• Journal of Gifted/Talented Education
• /
• v.25 no.4
• /
• pp.649-667
• /
• 2015

This study handled underachievement issue of gifted students by developing and validating educational programs as a solution, or relief, of their academic underachievement problems. The proposed educational program was designed to enhancing reading comprehension ability of gifted students with underachievement. Based on comprehensive literature review, this study found that key issues of underachievement have to do with learning strategy, and also that learning strategy was established as 'reading comprehension strategy.' Considering diverse reading comprehension models and strategies suggested by preceding studies, the reading comprehension strategy program in Korean was customized for underachieving gifted students on the middle school level. The effectiveness of the reading comprehension strategy program as a solution to underachievement of gifted students was explored by applying the developed program to 36 identified students after school twice a week for 6 weeks, conducting pre- and post-tests that were selected to measure their reading comprehension abilities, collecting their academic achievement data before and after the intervention by this study, and interviewing students. As the results of this study, reading metacognition ability, reading comprehension skills, and school grades of gifted students with underachievement were meaningfully improved as a group. On the individual level, 12 identified students, exactly one third of the whole group of underachieving gifted students, showed so improved academic achievement as we can say they overcame underachievement based on the Supplee's definition.

• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.235-257
• /
• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.2
• /
• pp.65-72
• /
• 2020

The purpose of this study was to examine effects of maker education program using the virtual reality content creation platform on the creative problem solving ability and learning flow of elementary school students. To achieve this purpose, we selected a virtual reality content creation platform that elementary school students can handle and share easily, and analyzed its effectiveness by applying the educational program in which the step-by-step activities of the TMSI model were reconstructed in relation to virtual reality content production education among existing maker education teaching and learning models. Through this study confirmed that the maker education program using the virtual reality content creation platform has a positive effect on the improvement of creative problem solving ability and learning flow of elementary school students.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.51-57
• /
• 2021

Quite a few elementary school teachers began to utilize AI technology in order to provide students with customized, intelligent information services in recent years. However, learning principles of AI may be as important as utilizing AI in everyday life because understanding principles of AI can empower them to buildup adaptability to changes in highly technological world. In the paper, 'Linear Regression Algorithm' is selected for teaching AI-based prediction system to solve real world problems suitable for elementary students. A simulation program written in Scratch was developed so that students can find a solution of linear regression model using the program. The paper shows that students have learned analyzing data as well as comparing the accuracy of the prediction model. Also, they have shown the ability to solve real world problems by finding suitable prediction models.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.16 no.2
• /
• pp.19-33
• /
• 2017

The purpose of this study is to derive education programs for safety training class, create unit spaces and present components and methods of utilizing the spaces for the development of facilities models closely related to various policy, operation plan and facility construction projects promoted by related institutions such as the Ministry of Education, schools, architects and companies. This study is divided into five steps. First, we reviewed the literature related basic directions for safety education and facility plan, second, field survey included both field conditions such as spatial size and facility configuration and analysis of operating conditions like hours of operation and personnel. Base on literature review and field survey, it were used to analyze strengths and weaknesses of existing safety training classes, and five facility models was developed based on the Delphi method and expert participatory design. The result show that the facility models (drafts) of safety training class were developed as follows: (1)the facility model for traffic safety(pedestrian safety, vehicle safety, subway safety) (2)the facility model for first aid(emergency rescue, how to report) (3)the facility model for disaster safety(fire evacuation safety, life earthquake safety) (4)the facility model for elevator safety(elevator safety, escalator safety) (5)the facility model for drugs and violence safety (smoking drinking, sexual harassment safety, food safety) The safety training class can be composed by combining or separating each module according to affordable space size of each school.

• School Mathematics
• /
• v.15 no.1
• /
• pp.121-136
• /
• 2013

The purpose of study was to develop distance education programs that combine the characteristics of the programs for the math gifted students. To this end, the first is to establish the standards for the development of distance programs for the math gifted students. The second is to develop the distance education programs for the elementary school math gifted students according to the program procedure models for distance education. The third is to apply the programs developed to actual distance education field and analyze the results to verify the validity of the programs. This program can increase high-level mathematical thinking power even though it is the distance education, not the face-to-face education. Second, this program make contributions to active mathematical communication through newsgroup or reflective journals. Third, the use of Diffy Game facilitates the selection of in-depth contents, which will in turn enable the development of intensive programs.

