• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.31-46
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• 2019

The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.

• Journal of the korean academy of Pediatric Dentistry
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• v.45 no.3
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• pp.280-289
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• 2018

This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry. 93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test. 68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores. Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups. Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.307-319
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• 2020

The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.351-370
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• 2013

The purpose of this study is to analyze the modes of visualization which appears in the process of thinking that mathematically gifted 6th grade students get to understand components of the three-dimensional shapes on the duality of regular polyhedrons, find the duality relation between the relations of such components, and further explore on whether such duality relation comes into existence in other regular polyhedrons. The results identified in this study are as follows: First, as components required for the process of exploring the duality relation of polyhedrons, there exist primary elements such as the number of faces, the number of vertexes, and the number of edges, and secondary elements such as the number of vertexes gathered at the same face and the number of faces gathered at the same vertex. Second, when exploring the duality relation of regular polyhedrons, mathematically gifted students solved the problems by using various modes of spatial visualization. They tried mainly to use visual distinction, dimension conversion, figure-background perception, position perception, ability to create a new thing, pattern transformation, and rearrangement. In this study, by investigating students' reactions which can appear in the process of exploring geometry problems and analyzing such reactions in conjunction with modes of visualization, modes of spatial visualization which are frequently used by a majority of students have been investigated and reactions relating to spatial visualization that a few students creatively used have been examined. Through such various reactions, the students' thinking in exploring three dimensional shapes could be understood.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.490-503
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• 2011

The purpose of this study was to investigate the effects of science instruction using integrative educational model on academic achievement and scientific attitude in gifted classes on elementary science. Integrative educational model (hereafter referred as IEM) was developed by synthesizing the findings from brain research, the new physics, general systems theory, and educational psychology. 77 6th graders of B Metropolitan City's Elementary Gifted Education Center were took part in this study. The experimental group, consisting of 39 students, was applied to the instruction using IEM, while the comparison group, 38 students, was applied to instructor- led instruction. The results of this study were as follows: First, the science instruction using IEM had a positive effect on improving achievement in gifted classes on elementary science. Second, the science instruction using IEM had an influence on inquisitiveness and openness of the lower domains of learners' scientific attitude. Third, the science instruction using IEM had a positive response to learners' interest, comprehensibility about lesson contents, and ability to concentrate on classes.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.316-325
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• 2016

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.152-166
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• 2013

The main purpose of this study is to see the differences of the achievement goal orientation, academic burnout, and school happiness between gifted and general students, and also to explore the effects on school happiness of their achievement goal orientation and academic burnout. To resolve the above research questions, this study used questionnaire method to 256 1st grade middle school students and 84 gifted students enrolled in Daegu metropolitan city. All data were analyzed by SPSS WIN 19.0 program. The results of this study are as follows. First, mastery goal, performance-approach goal and performance-avoidance goal of the gifted students were higher than the general students'. Second, all sub-variables of academic burnout except hostility and total score of academic burnout of the gifted students were lower than the general students. On the other hand, all sub-variables of school happiness except relationship with friends and emotional stability and total score school happiness of the gifted students were higher than the general students. Third, this study revealed that the achievement goal and academic burnout explain considerable amount of students' school happiness. In other words, the disfavor and skeptical attitude of general students for the study hinder school happiness. Lastly, this study suggest that some program or consulting need to be administerd to change the affective attitude of students into positively. And also variety of counselling program or some instructions dealing with stress for gifted students since the exhaustion of gifted students affects considerably their school happiness.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.237-243
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• 2019

The ability of problem-solving, communicating, and collaborating with computing technology is considered as core competencies for future society. In order to improve those competences, the algorithm and programming ability was set as the important goal of the Information curriculum of Korea. Algorithmic thinking is a key component of computing thinking, and it is known to play a very important role in designing and programming algorithms. It is used to set goals of Information curriculum and to measure student achievement. Therefore, in this study, developed a test to measure algorithmic thinking of students in elementary, middle and high schools, and applied the test to measure the levels of algorithmic thinking. As a result of the analysis, the higher the school level, the better the algorithmic thinking. And no difference was found between genders. This study is expected to provide a guide for constructing measures or setting the difficulty level for algorithmic thinking.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.65-94
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• 2003

The purpose of this study is to acquire the information on the current situation of students' selection process in order to renovate the system of picking up the students. As a first step of the study, we examined the validity of the factors of the single-out system such as qualification and the process for the application and the standards and proceeding of the selection. Then we analysed the result of the entrance examination of Hansung Science Highschool in 2002. The analysis was on the correlation between the result of entrance examination and the achievement in the school and the decision of the course after graduation. To know on the achievement of the students, we investigated the records of regular tests and asked the teachers' opinion in math and science classes. As a result, we gained the following points: First, the present single-out system has a danger of excluding students who are much talented in science and math field because it is based on students' achievements in middle schools; Second, the new selection system should consider the character and attitude of the applicants in addition to their knowledge; Third, the continuous observation of the teacher in middle school should be an important factor of the picking up system; Fourth, more questions requiring divergent thinking ability and inquiry skill should be developed as selective examination question. Also examination questions should cover the various contents from mathematics to science, and do not affect pre-learning; Finally, the system of present letting all students stand in one line should be changed into that of letting students in various lines. We can consider using multi-step selection system.