• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.89-110
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• 2004

The purpose of this study is to identify the significant characteristics shown in the field of mathematics by a gifted child, the educational curriculum for this child, and to find what has to be set in place in the areas of teacher's teaching methods and programs. The important aspect of these ideas is that one has to completely understand and know the characteristics of the gifted in order to give them the opportunity to discover their underlying talents and to develop upon those skills by giving them suitable and appropriate education for their intellectual state. This study focuses on the thoughts and behavior of a gifted male child, from his third to fifth grade, and the study shows the results and analysis of data gathered from close observation and interview, and a collection of documents gathered from the child. This study is analyzed from three different perspectives: 1. The typical life and surroundings of this gifted child, and how he was raised in this particular environment. This also shows the significant event that allowed others to recognize him as gifted. 2. Identification of how a gifted child's mind works in the field of mathematics. This attempts to analyze methods the child uses to arrive at a solution to a problem. 3. Exploration of mathematical attitude of the child. This shows the child's interest in mathematics, and the willingness to find better and more efficient ways to reach a solution. This also shows the child's ability to explain his purpose and methods of problem solving in detail, and the focus and clarity in communication of mathematics. This study will enlighten the readers with information on the importance of advanced education specifically designed for the gifted. In development of advanced education programs, it is necessary to comprehend the minds of the mathematically gifted, and furthermore, this will help in defining an appropriate teaching method and curriculum for a better equipped educational system.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.95-120
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• 2011

Modern society is the age of the information. As new information is springing up every day and pace of change becomes faster, the importance of communication skills is growing. The recent mathematics education is recognized as not a fragmentary mathematical knowledge or results of the learning, but a procedure of mathematical thinking, and the effective expression skill of their mathematical ideas and the ability to forward it to others are regarded very serious. As the method of mathematics evaluation, mathematical essay is introduced to replace the existing multiple-choice written test. This method assess the ability which students have, that express the reorganized knowledge and information according to given situation by themselves. Ultimately, it is expected to help that students get the higher order thinking skills such as logical thinking and creativity. However, definition of elementary mathematical essay is unclear, and proper teaching methods is lacking for each stage of elementary school students. Thus, in this paper, I have defined the concept of elementary mathematical essay and made a foundation of elementary mathematical essay research, then researched about the effective utilization of elementary mathematical essay using school education. Also elementary mathematical essay teaching-learning materials is developed and applied to analyzed the students' responses. Using this program, in real elementary school education, the implications has deduced.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.571-587
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• 1998

This paper reviews and analyzes the conceptions of science achievement in the United States and Korean reform documents, including those on science content standards(NSES, Porject 2061, and Korean 7th science curriculum), performance standards(New Standards, and Survey of Ecucational Achievement in Korean Elementary and Secondary Schools), and large-scale assessment framworks(1996 NAEP, TIMSS, The National Assessment of Science Inqury Abilities, The National Assessment of Science Knowledge, and The National Assessment of Affective Characteristics related to Science). The analysis of these documents indicates that there is an overall agreement on the conceptions of science achievement. The documents consistently emphasize high achievement in terms of knowledge and abilities in scientific, technological, social, and environmental perspectives. In addition, these documents define science achievement at different developmental levels and at certain depths of knowledge and abilities for all students. Despite the overall agreement, there are also noticeable variations among the documents because of different contexts and purposes. There is a difference in the balance of representations or emphases among content and process standards in the documents. The conceptions of science achievement in the Korean documents are not as comprehensive or inclusive as those in the United States documents. There is no representation of the mathematical world, the nature of science, historical perspectives, unifying concepts, or scientific communication. From these results, two conclusions are drawn. First, more coherent conceptions of science achievement are needed for common understanding among educators and the public. Second, efforts are needed for developing more comprehensive and inclusive conceptions of science achievement in Korea.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.2
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• pp.56-68
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• 2019

