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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 26, Issue 2 - Jun 2016
Volume 26, Issue 1 - Mar 2016
Selecting the target year
Cognitive Characteristics and Learning Needs of Economically Disadvantaged Gifted Students
Park, Minjung ; Park, Jiyeon ; Jeon, Dongryul ; Lee, Kyung-Sook ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 1~20
DOI : 10.9722/JGTE.2016.26.1.1
This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n
Sustaining Effect of Reading Comprehensive Strategy Program for Underachieving Gifted Students
Lee, Seung Jin ; Jin, Sukun ; Choi, Sun Ill ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 21~36
DOI : 10.9722/JGTE.2016.26.1.21
This study examines the sustaining power of program effects of Reading Comprehensive Strategy Program, for underachieving gifted students in middle schools, which was developed and applied by Choi(2015). The study was a kind of follow up study of Choi(2015) as this study traced and collected all data from the same samples that Choi(2015) used since Choi(2015) stopped his program and data collection from 31 participants for 9 to 12 months. As the results, Among 11 subjects, who overcome underachievement through Choi(2015)`s Reading Comprehensive Strategy Program, 5 subjects could consistently maintained their performance level. However, 3 subjects could not maintain their performance and went back to the underachieving level, and another 3 showed instability as they went up and down around the border line. And among 20 subjects, who could not help the underachieving level through Choi(2015)`s program, 5 subjects could reach the achieving level. But 15 subjects still remained in their underachieving level. In conclusion, we may say that at least 16.1%(5 among 31) of underachieving gifed students could overcome their underachiving issue by Choi(2015)`s program even in the most pessimistic view, and 51.6%(16 amoung 3) in the most optimistic view. After all, at least about 50% cases could not be explained only by cognitive factors such as absence of reading comprehensive strategy. We suggest that we should handle the underachieving issues of gifted students by more comprehensive approaches.
Friendship Expectation Perceived by Science-Gifted and Non-Gifted Elementary Students
Joo, Sunah ; Yeo, Sang-Ihn ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 37~51
DOI : 10.9722/JGTE.2016.26.1.37
This study examined the friendship expectation that science-gifted and non-gifted elementary students perceived in gifted class and regular class. In 233 science-gifted elementary students and 329 non-gifted elementary students, we measured the friendship expectation that sub-domains were intimacy, ability similarity, and morality. The results of this study were as follows: First, according to the results of comparing the friendship expectations of science-gifted and non-gifted students at the regular class, there was statistically significant intergroup difference in the sub-domains of intimacy and morality, but there was no significant difference in the sub-domain of ability similarity. Second, according to the results of comparing the friendship expectations of science-gifted at the gifted class and at the regular class, there was statistically significant difference in the sub-domain of intimacy, but there was no significant difference in the sub-domains of morality and ability similarity. Based the results, the implications to understand the friendship of the science gifted elementary students were suggested in depth.
The Secondary Gifted Education Teachers` Perceptions of the STEAM and the Convergence Gifted Education
Seo, BoKyoung ; Maeng, HeeJu ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 53~76
DOI : 10.9722/JGTE.2016.26.1.53
This research studies the perception to gifted education teachers between the middle school gifted education for STEAM and Convergence Gifted Education for revitalizing Convergence Gifted Education. The conclusions according to the analysis, it shows that the awareness of gifted education teachers for Convergence Gifted Education is lower than the level of the awareness for STEAM, and it appears that the Gifted education teachers especially has the experience adapting Convergence Gifted Education who awareness for Convergence Gifted Education is the highest. On the other hand, not only teachers has the experience adapting Convergence Gifted Education and the very poorly recognition for the task of Comprehensive Plan for Gifted Education promotion including the development of an creative and convergence content, a they has the very low experience for the development. And it analyzes that although there is no meaningful differences, teachers who are in science gifted teachers and the mature experienced man realizes very optimistically the necessity need of Convergence Gifted Education. Therefore, it analyzes that recognition to the necessity need of Convergence Gifted Education is reinforced through the training for the gifted teachers in the mathematics gifted education and in less teaching experience. But it points out that answers over the majority cognized to resemble the Convergence Gifted Education and STEAM, though the object is only different. Furthermore, it suggests that the differentiated Convergence Gifted Education curriculum providing the suitableness for the characteristic and level is needed for the desirable fixedness.
