• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.243-264
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• 2012

The purpose of this study was to investigate the current status of R&E programs in gifted high schools/science high schools and to provide suggestions for the better program. The sample included 21 R&E coordinators in the gifted high schools and science high schools. They filled out the survey, asking about the R&E program; then, the researchers interviewed the coordinators based on the answers of the survey. The results are as follows: 1) The R&E guidelines and related materials were not enough to use. 2) At the planning step, students and the mentors received were provided a little information, such as ethical issues, students' information, the roles of mentors/ students, mentor's research interest areas and products, etc. 3) At the research step, 80% of the schools had the monitoring process but the details were not written and saved. 4) At the evaluation step, the rubric of the product evaluation existed; the rubric of performance process were established by half of the schools. 5) At the closing step, 100% of the schools had the final product materials; the results of the evaluation and the information of the mentors were saved by 2/3 and 1/3 of the schools, respectively. Discussions and suggestions were included for the better R&E programs.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.99-129
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• 2001

The purpose of the present study is to determine antecedents in the area of subject matters and to compare these factors between average student group and gifted student group, based on the implicit theory proposed by Sternberg(1993). The average group consisted of 350 primary school students (boy 172; girl 178) from a primary school and 380 middle school students (boy 221; girl 159) from a middle school in Taejeon Metropolitan City. The gifted group consisted of 181 primary school students (boy 130; girl 51) and 154 middle school students (boy 92; girl 62) from the Center for the Gifted Education of the Kong Ju National University. A questionnaire was developed by the authors. It consisted of 30 research questions related to reasons why they studied those subject matters hard. It took about 40 minutes to complete the questionnaire. Several exploratory factor analyses and confirmative analyses were conducted. The main results obtained were as follows: The subject matters all the students of the present study were English and Math. The main reasons why they studied those subject matters hard were interest, utility, competition, self-esteem, entrance examination, recognition, punishment avoidance, etc. A factor analysis revealed that, for the elementary school students, recognition and interest were factors for the average students, whereas knowledge acquisition was an unique factor for the gifted. Utility was common factor for both groups. A factor analysis revealed that, for the middle school students, knowledge acquisition was the main factor for the average students, whereas competition was the unique factor for the gifted. Recognition, interest, and utility were common factors for the both groups.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.189-203
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• 2011

The object of this study is to investigate the views of scientifically gifted children about the purpose of scientists' experiments and school science experiments. The children's views were examined using a open-ended questionnaire survey. And then the responses from the children were analyzed with categorization. The results from the study are as follows: First, the children's views about the purpose of scientists' experiments and school science experiments were classified to 2 top-level, 5 mid-level and 21 sub-level categories. Second, it was found that the children considered internal values of doing experiments are more worthy than the social and personal usefulness of the experiments. Third, the gifted children mentioned most frequently that the purposes of the scientist experiment is 'to get the evidences for their theory and argument which is unusual in the regular children's views. Also the discovery of new phenomena and materials, and the generation of new theories and ideas were mentioned as purposes of the scientist experiments. Fourth, the students frequently stated that school science experiments support effective learning of science subject enhancing subject interests and better explanation/understanding. Fifth, relatively many students thought that the purposes of school science experiments are different with those of scientist experiments. Based on the results from the study, some educational suggestions are discussed.

• 한국체육학회지인문사회과학편
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• v.55 no.3
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• pp.43-57
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• 2016

This narrative study aims to describe the experience of P.E. assessment that was conducted by P.E. teachers of Korea Science Academy of KAIST, and interpret the educational significance that was found in the process. The study participants were two P.E. teachers who were selected by decisive case sampling method. Data were collected mainly through official interviews with study participants, and through researcher's field notes, informal interviews, various minutes, students' evaluation of teaching, and emails between the researcher and study participants. Data were analyzed through inductive categorization, and to gain veracity of the study, there were integration of diverse materials, advice and suggestions of fellow researchers, continuous confirmation of study texts by study participants. Study participants, while conducting P.E. assessment in Korea Science Academy of KAIST, experienced effectiveness of evaluation such as qualitative development of P,E. classes in accordance with the simplified assessment, freedom from the chores of handling assessment results, students' improved perceptions of P.E. class, realization of safe classes without excessive competition, and the possibility of giving alternative evaluations to pass/fail system but at the same time experienced limitations such as concerns over gaining validity and reliability of P.E. evaluation, the students' attitude who take lightly of P.E. class, and the reality that teachers cannot fail students. The evaluation experiences of the two P.E teachers were educationally interpreted as encounter with good P.E. classes, invitation to P.E. class criticism, and the start of school P.E. culture that is led by students.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1502-1504
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• 2011

