• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.217-241
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• 2014

This study aimed to explore the direction and possibility of development of the integrated curriculum for the Gifted students in the discipline-centered curriculum perspective. To this end, the study analysed the Ontario interdisciplinary curriculum based on a Drake's Integration Model which is typical model of the discipline-centered curriculum and explored the applicability to Science Gifted Academy in Korea. Through showing the possibility of enrichment on the selected majors, integration with other disciplines and solving the future problems by the integrated curriculum centered on 'Big Idea', the Ontario interdisciplinary curriculum gave suggestions of curriculum integration within or through individual research and integrated curriculum for the Gifted. The application of the Ontario's "Introduction to Information studies" to "Information Science" in Science Gifted Academy in Korea could be obtained the conclusion that the Drake's Integration model is applied to the Gifted by the individualization of the navigation network, KDB(Knowledge-Do-Be) umbrella, and the final interdisciplinary task. From this result, we could suggest that the development of integrated curriculum for the Gifted should be considered the clarity of learning objectives for the Gifted, the plan of evaluation to demonstrate big understanding and big idea, the integration with other disciplines or real-world problem, as well as the need of teachers council for the integrated curriculum. This study is expected to be contribute to development of the integrated curriculum model for the gifted based on the their characteristics and to be utilized in Science Gifted Academy.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.515-539
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• 2016

The purpose of this study is to develop the integrated curriculum for gifted elementary students based on ICM (Integrated Curriculum Model) and to apply it for analysis of the relationship between creativity and creative problem solving skills. An integrated curriculum for gifted students attending a university-affiliated institute was developed and applied to twenty mathematically gifted 5th and 6th grade students. TTCT language test and CAT test for students' products from activities were conducted. In addition, tape-recorded group discussions and activities during instruction, and interview with students and teacher, activity sheets were analyzed. As results, their language abilities shown TTCT test have been improved. Furthermore, the correlation between the test results of automata and language creativity, the average of two projects and language creativity, and future problem solving and the average of TTCT showed significant correlations. Results showed the gifted students' understanding of high level concepts and cooperation among groups were needed in order to improve creative problem solving. It suggested a further study research the integrated curriculum applying creativity and giftedness to real-life problem situations for gifted students to make them grow into essential competent persons in the future.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.1-21
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• 2001

In general, curriculum is a product of the process of a political decision-making among a variety of peoples who have different perspectives on learners, knowledge, and society as a whole. And also, it is being affected by larger social and political contexts. As curriculum has become more a centerpiece of program activity for the gifted, the field has more emphasized the importance of viable curriculum models. The purpose of this article is to reflect current status of curriculum development for the gifted, explain the commonness and differences of several perspectives on gifted education programs, and lastly, share some experiences to deliberate about several critical issues of which any activity of program development for the gifted should consider. According to Eisner & Valiance (1974), there are five conceptions of curriculum which have shaped the thinking of many educators of what a view of curriculum for the gifted might be ; curriculum as the development of cognitive process, curriculum as technology, curriculum as personal relevance, curriculum as social construction, curriculum as academic rationalism. Although educators have a freedom to choose among these various curriculum orientations, the most effective curricular incorporate or balance all of them to some extent. After reviewing those perspectives on curriculum and several difficulties which are currently confronted at the site of curriculum development, this article have tried to identify the major curriculum efforts of the gifted education field. It focuses on the issues of developing programs for gifted and talented students, rather than on specific program models. As a result, it suggested seven critical issues or value conflicts which should be considered in the process of program development for the gifted: the balance of domain-general abilities of the gifted and domain-specific abilities, mutual consideration of accelerated learning and enrichment learning, separate organization of contents versus integrated organization, the balance of cognitive domain of human development and affective domain, official curriculum versus non-official education experience, individual-oriented learning situation versus group-oriented teaming, and expert-centered approach versus practitioner-centered approach to curriculum development.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.223-250
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• 2007

