Abstract
The article examines admission policy issues related to curriculum development and implementation for the gifted education in science at special high schools in Korea. High school admission policies provided a means to identify and select a population of the scientifically gifted with certain characteristics and gave major directions for curriculum development while university admission policies had significant influences on curriculum implementation in special high schools. The admission policies for science high schools in Korea selected a homogeneous group of high achievers in all subject areas while special high schools for the gifted tended to select a heterogeneous group of the scientifically gifted in various areas of science including physics, chemistry, biology, earth science or information technology. University admission policies seemed to function as a parameter to achieve successful curriculum implementation.
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