• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.857-879
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• 2015

This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.295-308
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• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.395-417
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• 2022

This study aims to analyze the correlation of creative personality, environment, process, and product as related to scientific creativity for different levels of elementary school students. We evaluated 105 fifth graders' responses to two tests: i) the scientific creativity test for creative process and product and ii) the self-report test for creative personality and environment. In the self-report test, creative personality comprises cognitive and affective personality, and creative environment constitutes home and school environments. To attain a deeper understanding of phenomena that cannot be explained by a quantitative analysis, interviews were conducted with four students who had the highest scores in creative product and four students who had the lowest scores in creative product while having higher-than-average scores in creative process. First, correlation of creative personality and environment were not significant. Second, in the interviews, students who had the highest scores in scientific creativity had common characteristics, namely, the ability to endure current difficulties to achieve future success and the propensity to listen to other people's ideas critically. Third, students who had the highest scores in creativity hailed from families that respected their opinions, whereas students with the lowest scores belonged to families that disregarded or neglected their opinions. Finally, this study specifies the criteria that should be considered for affective and environmental aspects of scientific creativity education.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.557-564
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• 2015

The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school levels. From each beginning science teacher and mentor teacher, journals, one-to-one mentoring records and transcripts, interviews and questionnaires, and transcripts conducted at the beginning, middle and the end of the mentoring program were collected. Seven aspects of the beginning science teachers' problems in their teaching practice were identified. The result showed that mentee teachers didn't set up specific learning objectives and they organized and presented lesson contents without considering students' proficiency level. Also, they found it hard to prepare for the lessons irrelevant to their major field of study and they tended to use convergent questions more than divergent questions. Mentee teachers tend to give teacher-centered rather than student-centered teaching. Beginning teachers' recognition of their problems in their teaching practice tends to lead changes in their teaching practice. Some of the problems that mentee teachers showed could be overcome if they recognized the problem through the collaborative mentoring program, but if not, it tends to remain throughout mentoring program.This study also highlighted the importance of reflection on beginning science teachers' practice.

• Therapeutic Science for Rehabilitation
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• v.13 no.3
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• pp.9-21
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• 2024

Objective : This study investigated the effects of depression on online and offline social interactions among middle-aged and older adults with the aim of enhancing their social connectivity and mental well-being. Methods : Utilizing the Patient Health Questionnaire-9 and the Lubben Social Network Scale-6, this study assessed depression and social relationships in 429 middle-aged adults. We explored the mediation effects of offline relationships on online interactions using path analysis and the Sobel test. Results : Significant links were found between depression and social relationships in a cohort of educated males averaging 63 years of age. Offline interactions mediated 32% of the influence of depression on online relationships, with strong model fit indices emphasizing the importance of offline social interactions. Conclusion : This study highlights the role of active engagement in online and offline networks in improving mental health and managing the impact of depression on social activity among older adults, helping prevent isolation.

• Proceedings of the Korean Society for the Gifted Conference
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• 2004.11a
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• pp.125-148
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• 2004