Since 1992, the sixth national curriculum introduced the policy of school based curriculum development(SBCD) and required all the public elementary schools to develop their own curriculum for the gifted children in their schools. However, in spite of the fact that this curriculum policy for the gifted children has the history of 15 years until now, the current state of its implementation seems to be unsatisfactory. The major reason for that seems to be due to the reality that the schools have not had the theoretical basis for the curriculum development for the gifted children. In this vein, the researcher presented the theoretical SBCD model for the gifted children in elementary schools under the assumption that the model should suit the identity of elementary education, so that the gifted education in the elementary school can be implemented in its own form and adequacy. Based on the identity of elementary education, the model was developed by reformulating three component models of VanTassel-Baska's ICM: content model, process-product model, and epistemological model. The major feature of the researcher's model is to adapt and adjust the three component models differently according to the age level from the first to sixth graders in the elementary school. The model can be used not only as a general model for the talent pool of the school but also as an individual model for a specific gifted child by taking his special needs and characteristics into account. The model is a theoretical one based on the curriculum models for the gifted which were presented by several scholars in the area of G/T education, and it needs to be validated empirically in the future.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.299-307
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• 2012

Even though there are many models for educational curriculum of giftedness for children, there is little model for educational methodology and curriculum of information science giftedness of children. A curriculum model for information science giftedness of children is proposed on this study. This model's characteristics is a modular integrated curriculum model combined the mathematics, natural science, and information science. Because there is no regular curriculums of information science at elementary school. this model is valided. Also, There is also need to train multiple areas in the field of information science to expose information science giftedness of the children, This model is to minimize the relationship between modules, and to maximize the cohesion in the each module. As for result of statistics analysis for 60 giftedness students during three years, we know the effectiveness of this model.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.789-800
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• 2013

This study investigated the characteristics of elementary science-gifted education teachers' reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of 'productive reflection'. The results revealed that most of reflective journals included the aspects of 'instructional strategies and instruction for science-gifted education (100.0%)' and 'science-gifted students (90.9%)'. 'Curriculum for science-gifted education (42.4%)' was also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (81.8%)' or 'instructional strategies and instruction for science-gifted education (81.8%)' and the other aspects were most frequent. The integrations between 'Curriculum for science-gifted education (30.3%)' and the other aspects were also frequently included. However, the integrations between 'subject matter knowledge (6.1%)' or 'assessment in science-gifted education (0.0%)' and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.324-337
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• 2014

This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for science-gifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experiment-centered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.697-709
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• 2015

This paper aims at shaping remote observatory system environment for schools, developing astronomical observation program using that system and applying it to science-gifted elementary students in order to figure out effects on their scientific investigation ability and attitude. in order to figure out effects of astronomical observation program using remote observatory program on scientific investigation ability and attitude of science-gifted elementary students, test was conducted on gifted students class of 5th grade in A Elementary School(15) and those of 5th grade in B Elementary School(20). The summary of this paper's results are as follows. First, in order to compose remote observatory system, an astronomical telescope available for remote control to transfer actual observed images in real-time was manufactured. Second, learning program for using remote observatory system wad developed by selecting contents through analysis of the curriculum. Third, in order to figure out effects of astronomical observation program using remote observatory program on scientific investigation ability and attitude of science-gifted elementary students. As a result, both of basic investigation ability and integrated investigation abilit, sub-elements of scientific investigation ability, showed significant differences and scientific investigation ability combining basic and integrated investigation abilities showed significant differences as well. Effects of astronomical observation program applying remote observatory also showed significant differences and its sub-elements, openness, collaboration, patience and creativeness did not show significant differences while curiosity, critics and volunteering showed significant differences.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.654-670
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• 2019

From the perspective of science gifted education, the successful intelligence theory is a means to understand how the gifted education curriculum reflects the characteristics of science gifted students. The purpose of this study is to investigate if the successful intelligence is fully reflected in the teaching materials of two gifted education centers (GECDOE: Gifted Education Center affiliated with District Office of Education, GSEIU: Gifted Science Education Institute attached to University). For this study, we selectively used 143 (GECDOE) and 134 questions (GSEIU) from the teaching materials of two gifted education centers. Those questions is analyzed through the semantic network analysis method. The results are as follow. First, the teaching materials of two gifted education centers are not evenly reflected in the successful intelligence, such as analytical ability, creative ability, and practical ability. Second, the teaching materials of two gifted education centers intensively demands analytical ability for students such as 'identify problem', 'represent and organize information', and 'additional prompts for analytical thinking'. Third, the teaching materials of two gifted education centers are presented to students without linking each frame of successful intelligence to one another. As the gifted students are quick to learn and show a preference for more complex thinking, it is necessary to develop teaching materials to experience the various abilities and promote integrated thinking according to the level of the gifted students. In this respect, this study is expected to be used as useful information for developing teaching materials to support customized education for gifted students.