• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.703-718
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• 2011

Team-Based Learning can play an important role in gifted education, because that improve decision making, coordination and problem-solving ability through shapely team activity. So, when a program that founded on Team-Based Learning applied to gifted students, investigated the improved effects of creative problem solving ability. Developed programs consisted of total 10 times and were conducted the lesson for 13student (male 3, female 10) of 4, 5th grade gifted students class in S elementary school, Sancheong-gun. The improved effects of creative problem solving ability were selected as the self-checking tool of creative problem-solving ability. Due to a small number of students, nonparametric test has done with the results of before and after, it showed significantly improvements in significance level of 5%. In particular, there was a significant improvement in the field of divergent thinking, critical logical thinking. Therefore, the programs based on Team-Based Learning are effective for enhance creative problem solving ability of gifted students, they will be used widely in the classroom to require creative problem solving ability or the acquisition of knowledge of gifted students.

• Journal of Technology Innovation
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• v.23 no.3
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• pp.255-286
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• 2015

This study focuses on the role of supplier's organizational learning capacity in creating the outcomes of technological innovation based on buyer-supplier collaboration. In doing so, the study is carried out through mediating effect analysis using 221 small and medium enterprises among Korean manufacturers. As a result of empirical tests, buyer's indirect supports(knowledge, know-how, value, information sharing) have significant and positive effects on the outcomes of technological innovation, whereas direct supports(technical staff support, machine tools and test equipments support, education for facility utilization) show no statistical significance. In addition, a further test for mediation effects reveals that a full mediation exists between supplier learning capacity and buyer's direct support, while there is a partial medication effect for buyer's indirect support. The findings suggest that buyer's indirect support can take on more important role to enhance the outcomes of supplier's technological innovation.

• Journal of Korea Multimedia Society
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• v.15 no.11
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• pp.1349-1357
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• 2012

In recent years, security accidents which are becoming the socially hot issue not only cause financial damages but also raise outflow of private information. Most of the accidents have been immediately caused by the software weakness. Moreover, it is difficult for software today to assure reliability because they exchange data across the internet. In order to solve the software weakness, developing the secure software is the most effective way than to strengthen the security system for external environments. Therefore, suggests that the coding guide has emerged as a major security issue to eliminate vulnerabilities in the coding stage for the prevention of security accidents. Developers or administrators effectively in order to use secure coding coding secure full set of security weaknesses organized structurally and must be managed. And the constant need to update new information, but the existing Secure Coding and Security weakness is organized structurally do not. In this paper, we will define and introduce the structured weakness for mobile applications by the surveys of existing secure coding and coding rules for code analysis tools in Java.

• Journal of Korean Library and Information Science Society
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• v.46 no.2
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• pp.71-111
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• 2015

This study developed a program suitable for operating an infinite creative space within the public library, and analyzed the effect of promoting participants' creativity through a trial run of the program. To do this, we operated a "picture book making activities" program in the infinite creative space of J library located in Chungbuk. This program was performed for 18 elementary students in grades 3-6. Torrance TTCT (The Torrance Tests of Creative Thinking) tools were used in this study to measure the overall creativity. As a result, first, awareness of the importance and interest in environmental science was improved through the whole program process. Second, participants' problem-solving abilities improved during the program by having to derive a solution for a given problem through brainstorming. Third, storytelling ability improved after the story-creating elements of the program. Fourth, each participants' creativity was improved through creative activities. Fifth, by publishing the results of creative activities of participants as books, the self-esteem of participating children improved as well.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.385-394
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• 2006

This research developed e-study skill program based on study skill training method that is widely used for the improvement of study ability of learners and applied it to high-grade elementary school students to evaluate the efficiency. The developed e-study skill reflected the practical necessity of students such as various information for studying, environment, time schedule, the way of memorizing and the skill of taking an exam to meet the need of the learners. It applied this program to high-grade elementary school students and found that this e-study skill training program improved the learning achievement of the students. It also found that e-study skill training had long-term effect. It should more specifically define the concept of e-study skill and diversify the contents of study skill training program. Then it will be a useful tool to develop study ability.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.11
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• pp.2172-2180
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• 2016

As increasing the emphasis of competence-based learning, Project-base instruction is adopted more with frequency at the educational field. This study focuses on developing the methodology of project-based instructional system. The first one is to manage the project independently not to link with any module. The second one is to link a project to a module. And the third one is to link a project to the more than two major modules. Also It suggests the tool for project based instruction. Before & after class conducting the inspection for increasing satisfaction of instruction by the systematic management and improvement, the project base instruction shows the positive effect to promote the creative personality and problem solving ability. The contentment of the class increases 7% more at the 2nd year than the 1st. As a result, it can derive the evaluation of the pupils' higher achievement rate.

