• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.473-498
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• 2015

The purpose of this study is to examine thinking process of the mathematically gifted students and how invariants affect the construction and discovery of curve when carry out activities that produce and reproduce the algebraic curves, mathematician explored from the ancient Greek era enduring the trouble of making handcrafted complex apparatus, not using apparatus but dynamic geometry software. Specially by trying research that collect empirical data on the role and meaning of invariants in a dynamic geometry environment and research that subdivide the process of utilizing invariants that appears during the mathematically gifted students creating a new curve, this study presents the educational application method of invariants and check the possibility of enlarging the scope of its appliance.

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.109-120
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• 2016

The purpose of this paper is to develop and apply instructional model to improve awareness of information accessibility for gifted students in computer science. The model applied to class is designed based on Problem-Based Learning(PBL). The class was for 42 students(22 elementary school students, 20 middle school students), and the questions, cognition of the necessity for accessibility, behavior intent for accessibility were given before and after class. Additionally, interest, satisfaction and flow were given after the class. The results of this study are as follows. Firstly, it shows a difference on the changes of cognition on the necessity and behavior intent. As a gender difference, specifically, it shows a difference on the cognition of female students's necessity and behavior intent of male students. As a class level difference, specifically, it statistically shows a meaningful difference on cognitive of the necessity of elementary school students and behavior intent of middle school students. Secondly, after class, it shows a high level of interest, satisfaction. But it shows a general level of flow, so various strategies should be developed for covering the flow level.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.333-342
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• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.94-108
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• 2019

The purpose of this study was to develop the guided R & E program to improve science process skills of the science gifted students. First of all, we developed a guided R & E instructional models that enables students to conduct R & E through the third process from teacher-centered to student-centered, and developed guided R & E programs in accordance with the five-step process. As a result, it showed high average scores in the order of 'Hypothesis setting > Variable extraction > Derivation of inquiry problem > Conclusion derivation > Experimental design > Generalization > Evaluation > Data analysis > Data conversion'. In detail, among the nine evaluation factors, 'Derivation of inquiry problem, Variable extraction, Hypothesis setting, and Conclusion derivation' are at a high level, 'Experimental design' is at an average level, 'Data interpretation, Generalization, and Evaluation' were low level and 'Data conversion' was very low level. We hope that the guided R & E program reflected the elements of inquiry process will help students to improve their thinking ability and creative problem solving ability.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.480-486
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• 2014

This study aims to assure the positive influence of publishing English newspapers on improving English communicative ability and explores possibilities of enforcing an explicitly collaborative and independent learning atmosphere through a cooperative project-based publishing process. The project of publishing first KSA English newspapers has completed with a series of processes adopted from project-based learning and teaching strategies. The project involves the initiative process of selecting student editors based on their English abilities and commitment levels followed by planning subjects, themes and materials, distributing tasks and articles, and integrating and editing the outcome. Throughout the whole process volunteers participated independently and collaboratively with minimum supervision. The survey shows that the successfully published English Newspaper resulted in facilitating volunteers' positive self awareness and independent learning attitude as well as improving general English ability. The study discusses possibilities and advantages of publishing newspapers and magazines not for limited language education only, but for integrated project-based learning and teaching with suggestions for further related studies.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Journal of Science Education
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• v.42 no.2
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• pp.256-271
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• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• Journal of Science Education
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• v.33 no.2
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• pp.165-172
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• 2009

Korean 7th national curriculum gave the right to elect the advanced subject such as physics II, chemistry II. Students could elect the subject by their aptitude and interest. But, actually, the choice was constrained by school circumstances such as the number of teacher and the number of class. high school students. We investigated the demand about school science and perception about scientifically specialized high school in which the students could have all advanced science subjects by the survey of 336 middle school students including 148 students in the science education center for the gifted, 220 high school students, and 70 science teachers in capital region. As results of this study, most of the high school opened chemistry and biology advanced subjects, but only 37.1% of them opend physics advanced subject. This constrained students' right of elect the subject by their interest. While most of middle school and high school students normally demanded the more experiment in the class and the easier science content, the students in the science education center for the gifted demanded more science class time. The students who wanted to have science career had very positive recognition of scientifically specialized high school and science teachers agreed to running the scientifically specialized high school.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.395-405
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• 2019

The purpose of this study is to analyze the process of creative science problem solving (CSPS) in elementary school students. To do this, 6 graders (n=9) at a elementary school in Seoul were participated. In this study, fixed eye-tracker with 250 Hz sampling and observation camera were used. The results of this study, the students with higher ability to solve creative science problems had a slower saccade, and had more visual attention on core clues and a greater number of eye changes. Therefore, students with higher ability to solve creative science problems showed more effective eye movement and faster information processing to solve problems. The CSPS types of elementary students were classified as 'declarative knowledge type', 'procedural knowledge type', 'conditional knowledge type', 'knowledge lack type'. Because each type appears to be complementary, CSPS process for elementary students who have integrated the four types was devised. The results of this study can be used as basic data for understanding elementary school students' CSPS and will help to develop and guide creative science teaching and learning programs useful to elementary school students and science gifted students.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.161-177
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• 2023

Scientific explanation is composed of various representations such as texts, diagrams, and graphs, and each representation contributes to expanding scientific meaning by connecting similar but slightly different meanings as a 'mode'. Based on this perspective of social semiotics, we aimed to identify the characteristics of meaning formation demonstrated in students' science writing (verbal mode) and science drawing (visual mode) and to discuss the pedagogical use of multimodal representations. To that end, 18 science drawings and 18 scientific writings constructed by science-gifted elementary students on air pressure were collected. The characteristics of the drawn and written explanations were then analyzed from the affordance perspective in social semiotics. In science drawing, students showed a tendency to use the affordance of the visual mode to infer concrete changes from the particle view, such as the movement of air particles, the number of air particles, and the collision of particles. In science writing, students used the affordance of the verbal mode mainly to infer the causal relationship between the concept of air pressure and other related factors at an abstract level. Based on those results, we discuss the educational implications and provide concrete examples of how to use the unique affordances of each form to complement one another.