최근 소셜 네트워크를 이용한 학습 방법이 활발하게 연구되고 있다. 동일한 영역에 지식을 공유하고 새로운 정보를 웹에서 생성하는 등 집단지성 학습자들이 계속적으로 늘어가고 있으며, 특히 IT 학습을 위한 온라인기반 교육은 관심도와 직군에 따른 집단지성을 통한 효과적인 학습 성취도를 높일 수 있다. 따라서 본 연구는 웹 기반을 중심으로 한 IT집단지성 학습자들의 개인차를 파악하고, 각 특성에 따른 다양성을 적용하여 학습과정 중 자신에게 적합한 학습경로를 파악하여 학습의 지속적인 진행에 있어 정확한 자료를 제공하고 효율적인 학습의 진행이 이루어져 성취도를 높일 수 있도록 학습 성취도 예측 시스템을 연구 개발하는 데 그 목적이 있다. 이를 위해 먼저 IT습자들이 자신의 개인차를 파악하기 위해 학습의 유형, 학습몰입, 인지적 능력, 개인적 성향, 창의적 성향 등을 활용한 검사도구의 개발이 선행되어야 한다. 다음으로, IT 전공자 혹은 비전공자를 대상으로 예비조사를 실시하고 그 결과를 바탕으로 학습 성취도 예측을 가능하게 하기위한 시스템을 설계하고자 한다. 향후 본 연구의 결과로 학습자의 학습 성취도를 향상시키고, 예측 결과에 의한 집단지성 그룹을 좀 더 효과적으로 운영 할 수 있는 시스템을 구축할 수 있을 것으로 기대한다.

• School Mathematics
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• v.16 no.3
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• pp.585-611
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• 2014

The purpose of this study is to understand the decision-making behavior of a mathematics teacher in science academy of Korea by applying the framework of class analysis through the theory of goal-oriented decision-making. To this end, we selected as the participant a mathematics teacher in charge of the class of basic calculus of science high school for the gifted in the metropolitan area, and observed the teacher's lesson. Based on a questionnaire derived from previous studies, we analyzed goals, orientations and resources of the teacher. Research results show that there are certain teaching routines by analyzing the behavior patterns that appear repeatedly in the teacher's lesson. Also we understand that it can be used on goals, orientations and resources of the teacher to adequately explain his teaching routine. In the present study, in particular, it was found to have a similar but partially different routines to the teaching routines shown in the study of Schoenfeld. From these findings, We can derive the implications that the theory of goal-oriented decision making can be suitably used as analytical tool for understanding the behavior of the teacher who pursue a productive interaction in mathematics lesson in Korea.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.203-220
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• 2009

The purpose of this study was to develop a rubric for assessing students' scientific argumentation. Through the analysis of relevant literature related to argument in science education for developing rubric, the procedure in development and the category in assessment for rubric were elicited. According to the general procedure in developing rubric, the standard for evaluating the argumentation derived three categories such as a form, contents, and attitude. The form category was further segmented into sub-functions composition, claim, ground, and conclusion in the whole. The category for contents was segmented into sub-functions understanding, credibility, and inference. And the category for attitude was set to sub-functions participatory level and openness. The standard for evaluating sub-functions in each of the categories formed in this way was minutely suggested with five stages. The rubric, which was developed on the basis of literature, was inspected through a regular seminar in one expert in science education and fellow researchers. The rubric, which was developed in the early days, was again modified by being verified on problem and improvement matter after being entrusted to four experts in scientific education. And, the finally-completed rubric indicated to be high with 0.96 in the content validity index by being verified the validity by the four experts in science education. The developed rubric will lead to being able to increase the understanding about demonstration in students, and to being available for being utilized as the criteria for developing the argumentation process program and for evaluating the argumentation activity.