본 연구는 우수한 학업 성적을 보이는 재미 한인 영재 청소년들이 민족적 정체감을 어떻게 형성해 나가는지를 알아보는데 그 목적이 있다. 이를 위해 미국 뉴욕의 학업영재아를 위한 고등학교에 재학중인 25명의 한인 영재아들을 대상으로 Phinney의 민족적 정체감 평가지가 사용되었다. 민족적 정체감의 평가를 위해 3가지의 민족 정체감 구성요인들이 사용되었는데, 이들은 민족적 자기 정의, 민족집단에 대한 평가와 민족집단에 대한 참여이다. 개방형 문제에 응답을 한 학생들은 두 명의 독립적인 관찰자에 의해, 자신이 정의한 민족집단에 대한 탐구와 헌신의 정도에 따라, 3단계의 민족 정체감 발달 단계로 나누어졌다. 이 3단계 중 첫번째 단계는 자신이 속한 민족집단에 대한 무관심과 낮은 참여도를 보이는 민족 정체감 무관심의 시기이고, 두 번째 단계는 자신의 민족집단에 대한 관심을 가지고 그 집단의 역사와 철학, 문화, 그리고 주류사회 속에서 해당 민족집단의 사회적 위치와 편견 등에 대해 관심과 참여를 보여주는 민족 정체감 탐구의 시기이며, 마지막 단계는 민족 정체감 완성 시기로, 자신을 그 집단의 구성원으로 완전히 수용하면서, 민족적 정체감에 안정된 모습을 보이는 단계이다. 각 민족 정체감 구성요소들과 민족 정체감 발달 단계내의 집단차를 논의하기 위해 ANOVA가 사용되었다. 연구에 참여한 대부분의 영채아들은 자신을 재미아시아인이 아니라, 한국인 혹은 재미동포로 정의하였고, 이러한 민족적 자기 정의는 학생들의 민족집단에 대한 평가도와 참여도에 중요한 역할을 한다는 것을 알 수 있었다. 또한 민족집단에 대한 긍정적인 평가는 민족집단에 대한 활발한 참여와 밀접한 관련성을 가지고 있었다. 연구에서 나타난 결과들을 바탕으로 재미 한인 영재 청소년들이 높은 자아 존중감을 지닐 수 있도록, 현재 교육현장과 실생활에서 활용할 수 있는 여러 방안들과 함께, 앞으로 필요한 보다 많은 연구를 위한 제언이 제시되었다. 사고력 계발에 보다 충실할 수 있도록 내용의 폭을 넓히고 접근방법을 달리하는 심화 중심으로 교육과정을 구성하고 운영한다고 하였다. 그러나 현재 개발된 교육과정 편성과 운영은 창의성 교육의 구현보다는 압축형 속진 교육과정의 특성이 강하여, 이와 같은 운영지침을 실현하기 어려운 것이 현실이므로 교육과정 편제의 개선이나 운영지침에 적합한 교육내용의 개발이 시급히 이루어져야 할 것이다. 둘째, R&E(Research ＆ Education)는‘연구를 통한 교육’,‘교육을 통한 연구’를 의미하며 과학영재교육과정의 가장 큰 특징이라 할 수 있는 자율연구와 위탁교육을 위한 프로그램이다.여주는 것으로 나타났다.보였다. 5. L값은 살균처리의 경우 저장 30일 이후 약간 어두워지는 경향을 보였고, 121$^{\circ}C$ 살균처리에서 높은 값을 보였다. 대체로 저장온도가 높고 저장기간이 길어질수록 약간 밝아지는 경향을 보였다. 적색도는 인삼 첨가구의 경우 상온 및 냉장저장에서 10$0^{\circ}C$ 살균이 121$^{\circ}C$ 처리구 보다 약간 높은 값을 보였다. 저장기간에 따른 적색도의 변화는 인삼과 송이 첨가구에서 비교적 안정적이었다. 황색도는 상온 및 냉장저장에서 저장기간에 따라 약간 감소하는 경향을 보인 후 상온저장 50일 째, 냉장 60일 째 가장 높게 나타났다. 121$^{\circ}C$ 살균처리구가 10$0^{\circ}C$ 처리구보다 약간 높은 경향을 보였다.^{\circ}C$$,에서는 20시간 가열시 0.706$\mu\textrm{g}$/kg으로 가장 높게 생성된 후 서서히 감소하였다. 그러나 산값과 공액이중산값은 계속 증가하는 양상을 나타냈다. 즉 B(a)P생성과 산패도 변화사이에는 일정한 관계를 나타내지는 않았다.ve(+)의 상관관계가 있었다.l

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.495-504
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• 2018

This study was conducted to develop items to measure scientific core competency based on statements of scientific core competencies presented in the 2015 revised national science curriculum and to identify the validity and reliability of the newly developed items. Based on the explanations of scientific reasoning, scientific inquiry ability, scientific problem-solving ability, scientific communication ability, participation/lifelong learning in science presented in the 2015 revised national science curriculum, 25 items were developed by five science education experts. To explore the validity and reliability of the developed items, data were collected from 11,348 students in elementary, middle, and high schools nationwide. The content validity, substantive validity, the internal structure validity, and generalization validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there were no nonconformity in the 25 items. The confirmatory factor analysis using the structural equation modeling revealed that the five-factor model was a suitable model. The differential item functioning analyses by gender and school level revealed that the nonconformity DIF value was found in only two out of 175 cases. The results of the multivariate analysis of variance by gender and school level showed significant differences of test scores between schools and genders, and the interaction effect was also significant. The assessment items of science core competency based on the 2015 revised national science curriculum are valid from a psychometric point of view and can be used in the science education field.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.311-324
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• 2021

