• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.619-636
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• 2012

The main purpose of this study was to explore the process of generalization generated by mathematically gifted students. Specifically, this study probed how fourth, fifth, and sixth graders might generalize geometric patterns and represent such generalization. The subjects of this study were a total of 30 students from gifted classes of one elementary school in Korea. The results of this study showed that on the question of the launch stage, students used a lot of recursive strategies that built mainly on a few specific numbers in the given pattern in order to decide the number of successive differences. On the question of the towards a working generalization stage, however, upper graders tend to use a contextual strategy of looking for a pattern or making an equation based on the given information. The more difficult task, more students used recursive strategies or concrete strategies such as drawing or skip-counting. On the question of the towards an explicit generalization stage, students tended to describe patterns linguistically. However, upper graders used more frequently algebraic representations (symbols or formulas) than lower graders did. This tendency was consistent with regard to the question of the towards a justification stage. This result implies that mathematically gifted students use similar strategies in the process of generalizing a geometric pattern but upper graders prefer to use algebraic representations to demonstrate their thinking process more concisely. As this study examines the strategies students use to generalize a geometric pattern, it can provoke discussion on what kinds of prompts may be useful to promote a generalization ability of gifted students and what sorts of teaching strategies are possible to move from linguistic representations to algebraic representations.

• Journal of The Korean Association of Information Education
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• v.6 no.1
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• pp.86-97
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• 2002

Reading education in elementary school is being performed without connection between the curriculums and is searching for a diversified method of reading education. There are other problems in reading education such as absence of several reading education programs lack of experts with field experiences and difficulties in practicing a continuous reading education due to the emotional and disconnection between school and home. We designed a web-based reading education support system as a supplement for the reading education in which an electronic library and information about each reading-related activity can be shared. This reading education support system based on internet can connect reading education to the students everyday life. The electronic library can activate reading education by providing book management, a bulletin about the impression of a book and the information on recommended books. In addition, this electronic library can develop various reading education programs and can strengthen the relationship between school and home. This system also can make knowledge and information related activities after reading books be commonly available to all schools through the realization module, according to school and class. Therefore, various material related to reading education can be shared and statistical works are possible with the system we developed in this study.

• The Journal of Sustainable Design and Educational Environment Research
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• v.13 no.1
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• pp.1-14
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• 2014

The purpose of this study is to propose different construction costs based on the number of kindergarten classrooms. Literature review reorganized the space program for kindergartens. For suggesting the room sizes of each spaces, this paper collected the three types of analysis; 1) the previous researches, 2) field survey, and 3) construction drawings. Based on the results, building sizes for the individual class sizes were presented. And, this paper made a standard priced BOQ(Bill of Quantity) through analysis on the existing priced BOQ. Finally, the recommendable construction costs were proposed by applying the building sizes to the standard priced BOQ. The practitioners of school districts and government organizations can make appropriate budgets considering the building sizes.

• The Journal of Sustainable Design and Educational Environment Research
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• v.17 no.1
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• pp.33-39
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• 2018

The number of elementary school classroom's students. It will be decreased to 21.1 OECD even and furthemore to 19.8 in 2030. Therfore fore the time being the number of elementary school classroom's students will be sustained in 20~22. But nowadays the classroom's area which is fitted the number of 30 is too big compare with the number of 20~22. This reserch is finding the profit module of elementary school's classroom of the number of 20~20. Using one student's unit and various displays of class by teaching methods, I found the conclusions as follows. 1st, the horizontal length of center line is 7,100~7,500 and the vertical length of center line is 7,000~8,000 in the classroom's area of a team of 2. 2nd, if you make adjustment those lenghts to 30cm module, horizontal length is transfered to 7.2m, 7.5m, and vertical length is transferred to 7.2m, 7.5m, 7.8m. Therefore unit classroom's module are $7.2m{\times}7.2m$, $7.5m{\times}7.5m$ in square, and $7.2m{\times}7.5m$, $7.2m{\times}7.8m$, $7.5m{\times}7.8m$ in rectangular. 3rd, the areas of modules are $7.2m{\times}7.2m(51.84m^2)$, $7.5m{\times}7.5m(56.25m^2)$, $7.2m{\times}7.5m(54m^2)$, $7.2m{\times}7.8m(56.16m^2)$, $7.5m{\times}7.8m(58.5m^2)$. Therfore th area of module is from $51.84m^2$ to $58.5m^2$ compared to nowadays' classrooms.

