• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.551-558
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• 2020

The purpose of this study was to develop an integrated program to improve the creative and emotional ability of lower grade students. This program aimed to cultivate creative thinking and creative personality for problem solving, and to learn how to interact positively with others by developing emotional expression and control. Creative thinking ability includes fluency, flexibility, originality, elaboration, imagination, and sensitivity. Creative personality includes curiosity, sensitivity, adventure, humor, independence, task commitment, and problem solving leadership. We selected 6 creative thinking skills such as mind-map and brainstorming. Emotional factors consist of self /other understanding, control of emotional effect, self-expression emotionally, and respect for others for cooperation. The integrated program consisted of 12 themes, and the class time was set to 40 minutes, which is the same as the elementary curriculum. The program was conducted by a teacher with 10 years' experience.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.417-439
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• 2016

The purpose of this study is to compare and analyze the effects of teaching based on learning-communities approach to mathematics for 7th grade students. Two classes of 7th graders at two different middle schools in same city were selected as the experimental group and the control group respectively. Students in the experimental group learned mathematics in a learning-community while their counterparts in the control group received the traditional whole-class instruction employed in most schools. The results are as follows. Firstly, there was no statistically significant difference in mathematics achievement between the experimental group and the control group. Secondly, between the two groups, there were statistically significant differences in students' attitudes toward mathematics. Participants enjoyed the learning process itself by asking difficult questions to one another, sharing their ideas freely and figuring problems out for themselves. During these active participations, they displayed more confidence and interest in learning mathematics.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.87-97
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• 2015

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.311-331
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• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.501-510
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• 2013

In the creative problem solving processes, the core was to generate unique and various ideas. Thus, an assumption reversal thinking skill needed to be considered as a concrete method that could help students who have difficulties with generating ideas. In this study, we applied the assumption reversal thinking skill to university students and explored the characteristics of the idea generation process. On the basis of the results, we found that the assumption reversal thinking skill helped students generate new ideas, inducing their perspective changes. Therefore, we could ascertain the possibilities of the assumption reversal thinking skill as a thinking frame supporting students' idea generation. However, there is a need to develop methods for students to exclude prejudice by theoretical judgment, intervention of the value, and experience for fostering more effective assumption reversal thinking. Also, ways should be considered so that students would be able to cultivate task commitment and courage of implementing new ideas, bearing criticism from others.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.965-979
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• 2013

In this paper, we explore how the concepts of fatigue society and self exploitation are related with the gifted and gifted education. Gifted students' burnout are the result of an excess of positivity. The violence of positivity stems from over-producing, over-achieving or over-communicating. Especially, this paper tries to warn gifted students' maladaptive perfectionism, high expectations of themselves and their surroundings, high task commitment, and excessive self criticism could make the gifted the high risk group who burnout themselves in this fatigue society. In addition, it is discussed how the gifted students' suicides are closely related to the issues of fatigue society and self exploitation structurally. Most importantly, we examine that why and how the concept of fatigue society results in ultimate decline of creativity. Finally, we discuss some ways to overcome this over-achieving fatigue society and their implications in the aspects of gifted students' creative lives and products.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.466-474
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• 2019

The purpose of this study was to investigate the enhancing creative competency and changes in academic challenge for the pre-service teachers. For this purpose, 94 pre-service teachers participated in project learning through the preparation of the convergence instruction and the class demonstration during one semester. The pre and post questionnaire survey was conducted the measurement of creative leader competence and K-NSSE for academic challenge. Analysis of data was performed using the IBM SPSS 18.0 program for the corresponding sample t test. The creative competency included 'higher mental thinking', 'problem solving', 'curiosity', 'sensitivity' 'task commitment', 'the pursuit of social value', and 'co-operations and considerations'. This results was significant(p< .05). Academic challenge, high-order learning domain and learning strategies domain were significant(p< .05). Based on this, in order to generalize the convergence education and convergence lesson, it is necessary to design various convergence lessons and practice study to make a plan and practice it. In addition, the implications for the necessity of correcting and supplementing the effects after repeated convergence lessons were discussed.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.319-346
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• 2016

In this study, by examining the characteristics of boys and girls which would appear in the performance process of Goldberg machine activities, it would be attempted to provide the implications for the development and teaching methods of gifted and talented programs. The object of study was organized into separate 2 groups of boys and girls by each, composed of a total of 16 people among 5th graders of the gifted class in elementary school, located in Gyeonggi province. The final assignment was to make the Goldberg machine in order to have the beads get to the target spot latest, in which the analysis was implemented qualitatively by participating in and observing the performance process of students. After dividing the Goldberg machine activities into the steps of planning, production, outcome, assessment and reflection, their analysis results are as follows: First, in the planning stage, the girls explained minutely the process of Goldberg machine in writing, whereas the boys represented it visually simply. Second, in the production stage, the boys showed the task commitment by trying to realize the machine as designed initially, but the girls showed their appearance to represent it simply and easily. Third, in the sophistication and efficiency of the machine production, the boys were superior to the girls, and in the creativity and diversity of the use of materials, the girls were more excellent. Fourth, in the assessment and reflection, the boys evaluated it individually, and the girls showed their appearance to evaluate it by reflecting others'thinking. Hence, when developing and teaching the gifted and talented programs, it would be required that the teaching and learning contents be recomposed by considering the gender, or that the various class strategies be sought. Further, the broader and more systematic studies, on the performance process of gifted students based on the gender, should be carried out.

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• Journal of the Korean Chemical Society
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• v.44 no.2
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• pp.157-165
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• 2000

The Science Gifted Education Center of Chongju National University of Education used the chemical experiments for selecting gifted children in the area of science. There are two kinds of experiments, 'the observing the dissolution of cube sugar (Exp1)' and the guessing the concentration of solutions (Exp2)'. Students basic skills of observation, problem recognition and the ability using the models were verified through Exp1. Exp2 was used to verify the practical problem solving skill of children. Besides, the affective facts of the interests, adhesive power of the problems were evaluated through the teacher abservation. The evaluation using experiments turned out to be valuable for the identification of the gifted children who have the creativity, originality, and fluency in the field of science.