earticle

영어

The purpose of this study was to examine the perception of parents and teachers about scientifically gifted students in Korea. An instrument that measures perception consisted of 34 five-point Likert-type items (scores range from 1 to 5), and categorized into six domains: curiosity and adventure, logical thought and word, commitment and responsibility, learning ability, leadership and reaction, and openness. Data were collected from 73 parents and 73 teachers of scientifically gifted students, which were taught in the Science Education Institute for the Gifted adjacent for University. The levels of perception were considerably high. The highest perception domain was learning ability for both parents and teachers, but the lowest was openness. Perception level of parents was higher than teachers’ in curiosity and adventure domain. There was no significant difference between parents’ and teachers’ perception levels in other domains (p < 0.05). For teachers’ perception, each domain correlated positively, and the correlation between the domains was significant. But, for parents’ perception, the openness domain didn’t correlated significantly with curiosity and adventure, logical thought and word, and learning ability (p > 0.05). Effectively to educate scientifically gifted students, gifted educational programs need to be designed considering perceptions of gifted students' parents and teachers about them.