• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.881-892
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• 2007

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1613-1626
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• 2012

The purpose of this study was to develop an effective mentoring program model. In order to develop an effective mentoring program, we identified four elements of mentoring program based on the analysis of secondary science teachers perceptions of in-service science teacher training program and mentoring. For the study, a questionnaire was developed by the authors and it was administrated to 114 secondary science teachers participated in science teacher training program. The interviews were conducted with 14 secondary science teachers. The results of this study are as follows: Most of the secondary science teachers recognized that in-service science teacher training program, which they had taken, positively affected their teaching. However, there are some aspects needed for improvements in the current teacher training program. They wanted to take the opportunities to interact with their colleagues and researchers, sharing their experiences on teaching within the teachers' community, and reflecting on their own teaching. Based on these analysis we suggest four elements for effective mentoring program. These are 'Communication,' 'Reflection for Mentor,' 'Reflection for Mentee,' and 'Evaluation.' In addition, the mentoring program is proposed to consist of four activities such as 'Feedback on teaching', 'Seminar and Workshop', 'Conference', and 'Self-evaluation'.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.949-959
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• 2015

In this case study, we analyzed the STEAM lessons conducted by secondary science teachers in the perspective of the CHAT. Two science teachers at high schools in Seoul participated in this study. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. We also observed the atmospheres in both school offices and classrooms. Semi-structured interviews were conducted before and after their lessons. All the data collected were categorized according to the elements of the activity system and analyzed by using the constant comparative method. The analyses of the results revealed that both teachers did not consider the student-centered self-directed activities in their STEAM lessons, but that they differed in the subject element such as teacher's professionalism on STEAM. Various elements of the activity system such as environmental characteristics of the school and policies about the STEAM influenced the performance of their STEAM lessons. Contradictions in the elements of the activity system brought about various changes. Successful experiences of the STEAM lessons by complex effects of the elements positively influenced their performances on their STEAM lessons. Based on these results, we have made some suggestions for the establishment of the STEAM in secondary schools.

• Journal of the Korea Society of Computer and Information
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• v.11 no.3
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• pp.21-30
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• 2006

This study applies the cognitive apprenticeship theory a representative learning theory of constructivism. to design and create a web courseware for data device operator license. to enable research that begins with peripheral participation in Problem solving and ends with full participation and initiative, to act as a medium for assisting students in learning, to enable adaptation to actual situations through simulation studies, to allow aggressive interaction, and to help reinforce the level of data processing with regard to learning. The student was made to evaluate learning materials at real time for feedback on insufficient areas, to enable effective learning. The study was done by offering a web courseware without applying the cognitive apprenticeship theory and a web courseware with the cognitive apprenticeship theory, which was followed by an evaluation on study achievement level and learning behavior and then a survey was done after the evaluations. The results of this study were first, the learning group with web courseware applying cognitive apprenticeship theory showed more effect in improving learning achievement than the group with web courseware without the cognitive apprenticeship theory. Secondly, learning with web courseware applying cognitive apprenticeship theory was more effective for improving learning behavior.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Journal of the Society of Disaster Information
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• v.17 no.4
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• pp.722-732
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• 2021

Purpose: Due to the coronavirus infection-19 (COVID) pendemics, all educational institutions were required to provide full non-face-to-face real-time education, and fire officials were required to provide fire-fighting education by applying non-face-to-face education. In this difficult situation, the National Fire Service Academy tries to find the direction of the non-face-to-face real-time education and suggest ways to improve it through a survey of the status of non-face-to-face real-time education conducted by the NFSA to fire officials. Method: A survey was conducted on fire officials under the theme of "Consciousness Survey for Improving the Quality and Specialization of Non-face-to-face Real-Time Remote Education" and an in-depth analysis was conducted based on the results. Result & Conclusion: First, professors or educational operators shall actively utilize remote education programs suitable for educational characteristics by utilizing various programs. Second, a dedicated notebook for non-face-to-face training should be provided to provide an educational environment where all learners can participate in the training without difficulty. Third, in the case of education and training that requires the use of equipment due to the nature of fire officials' education and training, it is necessary to consider it as a non-face-to-face training place by arranging educational equipment at each fire station. Fourth, it is hard to expect a satisfactory educational effect to cope with practical education with theoretical education. Therefore, facilities and programs that enable non-face-to-face real-time hands-on training should be developed. It is worth considering the proper combination of face-to-face education while maintaining the social distance as much as possible until such non-face-to-face training is possible. Fifth, non-face-to-face education is considered to have high eye fatigue due to the light and electromagnetic waves of the computer screen, and as time goes by, the concentration level decreases. Therefore, it is necessary to form an education time to reduce the eye fatigue of learners and increase concentration through proper class and rest time. Finally, professors should operate a learner participation-oriented education that allows professors and learners to interact rather than one-sided knowledge transfer education. In addition, technical problems of non-face-to-face remote education should be thoroughly prepared through preliminary system checks to ensure that education is not disrupted.

• The Journal of Society for e-Business Studies
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• v.23 no.3
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• pp.189-206
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• 2018

As the era of $4^{th}$ Industrial Revolution has arrived, education systems are changing in order to prepare for the changes on technological environment. Recently in the education field, flipped learning, which focus on learner-centered with an active communication is suggested, rather than the existing teaching method, which had the characteristic of simply delivering a knowledge. In this research, case study of analyzing a learning effect done by applying a flipped learning on the study of Industrial Security which has the characteristics of timeliness and can accordingly reflect the characteristics of $4^{th}$ Industrial Revolution. In detail, the concept of the study of Industrial Security and flipped learning was arranged, analyzed a current state of education on the study of Industrial Security and exemplary of flipped learning applied class and designed the methodology of flipped learning of this research. Nextly, designed flipped learning method was applied in the actual class of the study of Industrial Security. Lastly, survey and interview was conducted targeting a learner and deducted an implications. The results of survey showed that class participation has increased through active interactions between learners, and flexible learning environments was created which is appropriate for the characteristics of industrial security, which is in need of timeliness response against to diverse security threats of $4^{th}$ Industrial Revolution, and regarded a flipped learning to be appropriate for the study of Industrial security.

• School Mathematics
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• v.18 no.1
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• pp.43-59
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• 2016

The purpose of this qualitative case study is to investigate differences among two gifted middle school students emerging through the process of algebra word problem solving from the covariational perspective. We collected the data from four middle school students participating in the mentorship program for gifted students of mathematics and found out differences between Junghee and Donghee in solving problems involving varying rates of change. This study focuses on their actions to solve and to generalize the problems situations involving constant and varying rates of change. The results indicate that their covariational reasoning played a significant role in their algebra word problem solving.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.1-14
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• 2015

The aim of this paper is to explore and understand the gifted student's characteristics such as NetLogo programming patterns, attitudes, his/her interest in problems solving. Based on transcripts and coding video frames, we explored the meaningful scenes to come up with thinking patterns, NetLogo programming patterns, attitudes, behaviors on tasks such as drawing regular starlike shapes. This case study contrasts with two other students revealing their unique characteristics both in computational thinking patterns and coding activities. The participant reveals his own ways of finding a clue and elaborating it further for coming up with concise NetLogo coding. This paper provides cross-case discussion and future research direction on how to improve gifted education in terms of problem solving in creative ways.