• Journal of Science Education
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• v.34 no.1
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• pp.58-71
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• 2010

The purpose of this study is to categorize preconceived notions by elementary science gifted students about the reason why only one side of the moon is visible and develop an instructional module to correct these notions scientifically. The effectiveness of these modules will then be tested. The participants of this study were 15 (5th and 6th grade students) from Gwangju Metropolitan City and Chonnam Province who passed a gifted student assessment test developed by J university. The student's notions about the reason only one side of the moon is visible were assessed through questionnaires, interviews, and reenactments. Instructional modules to minimize these notions were developed and then improved upon by class reenactments. And then these modules were used to teach a real class with cameras recording the students. Protocols were analyzed using this footage, and emphasis was placed on how the developed class module changed student's misconceptions. The instructional module developed in this study was: student conception assessment writing materials exploration activity stage 1 (moon's orbit) exploration activity stage 2 (moon's rotation) - exploration activity stage 3 (moon's orbit and rotation) - exploration activity stage 4 (verbalizing the moon's orbit and rotation) - exploration activity stage 5 (thinking about moon movement considering earth's rotation - exploration activity stage 6 (relating the earth and moon's movement) and verifying student conception change. An important conclusion of this study was that all 15 students had misconceptions that could be divided into categories A, B, and C. Category A could be separated with more specifics into A-1 and A-2, and C into C-1 and C-2. After the instructional module was utilized, the student categories show positive change in the following stages: Category A at exploration activity stage 1 and 2, Category B at exploration activity stage 3, Category C-1 at exploration activity stage 4 and 5, and Category C-2 at exploration activity stage 6. Category C-1 students immediately changed to Category C-2 after going through a few stages, and their misconceptions were finally corrected after going through exploration activity stage 6. The misconceptions of students in all categories were corrected scientifically after completing stage 6 education. This study proposes that a combined education of reenactments, exploration materials development, and exploration activities by stages will effectively correct misconceptions about the Earth and moon's movement.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.212-224
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• 2007

Metabolism is one of the pivotal biology concepts, but many students have difficulty understanding it. The purposes of this study were (1) to explore 8th graders' conceptual change of an enzyme after classes of experimenting enzyme reaction and interpreting data using systematic analogies, (2) to discover the role of systematic analogies to enhance students' understanding, and (3) to explain students' difficulty understanding concepts as the ontological features. Systematic analogies were designed to encourage students to interpret their lab activities on enzyme reaction rates. Data were collected by using the pre-test and the post-test of open-ended form, students' worksheets, and interviews with students. After classes, the number of students to engender scientific conceptions about the function of enzyme, its structure, and its mechanism has increased. But more students failed to understand the reaction mechanisms having ontological features of equilibration processes than to understand the function of enzyme having ontological features of event-like processes. Even though the concepts of enzymes are hard to grasp owing to their ontological attributes of equilibration processes, a part of students' conceptions successfully progressed from the idea belonging to event-like processes to one belonging to equilibration processes. And systematic analogies were found to contribute in enhancing students' conceptual change of the enzyme reaction.

• Journal of the Korean earth science society
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• v.40 no.3
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• pp.283-299
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• 2019

The purpose of this study is to identify the conflict frames in the process of designating the national geopark, among local residents, geology experts, and local public officials. For this purpose, the progress of the public hearing on the implementation of the national geopark in Buan and Gochang were recorded with prior consent from the participants and transferred in text form. Subsequently, we developed a reference frames for analyzing conflict frames through literature review, and analyzed the conflict frames by three researchers based on this. These analyzed conflict frames were again analyzed by using semantic network analysis. The results are as follows. In the Buan area, 'Sagree' frame, 'Snot' frame, and 'Sdisagree' frame showed high eigenvector centrality, and 'Gharm' frame and 'Cmeconomy' frame were closely connected to the 'Snot' frame located at the center of the semantic network. In the Gochang area, 'Aresource' frame, 'Cmexample' frame, and 'Gharm' frame showed high eigenvector centrality, and 'Gharm' frame and 'Cmproblemsolution' frame were closely connected to the 'Snot' frame located at the center of the semantic network. Through these results, we could see that there is still the conflict about the certification of national geopark between stakeholders in Buan, and that Gochang's stakeholders are proudly aware of their own resources. The Buan's stakeholders focused on economic gains in resolving conflicts, while Gochang's stakeholders focused on problem solving. This result of this study provides information in conflict from the national geopark in other regions.