• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.43-56
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a discussion room on student's investigating and thinking ability was investigated. Through very active on-line discussion, students showed their ability to come up with new ideas and to design and implement diverse experimental methods. Especially, since all of the study tasks given to the students were aimed to utilize experimental means and tools that are so common in everyday life, shortfalls that might reside in the web-based distant learning program could be overcome and students' investigative activity might be stimulated.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.657-666
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• 2014

To identify the gifted, it is essential to perform overall evaluation on cognitive and affective aspects considering all the characteristics of the science gifted. Nowadays, not only cognitive factors but also affective factors are being emphasized. Among the affective factors of the gifted, the task commitment is an important factor to describe the gifted and their outstanding achievements. From this research, by measuring the characteristics of task commitment shown in the science gifted, this can offer good implications regarding the selection of the gifted and the education. We developed the rubric of the gifted students by analyzing the students' experience of showing task commitment. By applying the rubric, we measured the levels by areas of the characteristics of task commitment shown in the experiences which the science gifted had by deeply exploring the cause or the principle. To better understand the characteristics of the science gifted students' task commitment, each and every students' characteristics were specifically described. The students' task commitment can be measured objectively and effectively by using the measuring tool in the form of rubric based on the characteristics of the task commitment. Specifically describing the students' characteristics on the basis of their performance criteria is the grounds for the level judgment and enhances the understanding of the characteristics of students' task commitment.

• Journal of Korean Philosophical Society
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• v.137
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• pp.1-31
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• 2016

The aim of this paper is to put forward the significance that Dewey's naturalistic theory of value has today in examining how value arises from experience. This is a necessary discussion as logical-positivists bring about the problem of fact/value dichotomy and further deny the possibility of intellectual discussion on value judgments. In this situation, the task that the discussion on value must be resolved is to go beyond the problem of fact/value dichotomy and to confer objectivity upon value judgments. In the stream of analytic philosophy, the significance of Dewey's theory of value is revealed by how Putnam and Johnson receive it. To overcome the problem of dichotomy, Putnam asserts that they are entangled because the value arises from a criticism through scientific inquiry. Also Johnson proves that Dewey's moral deliberation as valuation is wedded with cognition, feeling, and imagination by the research on cognitive science and shows that Dewey's theory of value is un-relativistic because it is on the basis of shared experience. So, if the absolute value is not given to us, Dewey's theory of value shows us how value is made by open inquiry. It has the significance of proposing the direction that the theory of value orients itself today.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.1-16
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• 2013

In this research, we tried to discover the characteristics of gifted students by analyzing their experience in showing task commitment. In order to do this, we asked science gifted students to specifically describe their experiences while deeply experimenting on a scientific cause or theory. From their responses, we inductively explored the characteristics of science gifted students by extracting and analyzing the characteristics that show task commitment. Consequentially, the characteristics of the gifted students are divided into nine categories, which are confidence, setting a challenging goal, challenging approach for solving problems, sense of potential control, loss of self-consciousness, time distortion, submission to difficult task, initiative, and endurance, all of which appear repeatedly among the gifted students. With consensus among three experts who have experience in research on gifted education, these nine characteristics can be categorized into 3 characteristics; challenge, flow, and willingness. The three characteristics such as challenge, flow, and willingness well represent a definition of task commitment. These characteristics can explain the level of task commitment exhibited by science gifted students. It is possible to develop the tool and framework for judging the task commitment of gifted students on the basis of their characteristics.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.325-335
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• 2016

Software (SW) education is guided by the government to operate not only computer subject matter but also related subject matter. SW education is highlighted in the 2015 Revised Curriculum and Guide for Operating SW Education. SW education is related with science education. For example, education on algorithms employing SW and activities using sensors/output control can be an effective strategy for scientific inquiry. The method can also be applied in developing Computational Thinking (CT) in students. In this study, we designed lessons to solve everyday scientific problems using Educational Programming Language (EPL) SW and physical computing materials and applied them to high school students. We conducted surveys that were modified from questionnaires of Internet application capability and based on the standard of accomplishment of SW education as well as elements of CT to find out the change in perceptions on programming and CT of students. We also conducted a survey on students' attitude toward science learning after an SW inquiry activity. In the results, perceptions on programming and CT of students were improved through lessons using unplugged activity, EPL SW, and physical computing. In addition, scores for interest, self-directed learning ability, and task commitment were high.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.201-214
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• 2022

The purpose of this study is to examine the characteristics of model of the experiment in students' open inquiry. The research is a reinterpretation of the data collected from the performance of a three-year research project under the theme of 'school science inquiry' the perspective of model of the experiment. The inquiry activities of a focus group made up of four students have been recorded seven times. The recorded files and transcribed copies were analyzed according to interpretive methods. Students' activities were divided into three modeling of the experiment units, considering the modeling unit that includes the process of starting from the problem until it gets solved. The results of the study include illuminating the dynamic process and characteristics of modeling of the experiment and discussing its educational meaning as a distributed cognitive system at each modeling unit. First, students, instruments, and the primitive form of calculation represented by the interaction between them turned out to be important factors in the distributed cognitive system that constitutes model of the experiment. Second, in the early stages, non-verbal activities were carried out in which students became familiar with instruments, and verbal quantitative signs were created when the activities were sufficiently carried out. The generated quantitative signs became a source of data and confidence that can be referenced in subsequent activities. Third, the specialization of instrumentalization occurred, and factors that were important in inquiry, such as variable control, appeared. The results of the study provide new implications for science education research and education, which have been centered on explanatory models, by unfolding the characteristics of model of the experiment that have not been noticed in science education through students' inquiry.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.141-151
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• 2009

