• Communications of Mathematical Education
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• v.35 no.1
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• pp.119-136
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• 2021

We performed the research and education programs using engineering tools such as Mathematica, Microsoft Excel and GeoGebra for the students in mathematics mentorship program of the institute of science education for the gifted. We used the engineering tools to solve the problems and found the rules by observing the solutions. Then we generalized the rules to theorems by proving the rules. Mathematica, the professional mathematical computation program, was used to calculate and find the length of the repeating portion of the repeating decimal. Microsoft Excel, the spreadsheet software, was used to investigate the Beatty sequences. Also GeoGebra, the dynamic geometric software, was used to investigate the Voronoi diagram and develop the Voronoi game. Using GeoGebra, we designed the Voronoi game plate for the game. In this program, using engineering tools improved the mathematical creativity and the logical thinking of the gifted students in mathematics mentorship program.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.7
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• pp.966-974
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• 2010

The aim of this study was to examine characteristics between nutrient intakes, body composition and physical fitness in gifted athletic boys. The subjects were conducted in 50 boys aged 9~12 years living in Busan, Ulsan and Gyeongsangnam-do, Korea. Dietary intake information was collected from participants using 3-day food recorded and body composition was measured by bioelectrical impedance analysis, and their anthropometric parameters were measured. Swimming group's daily energy intakes were significantly higher compared to those of other groups. Athletics and swimming groups were significantly taller than gymnastics. Swimming group was significantly higher than gymnastics group in weight, fat mass, body fat percent and lean body mass. Athletics and swimming groups were significantly longer than gymnastics group in sit and ball throwing. Swimming group was significantly better than other groups in sit up, and athletics group was significantly faster than gymnastics group in 50 m run. In correlation result for nutrient intake and body composition: 1) Body weight shows positive correlation with protein, phosphorus, sodium, vitamin $B_1$, C and niacin. BMI shows positive correlation with sodium and niacin. Fat mass shows positive correlation with niacin and folate. Body fat% shows positive correlation with vitamin C, E, niacin and folate. LBM shows positive correlation with all elements except lipid, calcium, vitamin A, C, E and folate. In correlation result for nutrient intake and physical fitness: 2) Push up shows positive correlation with iron and vitamin C. Sit and throw ball shows positive correlation with the events except lipid, fiber, vitamin A, E and folate. Sit up shows positive correlation with vitamin $B_1$. Half squat shows positive correlation with iron. Standing long jump shows positive correlation with total energy, lipid, and vitamin A, B and $B_2$. Long run shows negative correlation with protein, carbohydrate, fiber, phosphorus, iron, sodium and zinc. Side step shows positive correlation with niacin. Sit and reach shows negative correlation with total energy, carbohydrate, phosphorus, sodium, zinc and vitamin $B_2$. In correlation result for body composition and physical fitness: 3) Sit and throw ball shows positive correlation with body weight, BMI, fat mass, body fat% and LBM. Standing long jump shows positive correlation with LBM. But long run and 50 m run shows negative correlation with body weight and LBM.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.603-610
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• 2021

The purpose of this study was to develop a Youth Future Career Program for adolescents and to look into the effects of the program on the future efficacy. Through the program, adolescents would predict the future, explore alternative futures to solve future problems, find the shape of the future society they want and desire. In addition, they will discover or create future jobs. In this study, the Youth Future Career Program was developed into four modules: Future Understanding, Future Participation, Future-self, and Future Management. Ninety-three students in K University's Gifted Education Center participated in the Future Career Program (62 males and 31 females, 62 middle school students, and 31 high school students). The students responded to 14 questions about the future efficacy of the Youth before and after the program. Statistically significant differences were observed in 8 out of 14 questions (p<.05). In particular, the abilities of the participants were improved as follows: to apply newly learned things to society, to evaluate the current problems, to develop critical thinking to solve the problem, and to communicate with members of society.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.51-65
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• 2019

This study aims to provide educational implications for more strategic online software education by the types of online learning according to learners' self-regulated learning characteristics in the online software education environment and examining the characteristics of each type. For this, variables related to self-regulated learning characteristic were extracted from the log data of 809 students participating in the online software learning program of K University, and then analyzed using hierarchical cluster analysis. Based on hierarchical cluster analysis learner clusters according to the characteristics of self-regulated learning were derived and the differences between learners' learning characteristics and learning results according to cluster types were examined. As a result, the types of self-regulated learning of online software learners were classified as 'high level self-regulated learning type (group 1)', 'medium level self-regulated learning type (group 2)', and 'low level self-regulated learning type (group 3)'. The achievement level was found to be highest in 'high-level self-regulated learning type (group 1)' and 'low-level self-regulated learning type (group 3)' was the lowest. Based on these results, the implications for effective online software education were suggested.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.87-101
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• 2017

The analysis was carried out with meta-analysis on master's and doctoral dissertations, and academic journals that analyzed the effects of STEAM education between 2012 and 2015. From the total number of 75 dissertations and articles analyzed, 183 different effect sizes were calculated. The analysis was done to find out the kinds of differences that would be created according to the effect size of creativity, problem-solving ability, and researcher, target area, student division research design type, and level of schools. The total effect size of creativity scored 0.776, and demonstrated satisfaction in symmetry of funnel plot, with no publication biases. The fail-safe N scored 780, and since the number is smaller than 8,945, the results of this research has credibility. Furthermore, problem-solving ability shows intermediate level of effect size with a score of 0.584. It also showed satisfaction in symmetry with funnel plot, with no publication bias. With the different research methods of the sub-factors of creativity, fluency scored the highest with 0.929, flexibility with 0.881, originality with 0.838, sophistication with 0.653, abstractness with title 0.705, and resistance to termination, 0.527. This study finds its significance in the demonstration of average effect size of STEAM education through meta-analysis. According to research results, the effects of inclusive education could be determined, yet the specific effect cause or learning principles were difficult to find. It was found that the effects of STEAM education do not rise or fall depending on school age, and demonstrated differences in creativity according to the research methods or the researchers.