• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.166-173
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• 2000

Purpose of this study is to investigate on the attitude toward science of science gifted and talented(G/T) middle school students. The inventory instrument used for study was a revision of TOSRA which consisted of six domains. Subjects were 131 students who had entered into Center for Science G/T Education, Seoul National University in 1999. This center is composed of five divisions: mathematics, physics, chemistry, biology, and earth science. There was no difference between genders totally, but the attitude level of male was higher than that of female in 'career interest in science' domain. Compared among domains, while the attitude score toward leisure interest in science' was the highest, 'normality of scientist' was the lowest. Whereas the attitude level was no difference among divisions except chemistry, that of chemistry division was higher than mathematics in 'adoption of scientific attitudes' domain. Thus, it is needed to provide social and national encouragement for superior science G/T students as well as to develope special programs for them so as to achieve their dreams and to contribute to scientific development of nations.

• STI Policy Review
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• v.5 no.2
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• pp.43-64
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• 2014

Korea has pursued an aggressive policy of inviting more foreign-born students to its universities since the late 1990s in the wake of the globalization of education markets and its changing demographic structure. While increasingly more students from Asia come to Korea for study, more than half of the graduates return home upon graduation. Given the issues of brain drain, brain circulation, and knowledge transfer that are raised by such a high return rate, this paper examines the factors that frame the foreign students' decision on their post-graduation careers. By analyzing survey data, we report that Asian students majoring in science, technology, engineering, and mathematics (STEM) are more likely to return than non-STEM majors. This suggests that Korea's aggressive policies of inviting foreign-born students have contributed to brain circulation and knowledge transfer between Korea and the other Asian countries. We also find that scholarships from Korean sources and positive attitudes toward Korean culture and life increase their inclination to stay in the country upon graduation. These findings, however, raise more questions than answers, since it becomes obvious that their post-graduation decisions are highly affected by what Korea as a society provides.

• School Mathematics
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• v.10 no.1
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• pp.79-103
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• 2008

The purpose of this study is for developing and using project tasks which can be used to connect schooling and home education for the other days of 5days-schooling; to promote students' mathematical ability and to let students have positive cognitions toward mathematics and self-controled learning attitudes. For this study, two classes of 4th graders(56 students) were sampled from a school in D city. Half of them were assigned to the experiment group(EG) and the other to comparison group(CG). In the experiment group, students completed 16 project tasks and we investigated whether there is an effect on students' academic achievement and mathematical disposition. Two kinds of test instruments, pre-test and post-test were used. The pre-test scores guaranteed that both groups were homogeneous. Post-test scores were used to identify three effects and the post-test scores were analyzed by t-test. The result of this study is as follows: (1) There was significant difference between EG and CG in academic achievement (p=0.010). (2) There was significant difference between EG and CG in mathematical disposition(p=0.007). (3) There was no significant difference between EG's pre-test and post-test in mathematical disposition at the 5% significant level. But the average score of mathematical disposition improved from 3.3333 to 3.5375. Mathematical disposition was composed of 6 factors. One of them was mathematical value and there was significant difference between EG's pre-test and post-test at the 5% significance level(p=0.030). But other factors were not. The average scores of mathematical reflection improved a little. So we can say that the activities with project tasks brought an positive influence on students' mathematical disposition.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.425-444
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• 2021

In this study, under the assumption that the goal pursued in measurement area can be reached through the composition of the measurement activity considering the mathematical process, the method of summing the interior angles of a triangle using the measurement error was applied to the 4th grade class of the elementary school. Results of the study, first, students were able to recognize the possibility of measurement error by learning the sum of the interior angles of a triangle using the measurement error. Second, the discussion process based on the measurement error became the basis for students to attempt mathematical justification. Third, the manipulation activity using the semicircle was recognized as a natural and intuitive way of mathematical justification by the students and led to generalization. Fourth, the method of guiding the sum of the interior angles of a triangle using the measurement error contributed to the development of students' mathematical communication skills and positive attitudes toward mathematics.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.99-113
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• 2006

In this study, Korean middle school student science achievement results in the "Trends in International Mathematics and Science Study" (TIMSS 2003) were analyzed according to international benchmarks, content area, gender and student attitudes toward science. Overall Korea ranked the third internationally and had a mean score of 558. Korean students achieved top ranking in physics, but fell to the ninth place in chemistry. Unliked their counter parts in similar countries such as Singapore and Chinese Taipei, Korean students did not reach the highest benchmark. Compared to previous assessment, Korean girls showed improved performance; however, significant gender differences still exist in Korea; apparent from the better performance of boys than girls in the study. It is also noteworthy that Korean students were found to have the lowest self-confidence in learning science, a lower valuing science, and less enjoying learning science even though they produced high achievement scores.