Earticle

The purpose of this study is to compare the multiple intelligence of gifted students inexplainable only on the basis of general intelligence through the comparison and analysis of multiple intelligence among mathematics, science, and information technology gifted students. To this study, multiple intelligence of the 267 mathematics, science, and information technology gifted students of the gifted education centers attached to universities were measured using K-MIDAS. The results of the study were as follows: First, mathematics, science, and information technology gifted students had strong points in logicalmathematical intelligence in common. The gifted students except information technology gifted students were high in intrapersonal intelligence. The gifted students except science gifted students had weak points in naturalist intelligence in common. But all the gifted students had weak points in spatial intelligence. Second, as a result of the comparison of the respective areas of multiple intelligence of gifted students, information technology gifted students were significantly high in musical, odilykinesthetic, logical-mathematical, linguistic, interpersonal, intelligence except in naturalist intelligence of science gifted students. In the comparison of multiple intelligence between gifted middle schools students, mathematics gifted students were high in most areas of intelligences with musical intelligence and linguistic intelligence significantly high. Information technology gifted students were high in logical-mathematical intelligence. In conclusion, we proposed Mathematics, science, and information technology gifted students were commonly high in logical-mathematical intelligence and were relatively low in naturalist intelligence and spatial intelligence.

The purpose of this article was to investigate the perception levels of professional knowledge for teaching the gifted. The developed questionaries were based on Seo & Park’s survey instrument (2005), which was “Science Teacher Scale of Professional Knowledge for Teaching the Gifted”. The data were collected from involved elementary school teachers before participating the basic in-service program for gifted education in 2009, which was implemented through involvement of a local educational authority and gifted education center of university. It was found that the perception levels of professional knowledge were higher with one of taking graduate courses or degrees than with one of non-taking. However, there was no significant difference in terms of courses of program, gender, academic majors in university, and educational career.

This study pertains to teaching programs for Elementary Science gifted students in levels 5 and 6, in developing their self-directed learning ability as well as expressing their gifts, talents and skills. In order to achieve this, I have come up in developing this program for those gifted students after analyzing the elementary life science curriculum. So in this study, the experimental teaching programs contains; ‘The movement of water in plants’, ‘The regulation of body heat in animals’ for higher grade elementary science gifted students. Students would be understand the concept of transpiration through the movement of water in plants, concept of poikilothermic or homeothermic through the regulation of body heat in animals.

The purpose of this study was to investigate the development method of educational application of Gwacheon national science museum. To fulfill the purpose of this study, the questionnaires and interviews for 20 science education exports were executed. Results were these: First, relation-activity, continuousmonitoring and development of kit/materials were needed in ‘the exhibits deep explanation’ part. Second, efforts for quality improvement were needed in ‘the guide-book and activity book’ part. Third, extensions of variety were needed in ‘the inquiry lab’ part. Fourth, extensions of opportunity of participation were needed in ‘the demonstration’ part. Fifth, improvements of contents and quality of teacher training program were needed.

The purpose of this study was to examine the scientific inquiry thinking ability of scientifically gifted by talent division. Subjects were 80 gifted students, who were applicants for admission of Science Education Institute for the Gifted. Scientific inquiry ability test consisted of five divisions: mathematics, physics, chemistry, biology and earth science. Either division consisted of 25 problems of five domains: perceiving problem, designing inquiry, performing inquiry, interpreting data, and concluding. Totally mathematically, physically and chemically gifted students had higher scores than biologically and earth scientifically gifted even though there was no difference among them. Scores of scientific inquiry ability of the mathematically gifted were significantly higher than those of the biologically and earth scientifically gifted. The results suggested in examinations to select as well as educate scientifically gifted students in Science Education Institute for the Gifted.

In-service science teachers should develop their professionality along the development in science and technology, the change of curriculum and the change of students. The ways of professional development are in-service training, attending graduate school, mentoring, consulting, and attending a teachers’ association. In a teachers’ association, the interaction among science teachers provides the opportunities to develop their professionality. This study evaluated experiment festivals of the science teachers’ association, called “Teachers for Exciting Science.” The "Exciting Science Teachers’ HANMADANG (festival)" was held on December in 2007 and 2008, where lots of science experiments were presented to the science teachers in one day. The participants of the festival answered the questionnaire to evaluate the festival. They agreed this festival was helpful to develop their professionality on science experiment in may ways.