Recently, ten geosites have been considered in Hwaseong for endorsement as national geoparks, including the Jebudo, Gojeongri Dinosaur Egg Fossils, and Ueumdo geosites. The Jebudo geosite in the southern part of the Seoul metropolitan area has great potential for development as a new geoscience educational site because it has geological, geographical (landscape), and ecological significance. In this study, we described the geological characteristics through field surveys in the Jebudo geosite. We evaluated its potential as a geo-education site based on comparative analysis with other geosites in Hwaseong Geopark. In addition, we reviewed the practical effect of field education at geosites on the essential concepts and critical competence-oriented education emphasized in the current 2015 revised science curriculum. The Jebudo Geosite is geologically diverse, with various metamorphic rocks belonging to the Precambrian Seosan Group, such as quartzite, schist, and phyllite. Various geological structures, such as clastic dikes, faults, joints, foliation, and schistosity have also been recorded. Moreover, coastal geological features have been observed, including depositional landforms (gravel and sand beaches, dunes, and mudflats), sedimentary structures (ripples), erosional landforms (sea cliffs, sea caves, and sea stacks), and sea parting. The Jebudo geosite has considerable value as a new geo-education site with geological and geomorphological distinction from the Gojeongri Dinosaur Egg Fossils and Ueumdo geosites. The Jebudo geosite also has opportunities for geo-education and geo-tourism, such as mudflat experiences and infrastructures, such as coastal trails and viewing points. This geosite can help develop diverse geo-education programs that improve key competencies in the science curriculum, such as critical thinking, inquiry, and problem-solving. Furthermore, by conducting optimized geo-education focused on the characteristics of each geosite, the following can be established: (1) the expansion of learning space from school to geopark, (2) the improvement of understanding of specific content elements and linkage between essential concepts, and (3) the extension of the education scope throughout the earth system. There will be positive impacts on communication, participation, and lifelong learning skills through geopark education.

• Archives of design research
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• v.15 no.2
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• pp.253-266
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• 2002

Web Based Instruction has its theoretical background in constructivism paradigm of education. According to social changes called information era and thanks to the sophisticated internet mechanism the constructivism in education has been dominant paradigm. In this paradigm information and knowledge are not merely given by a instructor facing the loaners. This system of instruction has n almost every field of discipline introduced. This article aims to examine how far WBI and constructivism are applicable for design education. Richard Branchia predicted that the learner oriented instruction method would become the dominant education system. He stressed an interactivity of the teacher and students. Upon this can the applicability of WBI for design education be affirmed. Furthermore, there is a dozen of successful cases like www.cyberartcenter.com) (www.digitalyeil.co.kr)', http://www.schooleweb.co.kr/, htp://www.startstudy.co.kr/among many others. This article suggests several ways to solve the problems web based design education faces, including the lesson should inevitably combine the outline and of online study.

• Journal of the Daesoon Academy of Sciences
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• v.44
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• pp.141-175
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• 2023

This comparative study combines the methodologies of comparative research and literature review to examine Daesoon Thought. Comparative religious analysis in the social sciences, does not presuppose an a priori framework of the essence of religion because it targets various aspects of religion which are revealed within a historical field. However, it does not decompose and return to psychological or social phenomena like social sciences. In addition, with the emergence of religious pluralism, the climate of focusing on similarities between religions has already been accomplished to some degree. Furthermore, it is worth noting that many spiritual movements in modern spirituality reveal mixed or amorphous characteristics without being restricted by specific religious membership. It is time to overcome instrumentation and restore the transcendence of its original appearance even in secular humanist reasoning. It can be said that this reveals the perception that the ills and crises of modern civilization should be overcome in connection with the opening of the acquired world of Daesoon Thought. It could further be said that the main culprit of evil behavior is instrumental reason or degenerated reason rather than spirituality. Religion is the intellectual crystalline body of humankind and aims at human perfection and salvation. However, extremists in previous times amplified conflicts between religions and formed ideas suitable for their specific regions through different experiences. This generated mental rifts that proved greatly influential. At the time of initial inception, each religion confronted and fought other ideologies, but when the era of religious pluralism began, the necessity for inter-spiritual communication became urgent. It could be said that happiness is the realization of human spirituality by exploring the vision of humanism. In that case, the combined methodologies of comparative research and literature review reveal that the spirituality of Daesoon Thought would enable a humanism based on human dignity. This would be a path for seeking spirituality through human life and living as a true human being. Spiritual humanism as discussed through this study aims to share the problems of modern civilization and provide a critical view of modern civilization that shows the roots of prevailing thought are stuck in a Cartesian dualistic view of humanity and the world. The type of spiritual humanism to examined here focuses on a cosmotheandric vision by considering the spiritual return to Daoism via Daesoon Thought. This would treat human beings like heaven in alignment with Donghak ideology and honor the human dignity proposed by Daesoon Thought. It would also deliver sentient beings from suffering and to bliss in accordance with the aims of faith in Maitreya Buddha, and it would implement the Resolution of Grievances for Mutual Beneficence in fulfillment of Daesoon Thought.