• Korean Security Journal
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• no.25
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• pp.165-184
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• 2010

However, the academic identity of security related studies still remain as a task to be solved. In 2000, security related studies were newly established and offered in 60 universities, but the present condition is that the number of universities that offer the studies has decreased due to the issues such as reduction of freshmen and there are currently 39 universities (both two-year and four-year). In addition, an appropriately mixed use of name of the studies is being demanded in order to respond to the social overall market changes, as the names such as 'police', 'security', 'martial art' and 'non-commissioned officer'. Of course, the common goal the studies are pursuing is safety service activities for civilians. However, the present condition is that the establishment of university system is still insufficient, and the curriculum has composed loosely by professors in various field. Therefore, the two-year security related studies with strong market directivity in the security industry were selected in this thesis to highlight the realistic issues and comparatively analyze the curriculum of each school to deduce basic curriculum and future direction was presented. The wavering curriculum of each school while seeking the common goal of security related studies is reflecting the reality of unsettled security studies and it is a task that needs to be solved. The security related studies need reinforced education such as the method to provide opportunities of joint-task among professional manpower, academic-industrial cooperation process and academic-industrial joint-development, while adopting subdivided education.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.210-224
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• 2011

The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.23-44
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• 2001

In the current classrooms a teacher has been merely able to inculcate the procedural knowledge of how-and-what. In doing so, however, we lose sight of the essence of "doing science."Though desire of the gifted children is qualitatively different from that of normal children, it is an undesirable reality that we have not developed sufficient researches and programs in conformity with the necessary desire and demand of the gifted children. Curriculum for gifted children in the domain of science necessitates markedly the specializations for the specific areas of the contents, the processes, and the products of studies. In an effort to provide the optimum learning experience for the gifted, this paper deals with the development of project-and-discovery-based science program, its method of application to the real field of education, and its effect, however limited and partial that effect may be. What this study has found are the following: on the one hand, the students acquired and developed the higher levels of thinking when they were under the influence of project-and-discovery-based science program that dealt with concrete real-world problems and issues; on the other, the students were capable of solving creatively the complex and real problems through small group activities. This study also suggests the possible implications of project-and-discovery-based science program: the students can not only learn the contents of study but also apply them creatively; the students can cultivate critical thinking skills that can be a fundamental base for a life-time leaner; the students can naturally acquire the abilities of communication and coordination. Project-and-discovery-based program is currently used in the various disciplines. However, the field of gifted education does not yet implement this type of program. So the overall contribution of this study is to show the successful implementation of project-and-discovery-based science program in developing optimal teaming experience for gifted children in the domain of science, since this type of study is most compatible with the characteristic of the gifted children. children.

• Journal of the Korean Society of Radiology
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• v.12 no.2
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• pp.225-231
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• 2018

Recently, new teaching methods for communicating with teachers and students have been emerged according to the trends of decreasing the school-age population and the development of the mass media. We have applied teaching-learning model based on the flip learning to the college students in this work. As a result of the test for the customized flipped learning teaching-learning model in pre-class, the attendance rate of the major subject was 92.3% whereas that in liberal arts courses other than majors revealed 87.6%. This result for attendance rate shows that first year students in the radiology department have been actively participated in pre-class of the major subject than that of the liberal arts curriculum. From comparing the differences between the study group that was applied flipped learning in class and the non-applied group, the research group showed higher scores in knowledge, skills, and attitudes than the comparative group. In addition, more than 90% of the learners improved their responsibility, problem solving ability, creative thinking, cooperative ability, and communication ability through this learning program. From the test for the difference in the role of radiologists in the post class, the mean score was 4.40 for the group applied the teaching-learning model while that for non-applied group was 2.10. Hence, from such results, we see that this teaching-learning model is appropriate and needs to be extended to cultivate basic skills in radiology and relevant vocational education.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.369-388
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• 2010

