• 대한공업교육학회지
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• v.38 no.1
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• pp.49-67
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• 2013

The purpose of this study is to analyze the external systems and the units 'problem solving and invention' of the middle school technology and home economics 1 textbooks of the revised 2011 national curriculum in an effort to provide some information on the content system of invention education in technology class, as invention education was provided as part of a regular subject for the first time. The findings of the study were as follows: First, 'Technology and Inventions' chapter of Technology and Home Economics 1 Textbooks occupied 10-18% share, with the subchapter of 'Problem Solving and Invention' unit taking up 6.7-29% of the textbooks. Second, for most textbooks, 'Technological Problem Solving', 'Idea Generation' 'Multi-dimensional Projection Method', 'Expansive Thought-Processing Methodology', 'Converging Thought Methodology' and 'Invention in Everyday Lives' were included as main contents based on the accomplishment criteria presented in education process interpretation documents. Third, the detailed structures were generally made up as follows: Introduction (Broad Chapter Title, Subchapter Table of Contents, Introduction, Subchapter Title, Study Objectives, Open Thinking); Development (Unit Title, Thinking Ahead, Core Terms, Main Text, Study Helper, Activities, Research Exercises, Supplemental Readings, In-depth Study Topics, Technology in Everyday Lives, Reading Topics, Discussion Topics, and Career Helpers); and Summary (Subchapter Summary, Study Summary, Terms Summary, Writing Follow-up, Self Review, Broad Chapter Evaluation). Fourth, based on the analysis of figures included, photographs had the largest share, followed by figures, tables, and graphs. The photos were used to illustrate various inventions, invention methodologies, and exercise activities, while figures were included to depict the contents included in the main text, and the tables to assist to preparation of process diagrams or materials lists. Fifth, based on the analysis of content weights, greater weights were placed on 'Inventions and Thoughts', and 'Invention Experiment Activities,' while 'Understanding Inventions' and 'Invention and Patents' chapters did not have a lot of texts involved. Sixth, based on the analysis of content presentation methods, most textbooks combined figures, tables, illustrations and texts to discuss the topics. Based on the above study results, we suggest the following: First, a consistent education curriculum should be developed over the topic of invention; and second, more precise and systematic analysis of textbooks would need to be performed.

• Journal of Medicine and Life Science
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• v.19 no.1
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• pp.1-7
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• 2022

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.659-682
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• 2011

The objective of this research is to search the solution for the difficulties of science and invention gifted middle school students with social and emotional problems that they are faced. The result of this research has shown that the gifted students were feeling difficulties of low self-esteem in their peer relationships, communication and cooperation skills. They were feeling less confident in their stress processing capacity and their multi-processing capacity. Some were also troubled with the intense expectations from their environment and theirselves which led them to feel confusion in their identities and their future. Therefore, instead of education focused on academic achievement and cognitive activity, present education for the gifted must focus on helping to solve the student's social and emotional problems and to strengthen social and emotional skills they need. To achieve this, the education for the gifted students should include a social-emotional learning program, and it should also run a continued and personalized consultation program for gifted students.

• Journal for History of Mathematics
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• v.22 no.3
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• pp.171-186
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• 2009

$Poincar\acute{e}$ is mathematician and the episodes in his mathematical invention process give suggestions to scholars who have interest in how mathematical invention happens. He emphasizes the value of unconscious activity. Furthermore, $Poincar\acute{e}$ points the complementary relation between unconscious activity and conscious activity. Also, $Poincar\acute{e}$ emphasizes the value of intuition and logic. In general, intuition is tool of invention and gives the clue of mathematical problem solving. But logic gives the certainty. $Poincar\acute{e}$ points the complementary relation between intuition and logic at the same reasons. In spite of the importance of relation between intuition and logic, school mathematics emphasized the logic. So students don't reveal and use the intuitive thinking in mathematical problem solving. So, we have to search the methods to use the complementary relation between intuition and logic in mathematics education.

• Journal of vocational education research
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• v.30 no.4
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• pp.281-300
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• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• (The) Research of the performance art and culture
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• no.36
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• pp.415-440
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• 2018

On September 23, 2015, the Ministry of Education announced the 2015 revision of educational curriculum which aimed at 'cultivating creative talents' based on the Article 23, Section 2 of the Elementary and Secondary Education Law. As a result, music curriculum have also been partially revised, which seems to maintain the 2009 revision of music curriculum. Although Jeongganbo 井間譜 is already exposed in the music curriculum for the third and forth grades of elementary school, the learning content about how to read Jeongganbo and how to express the pitch and length of sound including the origin of its name and the background of its invention are dealt with specifically in the fifth and sixth grades. Jeongganbo is known as the oldest mensural notation in the Orient created by King Sejong of the Joseon Dynasty in the middle of the $15^{th}$ century, and it was used for the first time in Sejong sillok akbo 世宗實錄樂譜 (Scores in the Annals of King Sejong), the oldest musical score still in existence. However, in the music textbooks as well as the most of specialized books related to the Korean traditional music, it is uncritically accepted without providing clear grounds that Sejong invented Jeongganbo himself. If so, it is necessary to investigate on which grounds it is claimed that Sejong invented Jeongganbo. This paper first examined the grounds of the proposition that "Sejong invented Jeongganbo," which is introduced in the music textbooks for the fifth and sixth grades of elementary school, by separating it into Sejong's creation of Sinak 新樂 (new music), Sejo's invention of Jeongganbo and Sejong's invention of Hangeul. Next, this paper examined how the subject of the invention of Jeongganbo has been described in the textbooks for the fifth and sixth grades in elementary school based on the 2009 revision of music curriculum, and suggested the direction of a desirable music education by pointing out the related problems. According to historical records and circumstances such as Sejong's creation of Sinak, Sejo's invention of Jeongganbo with 16 Jeonggan (square) in one vertical line, Sejong's invention of Hangeul and so on, it seems to be the most reasonable that Sejong is the subject of the invention of Jeongganbo as of now. However, the attitude of the musical academy to accept and educate the unclear thing as if it is a fact does not seem desirable. Therefore, I suggest that it should be described "Jeongganbo was invented in the period of Sejong" or "it is supposed that Jeongganbo was invented by Sejong" rather than presenting "Sejong made Jeongganbo" or "created" until revealing the clear evidence about the subject of Jeongganbo.

