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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
Elements and Changes of Teacher Expertise for the Science Gifted : Focused on Mathematics and Science Teachers in Science High Schools
Jung, Hyun-Chul ; Heo, Namyoung ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 183~194
DOI : 10.9722/JGTE.2015.25.2.183
In this study, we identified the elements of teachers'expertise for the science gifted in science high school, and examined teacher perceptions of expertise. Through previous studies and expert consultations, 5 categories such as subject knowledge, inquiry teaching, pedagogical knowledge, student guidance and school work were derived. Based on these 5 categories and sub-element, a questionnaire was constructed. Total 284 mathematics and science teachers from 19 science high schools across the country responded to the survey. The desirable level of expertise and current level of responding teachers' own expertise were examined and compared to each other, and group comparisons were accomplished according to teacher career, type of degree and final degree. Some implications are suggested for the professional development for teachers of the science gifted.
Analyzing the Structure of Science Gifted and General Middle School Students' Values of Career: Social Network Approach
Shin, Sein ; Lee, Jun-Ki ; Ha, Minsu ; Lee, Tae-Kyong ; Jung, Young-Hee ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 195~216
DOI : 10.9722/JGTE.2015.25.2.195
Students' perceived values of career play a core role in formation of their career motivation. In particular, science gifted students should build sound values of career in science and technology so that our society can retain the human resources for future science and technology. This study compared and analyzed the structure of science gifted and general middle school students' preferred job and values of career using semantic network analysis. Methodologically, we first collected science gifted and general middle school students' preferred careers and the reasons of the career choice using survey method. Then, we structuralize semantic networks of students' perceived values of their preferred careers using semantic network analysis. We identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. Findings revealed that science gifted students considered the creativeness as the most important value of career. Second, science gifted students considered more diverse values of career than general students. Third, science gifted students considered the self-realization such as displaying capability as a core value of career in STEM and medical science whereas general students considered the community service as a core value of the careers. This study identified the significant differences between science gifted and general middle school students' values of careers. The structures of students perceived values of careers can be used for teachers to counsel their students about students' future careers.
An Exploration of the Direction of Gifted Education through Deep Interview of Socially Succeeded People
Park, Kyungbin ; Lee, Jaeho ; Park, Myungsoon ; Lee, Sunyoung ; Chun, Miran ; Ryu, Jiyoung ; Ahn, Seonghun ; Byun, Soonhwa ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 217~236
DOI : 10.9722/JGTE.2015.25.2.217
The purpose of this study was to investigate factors that affected achievement of socially succeeded people, and to draw ways to improve gifted education. To do this, we interviewed 60 achievers. The interview was administrated as semi-structured deep interview about 6 areas - education, major, family and parent, personal relationship, leisure time activity, achievement and motivation of success. The results showed that achievers were active students during their school days. They thought differentiated education and student-centered lessons are important. Many achievers answered they do not have any personal mentee, and decision of majors and education should be matched with the perception of one's potential and interest. Exercises, music, and reading books were strongly suggested as leisure time activities, and the key inner factors for success were curiosity and self-confidence. Beneficiaries of gifted education perceived their experience of gifted education had a positive influence on their achievement. Based on the these results, ways to improve gifted education were discussed.
The Construct Validation of the Scale for Screening the Qualified Teachers for the Gifted in Music
Won, YoungSil ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 237~259
DOI : 10.9722/JGTE.2015.25.2.237
Teachers in music(including Korean traditional music) gifted education are a significant variable in both identifying the giftedness of students and a successful instruction. The purpose of this study is to develop the Scale for Screening the Qualified Teachers for the Gifted in Korean traditional and western Music(SSQTGM), and to examine the validity and reliability of the SSQTGM. To achieve this purpose, this study administered the SSQTGM to 175 teachers of gifted students aged between 13 and 15 in middle schools for the arts. To validate the SSQTGM, I analyzed the criteria of the SSQTGM, and conducted an exploratory and confirmative factor analysis. I also examined an internal consistency. As a result of the exploratory factor analysis, I finally collected 41 items of the SSQTGM. Futhermore, I could identify psychological constructs of the qualified teachers for the gifted in Korean traditional and western music. In consequence of the confirmative factor analysis, the model provided a good fit to observe data. As a result of the reliability analysis, the internal consistency of knowledge in the music(korean traditional music) verified cronbach's
, and the expertise of the class management and instruction verified cronbach's
. Also, the teachers' aptitude and personality verified cronbach's
. This result of the construct validation reflects the fact that the SSQTGM is an available scale that can be applied in gifted education field instantly.