Objective : The purpose of this study is to provide evidence for a systematic analysis of occupational therapy interventions for the activity and participation of children and adolescents with developmental disabilities. Methods : The articles used in this study were collected from the RISS, KISS, and DBpia databases. The key words used were "children and occupational therapy" "children and sensory integration," "adolescent and occupational therapy," "adolescent and sensory integration," "developmental disorder and occupational therapy," and "developmental disorder and sensory integration." The research period was limited to January 2008 to August 2018. Seven articles in total were selected for systematic analysis. Results : Most of the included works were single-case studies, and most subjects dealt with the autism spectrum disorder. The majority of the interventions used involved sensory integration. Occupational therapy interventions were self-care (33%), major life area (33%), learning and application (11%), communication (11%), and mobility (11%). Conclusion : This study will help with understanding the current state of occupational therapy interventions for the activity and participation. On the basis of this understanding, various studies on this subject are expected to be conducted in the future.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.11-21
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• 2019

It has been about 20 years since the English subject was formally taught in public elementary schools in Korea. The present research aims to analyze the studies regarding 'primary English' implemented in Korea during the time period. I have investigated 6,467 theses or research papers in total that were published in Korea with the help of the corpus programs Utagger and WordSmith Tools. The results show that for the last 20 years the number of overall studies appears to have increased since the year 1997, although the recent trend seems to be in recession. The research scope ranges from 'teaching-learning interaction' to 'curriculum' and 'assessment', which have been steadily investigated for 20 years. Furthermore, researchers sometimes appear to have followed the English education policy by conducting particular investigations like 'immersion program' or 'native English speaking teachers' in a certain time period. Recently, researchers started to have interest in the cutting-edge ICT. In conclusion, the academic field of 'primary English' in Korea has grown in quantity, and the spectrum of research areas has been expanded for the past 20 years. It is hoped that the results of this research will help set a new direction for future research.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.419-443
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• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.107-133
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• 2021

This study was performed in order to provide suggestions on how to strengthen librarian competency by evaluating and analyzing the competency value of librarians as information professions. First, the study divided the common competency value of librarians as human capital of libraries into skills, knowledge, behavior and attitude, and analyzed each area of competency value for librarians of the A-library. As a result, the average of the 'librarian's behavior and attitude' area was the highest, followed by the 'librarian's skill' area and the 'librarian's knowledge' area. Second, in terms of 'librarian's skill', A-library librarians' competence values were high in the order of 'communication', 'leadership', 'technology' and in the terms of 'librarian's knowledge' ones were high in the order of 'law and policy', 'marketing', 'learning and growth' and 'finance and accounting'. In addition, in areas of 'librarian's behavior and attitude', the factors were high in the order of 'ethics and values', 'interpersonal relationships' and 'customer service'. Third, the analysis of whether the average difference exists depending on the characteristics of A-library librarians on their evaluation of the competency value shows that only the 'working period' factor in the total competency value and the two factors 'age' and 'working period' were statistically significant in the 'librarian's knowledge' area. Forth, as a result of a regression analysis to identify the characteristics of A-library librarians and their impact on competency value, only the 'final education' factor was statistically significant for the competency value of the 'librarian's skill' area. Fifth, in the survey on problems and desirable improvement measures in increasing the competency value of librarians, the proportion of presenting problems and improvement plan in systemic aspects such as the 'librarian qualification system' and 'librarian training system' was high.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.569-591
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• 2022

This study aims to investigate the educational effects of the visualization of heat conduction using a thermal imaging camera on elementary school students through small group activities. It endeavors to explain the reason for why metal feels cold. The scholars conducted in-depth interviews before and after learning the unit "Temperature and Heat" for four students in fifth grade in Seoul. Recorded video and audio materials of the activities, their outputs, and journals of scholars were collected, reviewed, and analyzed. The result demonstrated that visualizing heat conduction using the thermal imaging camera aroused curiosity and provided an opportunity for sophisticated observation and integrated thinking. In addition, the visualization of the heat conduction phenomenon was used as the basis for interpretation and rebuttal for active communication during the small group activities of the students. Consequently, the students changed their non-scientific beliefs, refined their knowledge, and developed their mental models through a small group discussion based on a thermal image video.