• Journal of Science Education
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• v.39 no.3
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• pp.307-320
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• 2015

This study aims to compare resilience and task commitment between the elementary gifted students in science and non-gifted students. The subjects in this study were 132 gifted students belonged to gifted education centers or gifted classes and 147 non-gifted students, all of whom were in the 6th grade. In order to examine resilience and task commitment, a 5-point Likert scale-style questionnaire survey was conducted to the subjects. With the aim of identifying the difference between resilience and task commitment among groups, data were analyzed by one-way ANOVA and $Scheff{\acute{e}}$ test. And in order to investigate the relationship between resilience and task commitment among groups, Pearson correlation analysis was carried out. The results of this study were as follows; First, resilience was found to have a significant difference between scientifically gifted students belonged to gifted education centers and non-gifted elementary students, and between students of gifted classes and ordinary elementary students, with no significant difference between scientifically gifted elementary students belonged to gifted education centers and students of gifted classes. Second, task commitment was found to have a significant difference between scientifically gifted elementary students belonged to gifted education centers and non-gifted students. Third, there were very high correlation between resilience and task commitment among the groups.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.505-509
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• 2000

The kinetic structure of the content of instructions at the unit of 'heart and circulation' in "the common science", which was respectively given by two teachers majored in biology and two teachers majored in earth science was investigated. Concerning of the mean of the fundamental coefficient (B1), the mean of weighted coefficients (B2) and the progression of instruction (P), T4 (B1, 0.14; B2, 0.82; P; 0.86) teacher showed relatively lower kinetic structure and faster progression than those of the others. The other teachers showed a different level of the kinetic structure and progression: T1(B1, 0.21; B2, 0.86; P; 0.79), T2 (B1, 0.02; B2, 0.85; P; 0.80), and T3 (B1, 0.22; B2, 0.83; P; 0.78). T1 teacher who showed the largest total frequency of verbal elements, the great number of sorts of verbal elements and secondary span, had a higher level of the kinetic structure, but T4 teacher showed the lowest level of total frequency of verbal elements, the great number of sorts of verbal elements and secondary span. The main reason why T4 teacher's instruction achieved a lower level of kinetic structure was estimated that he neglected to reorganize teaching materials and he showed a small number of discourse units. In addition, the unit of 'heart and circulation' was less related to T4 teacher's major and T4 teacher had a shorter teaching experience than those of the others. T4 teacher also took charge of only one class, and this did not allow to instruct repeatedly.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.589-608
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• 2015

The inquiry subject of this paper is the number of convex polygons one can form by attaching the seven pieces of a tangram. This was identified by two mathematical proofs. One is by using Pick's Theorem and the other is 和々草's method, but they are difficult for elementary students because they are part of the middle school curriculum. This paper suggests new methods, by using unit area and the minimum area which can be applied at the elementary level. Development of programs for the mathematically gifted elementary students can be composed of 4 class times to see if they can prove it by using new methods. Five mathematically gifted 5th grade students, who belonged to the gifted class in an elementary school participated in this program. The research results showed that the students can justify the number of convex polygons by attaching edgewise seven pieces of tangrams.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.319-326
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• 2012

In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

• Journal of Science Education
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• v.45 no.2
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• pp.143-155
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• 2021

The goal of this study is to examine the Integrated Science and Science Laboratory Experiments of the 2015 revised curriculum applied since 2018, and to explore ways to improve these two subjects in preparation for the 2022 revised curriculum. A survey was conducted by randomly sampling high schools across the country, with a total of 192 science teachers participating. In addition, 12 high school science teachers were selected as focus group, and in-depth interviews were conducted to investigate ways to restructure common science courses for the next curriculum. Main research results include that most schools were operated in 6~8 units for Integrated Science, and the teachers in charge of Integrated Science per class averaged 2~3 over the three years. For Science Laboratory Experiments, it has operated for a total of two semesters, one unit per semester, and it was found that several science teachers are in charge of Science Laboratory Experiments to fill the insufficient number of hours regardless of major. In the in-depth interview, science teachers argued that Integrated Science should be reduced and restructured by strengthening key competencies in preparation for the high school credit system. Based on the research results, ways to reorganize Integrated Science focused on big ideas, ways to construct common science courses based on fundamental science concepts that can guide elective courses, the necessity of career guidance through common science courses, and the necessity of strengthening teacher professionalism for teaching interdisciplinary and multidisciplinary subjects were suggested.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.