Teachers' Recognition on Enhancing ICT-related Capabilities of Gifted Students
Lee, Jaeho ; Jin, Sukun ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 261~277
DOI : 10.9722/JGTE.2015.25.2.261
The purposes of this study were to find out what attitude teachers have toward adopting ICT education to educational programs for gifted students, and how ready they are for carrying out ICT education for gifted students. For these purposes, this study surveyed 191 teachers that are currently working for gifted students in various school levels, from elementary schools to junior high and high schools. The major results of this study were as follow: (1) most teachers recognized that enhancing ICT-related capabilites of gifted students is very important, and (2) ICT-related activities in current education programs for gifted students are limited to the basic level, such as web searching for collecting information and making visual presentations using well-known commercial software. Based on the common recognition on the importance of ICT-related capabilites for gifted students, this study suggests that training teachers, as well as employing well-trained teachers, should be the first and most important step for ICT education for gifted students.
The Evolution of the Science Education Policy for the Gifted, 1968-2012: The Interaction of the Policy of Human Resource in Science and Technology and Education Policy for the Gifted
Woo, Saimi ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 279~298
DOI : 10.9722/JGTE.2015.25.2.279
This study analyzes the interaction of the policy of human resource in science and technology and the policy of education for the gifted. In Korea, the goals of gifted education seem to have gravitated more toward serving the national perspective of creating a pool of high-quality scientists for economic development, rather than toward helping individuals achieve their educational aspirations and promote their talents. The science education policy for the gifted can be categorized into two: one primarily by the Ministry of Science (MOST) and another by the Ministry of Education (MOE). So far, the policy of science education for the gifted has been written by MOE. Such an imbalance has been created because the two ministries differed in their values and priorities. MOST has designed the science education policy in order to foster the gifted as high-quality human resources in science and technology that can help contribute to economic development. On the other hand, MOE has designed the policy for the gifted with educational equity in mind. Although the policy by MOST had have more influence in implementing overall policies of educating the gifted, the two ministries have interacted and formulated the educational system of gifted in Korea. This study sheds light on the process that MOST has legitimized their science education policy for the gifted by designing it in line with the national and social goals, and has formulated a basis on which the gifted can contribute to R&D for economic development.
Exploring the Problem and Solution in Curriculum Development of School-based Program for the Gifted in the Arts
Lee, Kyungjin ; Kim, Sunghye ; Kang, Byoungjik ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 299~320
DOI : 10.9722/JGTE.2015.25.2.299
This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.
Are We Really Open to Creativity?: Elementary Gifted Students' Perceptions on Anti-Creativity Bias
Lee, Taehee ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 321~337
DOI : 10.9722/JGTE.2015.25.2.321
The purpose of the present study is to examine elementary gifted students' perceptions on bias against creativity utilizing concept mapping approach. Twelve elementary gifted students participated in the group brainstorming and produced 55 final statements. Based on these statements, the multi-dimensional scale and hierarchial cluster analysis using dissimilarity matrix were performed. Average stress value was .30 which is appropriate for a two-dimensional concept mapping study. In addition, a questionnaire survey using likert 6 points scale was carried out targeting 132 elementary gifted students to analyze the degree of sympathy on their anti-creativity bias perception. The findings are as follow: First, four categories were concluded dividing gifted students' perceptions on bias against creativity from the hierarchial cluster analysis with X-Y coordinate matrix, these were 'Contradictory attitudes to creativity', 'Low evaluation for creativity', 'Forced to predetermined rules and ideas', and 'Aversion to new things'. Second, elementary gifted students were sympathetic to the order 'Forced to predetermined rules and ideas'(M=4.16), 'Aversion to new things'(M=3.68), 'Contradictory attitudes to creativity'(M=3.55) and 'Low evaluation for creativity'(M=3.30). This study aims to examine, analyze and categorize various relevant factors related to elementary gifted students' perceptions on bias against creativity. Implications of the study related to the present and future creative education were discussed in depth.
Perceptions of Information Technology Competencies among Gifted and Non-gifted High School Students
Shin, Min ; Ahn, Doehee ;
Journal of Gifted/Talented Education, volume 25, issue 2, 2015, Pages 339~358
DOI : 10.9722/JGTE.2015.25.2.339
This study was to examine perceptions of information technology(IT) competencies among gifted and non-gifted students(i.e., information science high school students and technical high school students). Of the 370 high school students surveyed from 3 high schools(i.e., gifted academy, information science high school, and technical high school) in three metropolitan cities, Korea, 351 students completed and returned the questionnaires yielding a total response rate of 94.86%. High school students recognized the IT professional competence as being most important when recruiting IT employees. And they considered that practice-oriented education was the most importantly needed to improve their IT skills. In addition, the most important sub-factors of IT core competencies among gifted academy students and information science high school students were basic software skills. Also Technical high school students responded that the main network and security capabilities were the most importantly needed to do so. Finally, the most appropriate training courses for enhancing IT competencies were recognized differently among gifted and non-gifted students. Gifted academy students responded that the 'algorithm' was the mostly needed for enhancing IT competencies, whereas information science high school students responded that 'data structures' and 'computer architecture' were mostly needed to do. For technical high school students, they responded that a 'programming language' course was the most needed to do so. Results are discussed in relations to IT corporate and school settings.