• Journal of Engineering Education Research
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• v.6 no.1
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• pp.22-31
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• 2003

The purpose of this study was to develop CD-ROM so that students can understand 8051 Microprocessor unit easily in electronics circuit practice subject of technical high school. The study gives students, who have difficulties in learning, a chance for self-directed and supplementary learning by suggesting interface process with 8051 Practice Kit. To achieve these purposes, literature survey, collecting textbooks and materials, development of CD-ROM were gradually carried out. Each steps were as follows: Firstly, in literature survey, concepts and characteristics of multimedia and application to class were reviewed. Secondly, text contents on 8051 Microprocessor unit were analyzed, main contents were extracted and graphic, sound, animation were made. It was consisted of eight basic learning subjects, and designed to flow systematically. In this study, we presented a kind of teaching-learning material by developing CD-ROM in 8051 microprocessor unit in electronics circuit practice subject as a central matter. This material will be able to help technical high school students in learning

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.1-17
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• 2007

The purposes of this study are to examine the adolescents' consumer knowledge and consumption behavior and analyze the factors affecting them. The sample of this study is 640 middle school students living in kyunggi province. The data are collected using structured questionnaires and analyzed by the descriptive statistics, t-test, One-way ANOVA and multiple regression analysis. The results of this study are as follows. First, the third grade students and the female students get higher scores in the consumer knowledge compared with the first grade and the male students. Other factors affecting the level of consumer knowledge are occupation of parents, education level of mother, household income and GPA. Second, the consumption behavior of students is moderately resonable and affected by sex and grade of students, education level of mother, household income, and GPA. Third, the adolescent's consumer knowledge affects their consumption behavior. The results of multiple regression analysis show that 4% to 9% of variances of sub categories of the consumption behavior are explained by the level of consumer knowledge. Since the consumer knowledge learned at schools is rarely transferred to the reasonable consumption behavior, the systematic and relevant consumer education considering the development stages of adolescents is required in the future.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.324-333
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• 2002

Recent studies have indicated that boys show better scientific achievements compared to those of girls. It is also a general conception that boys would be better than girls in terms of scientific creative performances and potential, although there have been few studies to support the general opinion. As the gifted education in Korea is progressing very rapidly, the importance of understanding the creative characteristics of gifted boys and girls has been increased. In the present study, we have compared and analyzed three different measures of creativity utilizing 135 gifted students (77 boys and 58 girls) to provide an empirical evidence for the different degrees of creative performances between gifted boys and girls. The instruments used to measure diverse aspects of creativity include the Torrance Test of Creativity (TTCT), the Test of Creative Problem-solving and Finding in Science (CPFS), and the Creative Behavioral Checklist in Science(CBCS). The results of the study indicate that girls, rather than boys, showed better creative performances, demonstrating moderately higher average scores on the three creative measures used in the study. The results are in contrast to people's general conception that boys would be more creative than girls. Implications of the study in connection with identification and educational practices for gifted education program have been discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.381-404
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• 2009

The purpose of the study was to find out the usefulness of teachers' recommendation in selecting gifted students. For the study 87 teachers teaching 4th grade students from 20 elementary schools in the area of Incheon, 103 gifted students who were recommended by teacher, and 65 gifted students who were not recommended by teacher participated. To measure their cognitive ability, Raven intelligence test, creative problem solving test in science, and TTCT were used. In addition, learning methods, motives for achievement, faith in academic ability, problem solving tendency, and assignment preferences were assessed to find out their affective qualities. The results were as follows. First, the students who were recommended by teachers were highly advanced in both cognitive and affective aspects related to giftedness compared to non recommended students. Second, there were no significant differences both in the cognitive and affective aspects among the students recommended by teachers whether they passed the second step(test for giftedness) and the third step(test for academic aptitude) or not. Third, the discriminant analysis showed $70{\sim}80$ percent accuracy on teacher recommendation in identifying gifted students. The implication of the study related to teacher recommendation and future direction on identification of gifted students were discussed in depth.

