10.9722/JGTE.2015.25.1.59
The study aimed to investigate elementary school gifted students` hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis-generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables.
Problem Solving Strategy for Goldberg Machine Task According to the Cognitive Styles of Elementary Gifted Students Group
Kwon, Yong-Tae ; Kang, Ho-Kam ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 77~93
DOI : 10.9722/JGTE.2015.25.1.77
The purpose of this study was to explore the problem solving strategy for Goldberg machine tasks of the gifted students in elementary science depending on the cognitive style(tendency to field-dependent and field independent). It was aimed to provide suggestions for the features and differences of the problem solving strategies of the gifted students in elementary science according to their cognitive styles. A total of 16 students, from the gifted class of P elementary school in Hwaseong were sampled for the research, cognitive styles Test was conducted to divide the students in teams, and the teams were classified according to cognitive style tendencies to five groups of field-dependent group, weak field-dependent group, mixed group, weak field-independent group and field-independent group. The Goldberg device task given was to make a Goldberg device within the angle framework of (Figure) 1, for a bead to start from the starting point and to reach the final point the last. The results are as follows: First, regarding the plan for producing the device, the stronger the field-independent tendency, they established more specific strategy-reflected plan; the stronger the field-dependent tendency, they established less specific strategy-reflected plan. Second, all cognitive style groups took a limited period of time into consideration, to fabricate the devices for the ball to arrive the last using a fine adjustment rather than many devices. Third, the field-independent group used a lot of logical reasoning; the field-dependent group used a lot of intuitive thinking. Fourth, the field independent group properly utilized strategies such as cooperation and role allocation; the field-dependent group tried to solve the task personally rather than cooperatively with poor role allocation. Fifth, the intermediate mixed group solved the problem better than the inclined groups such as field-dependent or field-independent groups.
An Analysis on Scientifically Gifted Students` Image and Perception of The Engineering
Kim, Youngmin ; Kang, Jungha ; Heo, Namyoung ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 95~117
DOI : 10.9722/JGTE.2015.25.1.95
The purpose of this study is to investigate what image and perception of the engineering scientifically gifted students have. For this, we conducted a survey of 182 students who are freshman or sophomore in science high schools. First, we analyzed the image of the engineering and science based on the survey. Second, we investigated the perception of the engineering and the need for engineering education. Third, we analyzed the attitude toward the engineering. The result of this study is as follow. We found that they perceived engineering positively as much as that they gave an affirmative answers to the most of questions about engineering and field of engineering. Even though engineering careers and fields of career are very important particularly for gifted students, they have not only lack of recognition and negative image of engineering but also a misconception. It seems to be due to the lack of opportunities for engineering education. In addition, gifted students have meaningful differences according to gender, grade level, future career group. In conclusion, compared to the importance of engineering for them, the image and perception and attitude of the engineering gifted students have were examined to be very lacking.
Analysis of academic achievements on above-level testing of newly entering students in science specialized high schools
Ahn, Tae Hwan ; Park, Kyung Hee ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 119~138
DOI : 10.9722/JGTE.2015.25.1.119
This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student`s ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of `continuity and limit of a function` unit was higher, `statistics` unit was lower. In physics, the academic achievement of `Electricity and Magnetism` unit was higher, `Waves and particles` unit was lower. In chemistry, the academic achievement of `compounds in life` unit was higher, `Air` unit was lower. In English, the academic achievement of `practical sentence` of reading area was higher, `Sentence` of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.
An Analysis of Science Gifted Students` Achievement Emotions
Jeon, Jiyung ; Chun, Miran ; Lee, Heebok ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 139~159
DOI : 10.9722/JGTE.2015.25.1.139
In this study, achievement emotions were compared between the gifted and regular students. The significant differences for each group were shown in all eight elements respectively in lesson situation, learning situation and test situation. Among various achievement emotions, it was also found that the gifted students showed higher level of positive achiecement emotions. Furthermore, positive achievement emotions can have positive effects in increasing the achievement level in science subject. On the other hand, the negative achievement emotions were higher for ordinary students that could have negative effets. The influential factors were recognizing the values of Science, Science experiments, positive evaluation experiences, aggressive learning attitudes, interests and knowledge, positive self-perceptions, career relationships, and teachers` recognitions. These factors influenced in imcreasing students` positive achievement emotions and decreasing negative achievement emotions. By conducting in-depth advanced conversations with students based on the above results could increase students` interest and positive achievement emotions.
The Structural Relationship among Metacognition, Interactions, Problem Solving Ability and Achievement in Gifted Students Through the 3P Model
Joo, Youngju ; Kim, Dongsim ;
Journal of Gifted/Talented Education, volume 25, issue 1, 2015, Pages 161~177
DOI : 10.9722/JGTE.2015.25.1.161
The purpose of the present study was to verify the structural relationship among metacognition, interactions, problem solving ability and achievement in gifted students through the 3P model. In this study, factors affecting the performance of gifted education are based on 3P(presage, precess. product) theory(Biggs, 2003). Participants attended a 174 gifted student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of metacognition and interactions as exogenous variables; and problem solving ability and achievement as endogenous variables. The results of this study are as follows: First, metacognition and interactions had significant effects on gifted students` problem solving ability. Second, problem solving ability had significant effects on gifted students` achievement. And problem solving ability was verified as a complete mediating variable between metacognition and achievement also interactions and achievement.