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Kim, Soon-Hwa;Song, Ki-Sang
- Journal of Gifted/Talented Education
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- v.21 no.2
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- pp.255-268
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- 2011
The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.
https://doi.org/10.9722/JGTE.2011.21.2.255 인용 PDF KSCI

Kang, Hun-Sik;Kim, You-Jung;Noh, Tae-Hee
- Journal of The Korean Association For Science Education
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- v.27 no.3
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- pp.190-200
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- 2007
In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.
https://doi.org/10.14697/jkase.2007.27.3.190 인용 PDF KSCI

Hahn Song-Yop
- Journal of Engineering Education Research
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- v.1 no.1
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- pp.27-32
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- 1998
Engineering methodology which is defined broadly as the various nontechnical knowledge such as design process and the personal skills such as creativity that an engineer must have to be a successful practitioner, is not sufficiently implemented in the present undergraduate engineering programs. A systematic design education model is proposed in this paper to teach the principles and art of engineering. First level design education is to introduce engineering process and cultivate student's creativity. Second one is to apply the knowledge of sciences, mathematics and engineering sciences to the solution of basic engineering problems. Third one is to solve a real-life problem.
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Shim, Jung-Eun;Lee, Du-Gon
- Journal of the Korean Society for Marine Environment & Energy
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- v.11 no.4
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- pp.175-180
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- 2008
The present study is aimed to investigate relation between Marine Environmental Engineering (MEE) and Environmental Education (EE). This study is necessary for mutual advance toward sustainable future between MEE which has the characteristic of the practicality of the present and EE which has that of the ideality of the future. For this, we analyzed the character of MEE by the theoretical frame of 'Environmental Studies for Environmental Education' that was presented recently as a new theoretical viewpoint of EE. This study prepares a base for the two fields to help each other and to develop as we elucidated the environmental educational character which is considered latent in MEE.
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