The Effect of Program for the Gifted based on GI-STEAM model on Leadership, Creative personality, and Learning flow of Elementary Gifted Students
Hong, Jeong-Hee ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 77~99
DOI : 10.9722/JGTE.2016.26.1.77
The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn`t show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of `creative-convergence` gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.
Exploration on possibility of finding gifted underachievers with high spatial ability and low verbal ability in elementary science field: Focused on "Light Propagation"
Jung, Yeon-su ; Lee, Jiwon ; Kim, Jung Bog ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 101~122
DOI : 10.9722/JGTE.2016.26.1.101
The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students` academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.
The Visual Art Teachers` Perceptions on the Observational Evaluation System for the Artistic Giftedness in Elementary and Middle School
Kang, Byoungjik ; Maeng, HeeJu ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 123~140
DOI : 10.9722/JGTE.2016.26.1.123
This study searched the perception of observational evaluation system in visual art which elementary and middle school teachers have in mind. As results, observational evaluation system in visual art is widely accepted as important and efficient to diagnose the artistic giftedness. At the same time, subjectiveness of the system might be advantageous for student for whom teacher get favor and in-service program related to observational evaluation system is insufficient comparing to the demand from field. In spite of this, the scale for behavioral characteristics of the gifted in visual art and the test for artistic task performance are recognized as the most important and needed tools for evaluating artistic giftedness. Following the results, in order to raise up the validity and reliability of evaluation in visual art, the scales for behavioral characteristics of the gifted in visual art and the test for artistic task performance should be developed first and foremost.
A Study on Math Motivation, Mathematically Affective Characteristics and Mathematical Achievements between Gifted and Non-gifted Students Based on Keller`s ARCS Theory
Lee, Jihyun ; Kim, Min Kyeong ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 141~159
DOI : 10.9722/JGTE.2016.26.1.141
The purposes of the study are to recognize importance of motivation in math education and to increase interest in students` motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller`s ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students` lessons regarding to learners` giftedness.
A study to Explore the Effect Relationship of Character and Life Goal on Happiness for Gifted Elementary Students in Science
Chang, Heesun ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 161~185
DOI : 10.9722/JGTE.2016.26.1.161
The purpose of this study was to investigate for gifted elementary students in science the feature of character, life goals and happiness, and the effect relationship on happiness based on the relationship between factors. For this, independent t-test, multi-linear regression analysis and hierarchical regression were conducted. The results from this study are as follows. First, scientifically gifted elementary students show higher level of responsibility, ethics, positive self-understanding and contribution goal, but lower in material and image goal than general students. Second, character, life goal and happiness are correlated. Third, female students rather than male students and students with consideration/service character have intrinsic goals. While, the students with higher level of consideration/service and lower level of sympathy show extrinsic goals. The higher the level of consideration/service and the lower of self-control they have the higher their happiness are. Fourth, as scientifically gifted elementary students have more consideration and relationship goal, their happiness go up. While, the more they have self-growth and material goal, the lower the happiness. Fifth, the character of scientifically gifted elementary students is the factor that explains the effect on happiness more easily than life goal, relatively. The factor of life goal mediates the consideration/service and happiness. In conclusion, I hope that this study contribute to raise the happiness of scientifically gifted elementary students, and considerate the character education and counseling program for character development.
Learners` Perception on Career Education Programs in the Public Education for Gifted Students in Humanities and Social Science
Shin, Eui-joo ; Jin, Sukun ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 187~209
DOI : 10.9722/JGTE.2016.26.1.187
This study reviewed the current state of career education programs, especially for giftd students in humanities and social science, in the public education system of South Korea, and investigated how those gifted students perceive on career education programs for them. Gifted students and their career education teachers were surveyed, and related documents were also widely collected and analyzed. The results showed that (1) 56% of gifted students in mamanities and social science wanted to pursue careers related to language abilities, and that (2) gifted students in humanities and social science find less opportunities, compared to gifted students in math and science, to participate in career education programs related to their talent areas. These findings are expected to be considered when career education programs are designed and implimented for gifted students in the areas of humanities and social science.
Characteristics of Algebraic Thinking and its Errors by Mathematically Gifted Students
Kim, Kyung Eun ; Seo, Hae Ae ; Kim, Dong Hwa ;
Journal of Gifted/Talented Education, volume 26, issue 1, 2016, Pages 211~230
DOI : 10.9722/JGTE.2016.26.1.211
The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students` responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students` learning and teaching algebra.