• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.1-14
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• 2008

This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.335-349
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• 2004

Recently, there is change the environment of education due to development of Science Technology Specially, As education information on web increased by internet, using education web data by mean of medium that aids learning by computer. Also It studied method that used the Computer as learning medium through the CAI(Computer Assisted Instruction), ICAI(Intelligent CAI), and ITS(Intelligent Tutoring System). But legacy system are not support efficient method that learns to vary learner suitable learning method by individual level. Specially It is not suitable the education course to direct current course of education, and not consider different of student capability, aptitude, need, interesting, not maximized the individual growable power and effect of education. To solve the this problem, our paper suggest the web-based self-directed MITS(Multimedia ITS) that supply the needed the information on web, make the environment that can self-directed learning. To maximized effect of individual learning, our paper structured coursed, characterized, related learning contents in region of numeral at mathematics of primary school. And then integrated contents and class, design and implement the web-based MITS that consist of 4 module to escape from limitation of learner grade, learning time, learning place.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.187-195
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• 2022

Recently, with interest in metaverse, attempts are being made to utilize the metaverse platform in various forms. In this paper, we focused on the educational application potential of metaverse, and developed and applied a metaverse STEAM program to provide an effective learning experience to learners in non-face-to-face educational situations. The developed program utilizes Minecraft and ZEPETO, familiar to students, as metaverse learning platforms, and consists of a total of 16 lessons of 5 modules in the form of modules so that alternative classes can take place in the educational field. Through this, the learner's change in STEAM attitude and learning satisfaction were measured, and through the developed STEAM program, the learner's interest, consideration, communication, usefulness, self-concept, self-efficacy, and career choice areas significantly increased. In addition, positive results were confirmed in all areas of the learner satisfaction test related to satisfaction, interest, and overall class. In the future, considering the characteristics of the metaverse, it is necessary to break free from the constraints of time and space to communicate anew, and various learner-centered educational approaches based on a high degree of freedom and immersion should be implemented.

• Korean Journal of School Psychology
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• v.18 no.3
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• pp.317-349
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• 2021

This study was conducted to examine the reliability and validity of the internet (IOS-Q), Game (GOS-Q), and Smartphone (SOS-Q) Overuse Screening Questionnaires in a large community sample of adolescents. To achieve this goal, data from 9,336 middle school students (male: 4,796, female: 4,540) was divided into two groups and analyzed by conducting confirmatory factor analysis and exploratory factor analysis, respectively. We conducted another confirmatory factor analysis on a separate sample of data from 4,536 elementary school students (male: 2,260 male, female: 2,276) and 6,551 middle school students (male: 3,013, female: 3,538) from other populations. As a result of factor analysis, IOS-Q was consisted of 17 items, GOS-Q was consisted of 19 items, and SOS-Q was consisted of 18 items. The IOS-Q and GOS-Q factors were psychological dependence, failure to control use despite recognizing problems, dangerous use, and reduced interest in other areas while the SOS-Q factors were dangerous and obsessive use, failure to control use despite recognizing problems, reduced interest in other areas, and withdrawal/tolerance. Each factor reflected the major facets of behavioral addiction or impulse control disorder, and the questionnaires had good internal consistencies of .880-.915. Latent profile and ROC analyses were conducted to determine cutoff points for screening high-risk groups. Lastly, theoretical and practical implications as well as the limitations of this study were discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.274-287
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• 2000

This study was performed the analysis of four kinds of common science textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the contents revised by 6th curriculum of common science textbook was accomplished through various inquiry activities. The number of inquiry activity in four textbooks was similar as about 16. The For the analysis of inquiry process dimension, 'interpreting data and formulating generalizations' category (39.1%) was most emphasized and the categories of 'observation and measuring'(30.8%), and 'building, testing and revising the theoretical model' (16.5 %), 'seeing a problem and seeking ways to solve it' (13.5%) follow in order. As for the analysis of the inquiry context dimension, the proportion of STS related contents in inquiry activities was only 18%. So, we propose that STS related contents would increase the proportion for the following textbook.

• Journal of Science Education
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• v.38 no.2
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• pp.415-429
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• 2014

The purpose of this study was to develop the 'airplane' science program based on Renzulli's Enrichment Triad Model for the gifted elementary students and investigate the effects of the program on attitude toward self-directed learning attitude, attitude toward laboratory work, and creative personality. Participants were 37 gifted students of local elementary school gifted classrooms. The results of this study were as follows: First, self-directed learning attitude was improved significantly including all sub-areas. Second, the attitude toward laboratory work was improved significantly including all sub-areas. Third, creative personality was improved significantly including all sub-areas. Finally, students' satisfaction about program had an average of 4.52 out of 5 points. Boys showed higher satisfaction on 'program management' and 'teacher's activities' than girls.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.546-557
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• 2005

The purpose of this study was to analyze the characteristics of the geology-related contents in the 1st~7th elementary science curriculum. Our analysis was based on the analytical frameworks of geology-related contents (the structure of the contents, the amount of teaming, the contents of the experimental activities, the transitions of the terminology, and the change in the number of illustrations). The results are as follows: 1. Consistently covered contents were limited to weathering of the rock and soil, igneous rock, sedimentary rock, metamorphic rock, and the change of the earth's, fold and fault, earthquake and volcano, geologic stratum and fossil. 2. The geological contents account for (average), 11.5% (maximum), and 5.1% (minimum) of the elementary science curriculum. Most contents covered in the curriculum were rock and soil, and the change of the earth's surface. 3. Continuously covered experimental contents were the weathering and soil, igneous rock, change of the earth's surface, geologic stratum and fossil. 4. The terminology on the rock was the most frequently changed. Whenever the curriculum changed, the addition, deletion, or renaming of terminology led to confusions. 5. In terms of the transition of illustrations, the pictures replaced the figures or diagrams as the representative illustration methods as the science or the textbook compilation skill develope. The cartoons or tables were also used increasingly in order to help the children to understand and pay attention to study.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.145-158
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• 2009

The purpose of this study was to find out how much home economics(HE) textbook was focused on what kind of factors in career education, by analyzing the HE textbooks from the 7th grade(1st grade of the middle school) to the 10th grade(1st grade of high school), which were developed by applying the 7th educational process. 12 textbooks which were published by three publishers were randomly selected by grade. This study used the instrument developed by Korea Research Institute for Vacational Education & Training(2001) as an analysis frame, along with a content analysis system. The results of this study were as follows. The publishers of HE textbook stressed similar points in each section of career education, evenly reflecting the objectives and contents of career education. Three kinds of publishers also placed the same weight on the factors of career education in each unit, and suggested the contents related to career education in the whole units. HE textbook was designed to lead learners to understand self and have interest in varied occupations. Additionally, it provided the learners with a chance to consider their career and occupation by means of detailed job information, and its contents including learning of occupational ability for job selection were useful to plan and prepare for career. Accordingly, as HE textbook is most effective to promote connection between work and learning and contains proper factors of career guidance, it is one of the most appropriate textbooks to deal with career education.