• Korean Journal of Optics and Photonics
• /
• v.28 no.5
• /
• pp.203-212
• /
• 2017

A scientific model refers to a conceptual system that can describe, explain, and predict a particular physical phenomenon. The co-construction of the scientific model is attracting attention as a new teaching and learning strategy in the field of science education and various studies. The evaluation and modification of models compared with the predicted models of data from the real world is the core of modeling strategy. However, there were only a limited data provided by the teacher in many studies of modeling comparing the students' predictions of their own models. Most of the students were not given the opportunity to evaluate the suitability of the model with the data in the real world. The purpose of this study was to develop a scientific model co-construction program that can evaluate the model by directly comparing the predicted models with the observed data from the real world. Through a collaborative discussion between teachers and researchers for 6 months, a 5-session scientific model co-construction program on the subject 'image formation by convex lenses' for second grade middle school students was developed. Eighty (80) students in 3 classes and a science teacher with 20 years of service from general public co-educational middle school in Gyeonggi-do participated in this 2-week program. After the class, students were asked about the helpfulness and difficulty of the class, and whether they would like to recommend this class to a friend. After the class, 95.8% of the students constructed the scientific model more than the model using the construction rule. Students had difficulties to identify principles or understand their friends, but the result showed that they could understand through model evaluation experiment. 92.5% of the students said that they would be more than willing to recommend this program to their friends. It is expected that the developed program will be applied to the school and contribute to the improvement of students' modeling ability and co-construction ability.

• Korean Journal of Health Education and Promotion
• /
• v.31 no.3
• /
• pp.15-26
• /
• 2014

Objective: This study was conducted in order to explore the predictive model of the experience of harmful shops in middle and high school students. Methods: The survey was conducted using a self-administered questionnaire method online via the homepage of the education ministry's student health information center. Participants were 1,888 middle school students and 1,563 high school students from 107 schools in Korea. The collected data were processed using the SPSS classification trees 18.0 program and examined using data mining decision tree model. Results: In this study, 6.9% of all subjects were found to have been to sex industry harmful place and 81.8% game place. The results revealed that smoking, living with parents, and school grade were significant predictors for experience of sex industry harmful place. The perception of study disrupts, drinking, living with parents, stress, and satisfaction of school life were significant predictors for experience of game harmful place. Conclusions: These results suggest that an educational approach should be developed by tailored conditions to prevent the access to harmful shops.

• The Journal of Korean Association of Computer Education
• /
• v.3 no.2
• /
• pp.59-66
• /
• 2000

This study is to design and implement Excel 2000 WBI applying the Cognitive Apprentice Model. Excel 2000 is the most used Spread Sheet program and indispensable for increasing teachers' information literacy. The Cognitive Apprentice Model is one of Constructivism learning models. Constructivism is a new educational paradigm and mainly applied in education fields. This WBI is designed and implemented according to the Cognitive Apprentice Model and composed of practical contents according to Constructivism learning principle which insists learning is occurred in real situation. For more effective interaction the teacher(computer) guides the learners individually and uses a bulletin board, E-mail and chatting room.

• Korean Journal of Adult Nursing
• /
• v.28 no.6
• /
• pp.680-690
• /
• 2016

Purpose: This study was designed to identify knowledge, attitude, environment, and self-efficacy among perioperative nurses in terms of radiation protection and to describe those factors affecting radiation protection behaviors. Methods: The sample was comprised of 128 perioperative nurses who agreed to participate in this descriptive study. Data were collected from a self-administered questionnaire and were analyzed using the t-test, analysis of variance, Mann-whitney U test, Kruskal-Wallis test, Pearson's correlation, and multiple regression analyses. Results: Radiation protection behaviors were significantly different by participant's gender, length of career as a perioperative nurse, educational level and prior experience with radiation protection education. Radiation protection behaviors were significantly correlated with radiation protection environment and self-efficacy in terms of radiation protection behaviors. In the multiple linear regression models, radiation protection environment and self-efficacy on radiation protection behaviors were statistically significant predictors of radiation protection behaviors, which accounted for 50.3% of variance in dependent variable. Conclusion: This study concluded that radiation protective environment in operating room is important to promote radiation protective behaviors and radiation safety management program to enhance self-efficacy is highly recommended.