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K, X P! P (contents) 䲑\ 乴| t | \. \ Y@ |\ 䲑\ 乴| X ̹, 0 X P!t ɉ ǔ t. t ȹ, LտPC@ @ 䲑\ 乴D X P! \֩ ǔ `լtX(q)tǘ \D t ƬD 䲑XՌ t t e ǔ t t踴ɬ| \.;Media-based environment that has close relations with our living has been soaked to a part of school and home. The media as learning tools is being used for educational means of various courses such as career education, arts education, and mathematical education. (Ko, In Keu, 2012; Kwan, Youn Sin, 2013; Kim, Young Hwhan, 2011; Lee, Youn Young, Song, Sang Hun, 2013; Choi, In Sook, 2012)After new media devices appeared, application (App) of Smart devices has been utilized to children educations in homes.(keung hyang news, 2013 April 2).
If trying to grasp characteristics of media utilization in the gifted students who are living in such environment, more practical and systematic teaching-learning for the gifted students can be made when doing education through media. Thus, it is necessary to look into the way of utilizing media in current students' daily life. In addition, as education utilizing media is being carried out at home, it is needed to examine how to mediate media uses by parents who affect influences to children's educations(Lee, Cho Rok, Kwan, Ci Soon, 2010). So, research issues are same as the follows.
1. Do differences in media kinds, utilization methods, utilization fields, media using appear when approaching media (cellular phone, computer, TV, video, tablet PC) by non-gifted and gifted students?
2. What are the behavioral characteristics of mathematically gifted students according to media utilization in which significant differences are displayed between non-gifted and gifted students,?
3. Are there differences in mediation methods between parents of mathematically gifted and non-gifted students?
This study carried out a questionnaire objecting to 128 mathematically gifted students and 117 non-gifted students by using an examining sheet on behavioral characteristics of mathematically gifted students (Hwang, Dong Joo, 2006)'s 51 questions together an questionnaire on actual conditions of media utilizations having been made by writer(17 questions). In brief, research results are same as the following.
First, in media kinds (cellular phone, computer, TV, video, tablet PC), utilization methods, and fields, there were not large differences non-gifted students and mathematically gifted students, excepting media using time. Cellular phones that have been used most frequently by two groups have been used in utilizing game/entertainment/cartoon most (The former 34.2%, the latter 30.4%). Computers (31.6%, 28.8%) were utilized mainly for expert knowledge and homework/subjects, TV (26.0%, 26,0%) for latest news, sports/exercise/politics/economics/welfare service. Two groups thought like most important media was cellular phone (71.8%, 63.3%). Regarding to media using time, the gifted students used one hour more in average than the non-gifted students on weekday and weekend together. Two groups recognized media as the information routes in daily life by answering that it was convenient to search relevant information as the largest merit of utilizing media (33.0%, 38.1%). In this way, students are contacting various information usually, and they are using computers as acquiring means of information related to learning. Differences were displayed from preferences in information-exchanging methods, SNS use and non-use, searching frequency on relevant mathematical contents, preferring degrees on new functions, and affection-disaffection on future of non-gifted and mathematically gifted students in relation with media utilizations. Mathematically gifted students showed more preferring tendency on new functions than non-gifted students. In case of using SNS, 66.4% of mathematically gifted students responded to non-uses, and thus came out to be contrary compared to non-gifted students (63.2%). In the frequency of searching contents related to mathematics, mathematically gifted stud<:ents did it for 1~2 days weekly, and so displayed aggressively utilizing figures more than non-gifted students (monthly 1~2 days). Regarding to the affecting possibility on future hope through media information, the gifted students were less affected than non-gifted students, and own professions sense was clear.
Second, The study analyzed behavioral characteristics of the mathematically gifted students to grasp the characteristics in detail according to utilizing status of such media (preferences in information-exchanging methods, SNS use and non-use, searching frequency on relevant mathematical contents, preferring degrees on new functions, and affection-disaffection), and understanding ability, adopting ability, information processing ability, connectivity with mathematics appeared most prominently.
Thirdly, in relation with parent's media mediation, differences between non-gifted and mathematically gifted students were largely shown as two parts. First of all, temperance (designating time, and then allowing its use) on related contents with game/entertainment/sports (46.1%), education (30.3%) was made mainly from parents of the gifted students. In contrast, temperance on game/entertainment/sports (53.2%) was largest from parents of non-gifted students. This fact means that mediation of the gifted students' parents on education is large. In the necessity part of parents' temperance, the gifted students recognized it positively more than non-gifted students (46.2%) because 58.6% gifted students answered such like the mediation was necessary for dong effective time management.
If synthesizing above results, students are acquiring multilateral information through various media in daily life. Specially, characteristics of interesting, aptitude, and curiosity on mathematics were reflected in figures of the gifted students' utilizing media. To these gifted students, their parents showed high mediations on education-related contents. That is, the gifted students were doing aggressive media utilizations through parents' mediations together with their behavioral characteristics as the gifted.
Below suggestions could be done based on research results.
First, teachers who teach the gifted students have to grasp their preferring methods on media and actual using status in doing teaching-learning activities utilizing media. No matter how useful information is provided, teaching-learning to which aggressive participations occur could not be made if not knowing about characteristics of realistic media utilization. Therefore, researches for managing classes in which active communications rise between teachers and students shall be executed by using new media tools after considering media utilizing characteristics of the gifted students.
Second, parents who have great involvements on children at home have to give helps so as to grasp media utilizing patterns of children, and then make them utilize it to useful and positive directions. In particular, parents' involvements on the gifted students educations are large, and children recognize parents' mediations positively as well. That is, educational activities of the gifted students through media could be made at home too, and parents shall do the role of helpers who offer sound educational environment through proper media's mediation to their children.
Thirdly, good-quality educational contents that are verified further shall be provided through more various media than now. As a matter of fact, students are contacting with various media in daily life, but computer-centering educations are being progressed actually. So, application (App) or programs that can be utilized in real education sites have to be developed through various media such as Smart phone and tablet PC having mobility. Stimulating the gifted students through new media is considered.~http://dspace.ewha.ac.kr/handle/2015.oak/205924;
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