• Journal of the Korea Society of Computer and Information
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• v.26 no.8
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• pp.13-21
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• 2021

In this paper, we developed an artificial intelligence literacy education program to strengthen the AI convergence education capacity and cultivate literacy of in-service elementary and secondary teachers, and verify the effect on the degree of interest in artificial intelligence convergence education by applying it. As a test tool, the level of interest questionnaire scale developed by George, Hall & Stiegelbauer(2006) was used based on the center of interest acceptance model of Hall et al.(1979). As a result of analyzing the degree of interest in artificial intelligence convergence education before and after the application of the artificial intelligence literacy education program, the types of non-users were found both before and after the application of the program, but the overall degree of interest increased compared to before application. As a result of analyzing the satisfaction result of the artificial intelligence literacy education program, a response that was satisfied in most areas was derived, but there was a tendency to be somewhat less satisfied with the case of convergence and application of artificial intelligence and industry.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.139-152
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• 2002

Objectives：This study was conducted to compare the clinical and neuropsychological characteristics by DSM-IV subtypes of attention deficit hyperactivity disorder(ADHD) patients who did not have comorbid psychiatric disorders. Methods：5-15 year old children with ADHD were recruited at psychiatric outpatient clinic of Yeungnam University hospital and the patients with comorbidity or neurological abnormalities were excluded. Finally, total 404 children with ADHD were selected for this study. There were 234 subjects of ADHD-C(57.9%), 156 subjects of ADHD-I(38.6%) and 14 subjects of ADHD-HI(3.5%), who fulfilled the DSM-IV diagnostic criteria. The mean age of the total subjects was 9.63±2.49 years old. The psychopathology, IQ, behavioral problems, neuropsychological executive function were evaluated before pharmacological treatment. The measures were Korean Personality Inventory of Child(K-PIC) for psychopathology, 4 behavioral check lists(ADDES-HV, ACTeRS, CAP, SNAP) for behavioral symptoms of ADHD, K-ABC and KEDI-WISC for IQ and Conner's CPT, WCST, SST for neuropsychological executive functions. Results：1) The prevalence of subtypes was ADHD-C, ADHD-I, ADHD-HI in decreasing order. There was no sex difference of prevalence among three subtypes. The mean age of ADHD-I was older than other subtypes. 2) There was significant differences of psychopathology among subtypes, the ADHD-C and ADHD-HI had higher than the ADHD-I in the scores of delinquent, hyperactivity and psychosis；the ADHD-C had higher than the ADHD-I in the scores of family relation and autism, the scores of ego resilience were lower than the ADHD-I. However, there was no difference in anxiety, depression and somatization scores among them. 3) The results of behavioral symptom check lists, the ADHD-C had higher the score of inattention, hyperactivity and impulsivity than the ADHD-I. Meanwhile the results of ACTeRs, which rated by the teachers, were different. 4) There were significant differences of sequential processing scale and arithmetics among subtypes in IQ using K-ABC, but there was no significant difference between the ADHD-C and the ADHD-I after excluding the ADHD-HI due to small numbers. 5) There was numerical difference among subtypes but did not reach statistical significance in three neuropsychological executive function tests. Conclusion：In conclusion, our results revealed that there was significant difference in clinical features among three subtypes but, no significant difference in executive functions.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.527-539
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• 2018

Although a simulation is proposed as a candidate for alternative contents of inquiry activities, design cases focused on the characteristic of science education are rare. This study suggested the definition and requirements of science simulation to clarify science subject-specific design and set up the design guidelines to consider usability. Then the science simulation was developed in the form of an app for mobile devices, where 'Flash and Actionscript 3.0' was selected as a development tool for compatibility, functionality, ease of use and optimization for mobile devices with educational applicability in mind. In effect, six science simulation apps were prepared for seven classes of inquiry activity in 10 science classes on the chapter of 'composition of material' in middle school science 2 textbooks. In this regard, the main advantages of the simulation apps expected from each design characteristic are also suggested in this article. In the implementation of the science simulation apps, educational effects were investigated based on the statistical comparison, while 134 students in the second grade in a coeducational middle school, Gyeonggi-do participated as an intervention group and a control group. Our results showed that the scores of academic achievement and affective test in the intervention group were significantly higher than those of the control group (p <.05). In the questionnaire survey on usability, most students responded positively to the design of the science simulation apps. This study will contribute to expanding the horizon of design about science simulation as a design case in science education.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.677-688
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• 2001

The purposes of this study are to investigate the school science high achievers' achievements in enrichment physics, logical thinking level, and to analyze the relationship between logical thinking level and the achievement in enrichment physics of high achievers in science. The subjects were 357th and 8th graders who achieved highly in school science. To assess their achievements in enrichment physics, we developed a new test consisting of descriptive problems which were based on middle school curriculum. Those problems require one or two steps of thinking process, not simple knowledge of science. To assess logical thinking level, we used the instrument called GALT(Group Assessment of Logical Thinking) developed by Roadranka et al. The results showed that the school science high achievers' average achievement in enrichment physics was low, 56.3 out of 150, which indicated that they had not done much of enrichment learning beyond middle school science curriculum. Just only 54% of the school science high achievers are in formal logical thinking level. From the analysis of relationship between their logical thinking level and the achievement in enrichment physics, the value of the correlation coefficient was 0.174, which means that they are not almost correlated. Therefore, it is not desirable to judge science gifted children just from achievement in school science or enrichment physics, so both(logical thinking and the achievement in enrichment physics) tests should be taken for selecting gifted student.