• 대한공업교육학회지
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• v.31 no.2
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• pp.41-63
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• 2006

The purpose of this study was to establish and apply 'term learning strategy' for learners whose basic skill, interest, and motivation for learning is lower, and to increase the learned capabilities of subjects' 'industry introduction', required for industrial technical high school students. Another purpose was to identify when the learning strategy established was applied, its affect on how well learners understood terms in a particular unit of material, and, after instruction presented in accordance with 'term learning strategy,' evaluate the ease with which subjects understood the teacher's explanation of the unit of subject, how well they understand the main concepts of the unit of subject, and to what extent the presentation interested and motivated the subjects. The researcher established 'term learning strategy' based on the principles of Garg's "Nine Steps for Events of Instruction." The study included 35 first grade participants purposely selected from 33 classes at 1155 students in K industrial technical highschool. Data was collected via tests and surveys. Results indicated that 'term learning strategy' facilitated thorough understanding of terms and concepts related to the unit of subject, as well as a better understanding of the teacher's explanation and increased interest and motivation in learning. In addition, the "term learning strategy" increased interaction among learners in the instruction setting. Finally, implications of this study and implementation recommendations for this instructional strategy were presented.

• 대한공업교육학회지
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• v.31 no.2
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• pp.64-82
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• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.11
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• pp.527-534
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• 2016

The emergent information society requires the talent for creative thinking based on problem-solving skills and comprehensive thinking rather than simple memorization. Therefore, the Korean curriculum has also changed into the direction of the creative thinking through increasing short-answer questions that can determine the overall thinking of the students. However, their scoring results are a little bit inconsistency because scoring short-answer questions depends on the subjective scoring of human raters. In order to alleviate this point, an automated scoring system using a machine learning has been used as a scoring tool in overseas. Linguistically, Korean and English is totally different in the structure of the sentences. Thus, the automated scoring system used in English cannot be applied to Korean. In this paper, we introduce an automated scoring system for Korean short-answer questions using predictability and unanimity. We also verify the practicality of the automatic scoring system through the correlation coefficient between the results of the automated scoring system and those of human raters. In the experiment of this paper, the proposed system is evaluated for constructed-response items of Korean language, social studies, and science in the National Assessment of Educational Achievement. The analysis was used Pearson correlation coefficients and Kappa coefficient. Results of the experiment had showed a strong positive correlation with all the correlation coefficients at 0.7 or higher. Thus, the scoring results of the proposed scoring system are similar to those of human raters. Therefore, the automated scoring system should be found to be useful as a scoring tool.

• Korean Journal of Comparative Education
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• v.23 no.5
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• pp.53-75
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• 2013

This article explores the impact of mergers on the experiences of students. A case design is used to gain an in-depth understanding of the students in a Korean university that was combined with a two-year college in 2007. Semi-structured interviews of 11 direct entrants, 5 transfer students, and 7 professors were conducted in 2010 for the data collection. The results suggest that mergers do not necessarily ensure the integration of the students involved. Since mergers pose enormous challenges to both transfer students and direct entrants, university leaders need to give careful attention to students' persistence and integration as the campus changes. The results also reveal that students' experience of mergers may be affected by cultural backgrounds as well as the hierarchical structure of higher education. In Korean society, where credentialism prevails, mergers can have different impacts on students who come from initial institutions of differing perceived quality, and thus mergers may incite tension among the students. In light of these concerns, this study's findings highlight the importance of student integration as a key element in mergers.

• Korean Journal of Comparative Education
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• v.24 no.5
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• pp.71-95
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• 2014

This is a pilot study of multifaceted longitudinal research project to explore educational experiences of students with multicultural family backgrounds in Korea. Especially for this pilot study, I selected three foreign-born immigrant youths and tried to explore how these youths describe constraints of their learning experience in different culture. The data for this study were mainly collected through qualitative research methods. For a better understanding of the research participants' perceptions in this study, narrative inquiry and series of semi-structured in-depth interviews were conducted for a period of four months which corresponds to one semester of school system in Korea. As a result, this study found that there is an urgent need to establish a systemic and developmentaly appropriate language education programs that ensure educating the language to the foreign-born immigrant youths because their academic achievement, interpersonal relationships, and future depend greatly on the fluency of Korean language. It was also found that it is necessary to take appropriate educational actions in supporting alternative schools where the foreign-born immigrant youths can fully and seriously considered as a whole person. Although this study has some limitations in examining every single aspect of the current state of education of students with multicultural backgrounds in Korea, it provides deep insight into some of their initial educational experiences and proposes several ways to improve these educational programs for them.