Inquiry has been emphasized in science classrooms, but the problems shown in the inquiry are somewhat different with ones that students usually meet and experience in everyday life. The purpose of this study is to investigate how attitudes toward the task and thinking skills affect students' problem solving process, especially, the way of creating a problem space and elaborating problem solving strategies when they have little schema. The difference in students' problem solving strategies of Lego Robotics class, one of the summer programs for $4^{th}-6^{th}$ grade gifted students, which is new to them, was investigated. The results are as follows: (1) The difference in attitudes toward the task, or selection and identification of the missions, and the perception of operators, affected creating a different problem space. (2) Different level of thinking skills, or analytical and flexible thinking, efficient elaborative skill, and application of schema affected a different level of elaboration of the problem space and resulted in asuccess rate of problem solving. (3) Different initial problem space resulted in different problem solving strategies. But without thinking skills, students could not elaborate problem solving strategies efficiently. Several instructional recommendations to promote scientific inquiry were suggested based on the results.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.10-20
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• 2014

This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. The data was collected and analyzed. Science teachers recognized the characteristics of a good science class, especially in terms of educational content and teaching methodology. First, they suggested promoting inquiry skills, presenting a challenging task in atypical topic selection, student-centered curriculum, and controlling the pace of learning to recognize individual differences. Second, in terms of the science class skills and attitudes category, teachers recommended raising mutual satisfaction through vigorous interaction within a permissible atmosphere. Finally, science teachers need to strive for continued professional growth. Gifted children, meanwhile, want to investigate a wide range of topics without time constraints. Additionally, they may have to explore challenging topics further. They prefer to act like scientists in that they enjoy group activities, communication and cooperation. In particular, they want to be evaluated by others in a totally embedded assessment. Gifted children also expect teachers to understand the life circumstances and needs of the students. In addition, they asked for teachers to respect individual experiments and to show them how to safely use new equipment or research methods. As a result, gifted children and science teachers have to recognize the differences of opinion concerning a good science class for the gifted. This study can help formulate strategies to establish quality management of materials in gifted science classes.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.25-37
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• 2006

영재를 위한 수학교육은 우리의 당면과제 중 하나이다. 능력 있는 학생들의 학습이 속진에 한정되는 것 보다는 심화자료 및 수학적 소프트웨어와 함께 하는 것이 더 의미 있을 것으로 기대된다. 본 연구는 스프레트쉬트를 사용한 수학적 아이디어의 탐구에 관한 것이다. 다음에 대해 논의하기로 하겠다. i) 스프레드쉬트는 비전통적이면서도 이용이 용이하며, 수학적 통찰을 위한 매개물이다. ii) 풍부하고, 흥미릅고, 가치있는 수학적 주제에 대해 스프레드쉬트를 이용할 수 있다. iii) 스프레드쉬트를 사용하여 학생들이 수학적 아이디어에 대한 흥미를 고취시킬 수 있다. iv) 스프레드쉬트는 학생들에게 그들의 창의적인 시각화 기술을 공개할 기회를 줌으로써 수학에 대한 폭넓은 도식적 이해를 제공한다. v) animation을 포함한 스프레드쉬트 도식들의 적절한 사용은 유익하면서도 흥미롭다. vi) 학생들은 일상생활에 나타나는 수학의 흥미로움을 발견할 것이다. vii) 교사는 지금의 지도방식에 스프레드쉬트를 통합할 수 있다. 특히 스프레드쉬트는 다음과 같은 면모도 가지고 있다. i) 창의적인 수학적 스프레드쉬트 모델들의 실제 과정들이 그 자체로써 수학적 개념발달에 이용될수 있다. ii) 스프레드쉬트 모델은 심화된 주제의 탐색을 위한 의미 있는 탐구과제를 제공한다. iii) 스프레드쉬트는 현장에서 사용되는 실제적 수학 도구이다. - 과학자나 공학도들의 사용도 증가되고 있다. 이것의 사용은 학생들이 현장에서 사용할 기술을 취득하게 할 수 있고, 같은 컴퓨터의 소프트웨어를 사용하는 가족의 대화 수단이 되기도 한다. 본 연구에서 우리는 스프레드쉬트의 4가지 실증적 예를 들어 보겠다. 또한 다른 영역에서 발전된 스프레드쉬트 모델의 몇 가지 도식적 산출물도 포함 할 것이다. 우리는 가장 대중적인 스프레드 쉬트인 Microsoft Excel 프로그램을 사용하였다. Excel의 수행과 Excel 연산의 설명을 담은 CD와 함께 다양한 사례들에 대한 논의는 (8)을 참고하기 바란다. 본고에서는 graphic animation 기술, 스크롤바의 사용을 간단하게 개괄하겠다. '동적형상들(movies)'를 만들 수 있는 간단한 매크로의 사용 등의 내용들은 각 자료를 사용할 수 있는 Excel 파일의 예와 함께 [1]과 [8]에 설명하였었다. 많은 인쇄물과 on-line 참고문헌, 매체자료들도 함께 제공하였다.