A Discourse Analysis tool has been developed and has been applied in the cooperative group inquiry activities in order to derive the characteristics of elementary gifted students in science. We recorded and videotaped the whole group problem-solving processes where 4 elementary students worked together to solve given problems as a group for one year in a gifted education center attached to a university in Seoul. We analyzed recorded discourses using systemic functional linguistics with a focus on the structure of information and topic. The discourse analysis tool was developed with the cooperation of science education and gifted education experts. In discourse analysis, we focused on meaning development processes rather than grammatical analysis. Through application of newly developed discourse analysis tool, we confirmed that the tool is useful in understanding the characteristics of science-gifted elementary students. We also founded that the interaction between students has significant effects on problem-solving processes by comparing two students who showed contradictory features in the share of dialogue. In addition, the result suggested that we need to provide students with proper training for ways to communicate with others for effective science-gifted instruction.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.77-99
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• 2016

The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn't show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of 'creative-convergence' gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.291-300
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• 2010

Group-based learning is known to be an effective means to improve scholastic achievement in online learning. Therefore, there are some previous researches for the group-based learning. A lot of previous researches define factors for grouping from the characteristics of classes, teacher's decision and students' preferences and then generate a group based on the defined factors. However, many algorithms proposed by previous researches depend on a specific class and is not a general approach since there exist several differences in terms of the need of courses, learners, and teachers. Moreover it is hard to find a automatic system for group generation. This paper proposes a grouping system which automatically generate a learner group according to characteristics of various classes. the proposed system automatically generates a learner group by using basic information for a class or additional factors inputted from a user. The proposed system defines a set of rules for learner grouping which enables automatic selection of a learner grouping algorithm tailored to the characteristics of a given class. This rule based approach allows the proposed system to accommodate various learner grouping algorithms for a later use. Also we show the usability of our system by serviceability evaluation.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.11-36
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• 2005

Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.

• Journal of Science Education
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• v.44 no.2
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• pp.183-196
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• 2020

This study explores the effects of STEAM program using Arduino on preservice science teachers toward their STEAM core competencies. The STEAM program using Arduino consists of four stages: presentation of situation, creative design, emotional touch, and evaluation. The preservice science teachers learned the theoretical backgrounds of STEAM and Arduino. Then, they were given the chance to think about an environmental issue, which is fine dust. The preservice teachers designed an air cleaner and a fine dust measuring instrument using Arduino. The preservice science teachers also produced the air cleaner and the measuring instrument using Arduino. They measured the level of fine dust in the classroom before and after the use of the air cleaner. That is, the preservice teachers experienced each stage of STEAM: seriousness of fine dust, design and production of the measuring instrument of fine dust and air cleaner, and evaluation of the effectiveness of air cleaner. Further, they reflected on their experiences of STEAM program using Arduino. The results indicate that these preservice science teachers statistically improved communication competency, problem-solving competency, gathering information competency, logical analytical thinking competency, and creativity competency. However, there were no statistical improvements on teamwork competency and self-development competency. This study suggests that experiencing STEAM program using Arduino is valuable for the preservice science teachers to develop STEAM core competencies and further implement STEAM program their science classes in the future.

• Archives of design research
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• v.12 no.4
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• pp.191-200
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• 1999

Improving the design ability of idea developing and creative problem solving should be started from the primary school. Design education in the primary school should be not education for design but education by design. It helps students can naturally understand the basic concept of design and experience the process of activities. Therefore primary educational circle use the term of 'Design-related activities', or 'Design-Based Education'. It can be applied to variable themes of mathematics, science, music, society as well as Art. On the Basis of these literature review, the traditional design education as a part of the art education is analyzed in two aspects of its contents and behaviors. The contents in design education involve aesthetic·symbolic, useful·functional, and scientific·technological area. And, the basic design behaviors are classified with 'know', 'perceive', 'inquire', and so on. This concept becomes the analytic frame of the present condition of design education in Korean primary school. Through the analysis, it is found that the portion of scientific·technological area in contents and 'inquire' related behaviors are relatively very low. Also, the planning and teaching methods for leading children's opportunity of creative expression are found inadequate. This study proposes the potential capability and the integrative contents of design education in primary school.