• 대한공업교육학회지
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• v.38 no.2
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• pp.156-175
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• 2013

The purpose of this study was to verify that the impacts of experience of donation for education to improve the teaching efficacy of pre-technology teacher. The Invention experience of donation for education was performed with Invent-touring sponsored by Chunnam National University Invention Education Center for Teachers and was included by development of creative problem solving program, program execution and evaluation. Research participants were Technology education Majors and minors 20 students. The active locations were D children community center, K alternative school, D Elementary School and D middle school. For the study, various literature researches were reviewed intensively about donation for education and teaching efficacy. The instrument for the study was the modified STEBI(Science Teaching Efficacy Beliefs Instrument) for technology education by 3 experts. This study was designed by single group pre and post test design (One-Group Pretest-Posttest Design) and was conducted by the pre-test and post-test. Check the reliability of the tool was conducted with Cronbach ${\alpha}$ coefficient analysis, pre-test 0.840, post-test 0.746. The analysis of data from the 5% significance level, paired sample t-test was performed using the SPSS 19.0 statistical tool. The results were as follows: 1. Teaching efficacy of pre-technology teachers who participated in the invention experience for educational donation technology has improved. 72. The qualitative study was performed by the interviews with students who participated in. Humanism was positively change and learning opportunity was provided to develop the competence of technology education teacher. Based upon the conclusion of this study, the donation activity for invention education need to use learning strategies for pre-technology teacher to improve teaching efficacy.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.731-747
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• 2015

The purpose of this RSP program is to enhance the invention gifted students' creative thinking and self-efficacy in studying. This program has 20 subcategories and interesting activities attracting students' attentions which are based on TRIZ's 40 principles of invention. 3-Steps to learning, which are - experiencing, recognizing, and inventing are arranged as teaching methods of RSP program. In the first step, experiencing, students are motivated and get a glimpse of the principles of invention while experiencing innovative products. In the next step, recognizing, students grasp the related scientific principles from the products. In the last step, inventing, students are given keys to solutions for problematic situations and then they create new ideas after repetitive encounters with several products made by similar principles. RSP program is different from other programs in that it has this 'inventing' step, where students can create new ideas based on related basic knowledge. In conclusion, RSP program is systematically well organized with 4 steps(purpose, contents, teaching method and evaluation) and is shown to enhance invention gifted students' creativity and self efficacy in studying. Therefore, the RSP program is shown to be a reliable and useful program, and may be used in the classes for positive results.

• 대한공업교육학회지
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• v.33 no.1
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• pp.114-133
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• 2008

The purpose of this study was to suggest the basement in making definite curriculum through the analysis of the curriculum and implementation of Invention Classroom in Seoul area and findings of the problems perceived by the teachers. This study analyzed the curriculums of 19 'invention classrooms' in Seoul area, asked the teachers about the problems and things to need improving through interviews and the results are following. First, it is necessary to make the more definite curriculum because there is a little big gap between the regions and the teachers in running the 'Invention Classrooms'. Second, it is necessary to narrow the gaps through the definite curriculum because the purposes, contents, teaching methods and evaluation tools perceived most importantly or emphasized most by the teachers were so different from the real suggestion in the curriculums. Third, it is necessary to suggest the definite guideline in order to overcome the regional gaps because there are a little big gap of implementation between the classes in planning teaching periods, credits needed and so on. Fourth, the teachers have perceived many problems in educational, administrational and financial aspect and so it is necessary to properly reflect them on planning the curriculum of Invention Classroom through many proper studies to improve them.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.471-487
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• 2008

Inventive mathematical thinking, original mathematical problem solving ability, mathematical invention and so on are core concepts, which must be emphasized in all branches of mathematical education. In particular, Polya(1981) insisted that inventive thinking must be emphasized in a suitable level of university mathematical courses. In this paper, the author considered two cases of inventive problem solving ability shown by his many students via real analysis courses. The first case is about the proof of the problem "what is the derived set of the integers Z?" Nearly all books on mathematical analysis sent the question without the proof but some books said that the answer is "empty". Only one book written by Noh, Y. S.(2006) showed the proof by using the definition of accumulation points. But the proof process has some mistakes. But our student Kang, D. S. showed the perfect proof by using The Completeness Axiom, which is very useful in mathematical analysis. The second case is to show the infinite countability of NxN, which is shown by informal proof in many mathematical analysis books with formal proofs. Some students who argued the informal proof as an unreasonable proof were asked to join with us in finding the one-to-one correspondences between NxN and N. Many students worked hard and find two singled-valued mappings and one set-valued mapping covering eight diagrams in the paper. The problems are not easy and the proofs are a little complicated. All the proofs shown in this paper are original and right, so the proofs are deserving of inventive mathematical thoughts, original mathematical problem solving abilities and mathematical inventions. From the inventive proofs of his students, the author confirmed that any students can develope their mathematical abilities by their professors' encouragements.