• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.394-405
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• 2015

The purpose of this study was to develop and apply a differentiated instruction-learning reflecting various characteristics and demands of the gifted underachievers, and thereby help to develop the study attitude and study achievement of the gifted underachievers. To achieve the purpose, a case study on five gifted underachievers who are in $6^{th}$ grade of elementary school was conducted. By collecting and analyzing a variety of data including standardized tests, interviews with teachers, students, and parents, and observation journals, this researcher examined the characteristics and demands of the gifted underachievers. For the development of the program, differentiated strategies were designed according to students' interest and concern, their multiple-intelligence, and their learning styles. As a result of the application of them, a program with a total of 20 sections was finally developed. The result of the application for the differentiated instruction-learning program revealed improvements in their academic achievements. In addition, it was found that their learning motives were improved. The program was also found to affect their self-concept and their attitude toward learning. The study showed that developing an education program for the gifted underachievers should begin from the analysis of each student's characteristics. Also, it was found that a differentiation strategy could become an alternative to apply various characteristics and demands of the gifted underachievers to the development of a program. The gifted underachievers' intellectual and definitive characteristics were changed even by the short-term mediation. Therefore, the new issue about educating the gifted is to provide a differentiated instruction-learning program fitting their characteristics and demands and help them exert their potential as best as they could.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.666-675
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• 2002

The purpose of this study was to develop the level-defferentiated Web Based Instruction(WBI) program, to examine its effects on the science achievement self-directed learning characteristics, and the students’ perceptions on the WBI learning. For this purpose, the advanced and complementary WBI program of level-differentiated curriculum was developed to adapt to class fields and examine instruction facilitating efficiency. Designed and developed the WBI program make it possible to teach students according to the level-differentiated learning for the chapter, ‘weather and climate’ in high school science curriculum. The results of this study are as follows: First, level-differentiated WBI was effective to encourage self-concept, learning eagerness, future-oriented self-apprehension, creativity, self-assessment of the student’s self-directed teaming characteristics. There was no interaction effect of treatment and students’ learning ability at the self-directed learning characteristics. Second, the scores of science achievement of WBI group were significantly higher than those of conventional lecture group. There was interaction effect of treatment and students’ learning ability. However level-differentiated WBI has no effect on openness, initiative, responsibility of the student’s self-directed learning characteristics. There was interaction effect of treatment and students’ learning ability at the science achievement, Third, in the perception questionnaire of WBI teaming, many students showed the WBI teaming was good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.207-218
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• 2011

This research is to explore mathematics gifted education which considered individual difference of gifted students in elementary school-level. The purpose of this study is to develop a differentiated instruction model and mathematical materials for gifted students that consider students' individual difference. We also investigate effectiveness of differentiated instruction through change of self-directed learning ability and studying satisfaction of gifted students. The results of this study will provide basic information on the after research related with development and application of mathematics gifted education program and differentiated instruction.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.431-450
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• 2011

Formative assessment is considered one of the effective strategies for teaching and learning mathematics. But it seems that there are few systematic researches which cover the process of practicing formative assessment in a class and providing feedback to the students. This study adopts CRESST Formative Assessment Program as a prototype. After some modifications of it to suit our educational system, this study analyzes the effectiveness of applying that program to the 7th grade level-differentiated math classes. Afterwards, this study tries to draw some significant educational discussions and implications for improving teaching and learning mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.115-123
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• 2017

This study examined traditional dance programs in cultural and arts education in local children's centers. We aimed to contribute to the voluntary and active participation of children in cultural and arts education through differentiated cultural and arts educational programs. Interviews were conducted from March 2016- June, 2016 at A Regional Children's Center in Chungnam. Once a week, a 50-minute were held 16 Session as "learning traditional joyful dance". After completing the program, 25 children who participated in the program were asked about the good points and disappointments regarding the program. The interviews used open, structured questions that have been primarily used in phenomenological research. The list of questions was prepared in advance according to the research purpose. The results of the study are as follows: The evaluation of the first program was generally positive. By experiencing activities through cultural and arts education through traditional dance programs for children, children learned to be polite. It also changed positively in conversation. Children who showed negative attitudes toward traditional dance programs gradually participated in activities. Second, I examined the evaluation of lecturers who teach traditional dance. The children's response to the program was positive, with sincere and responsible lecture preparation and progress. The instructor prepared the class in advance, welcomed the children and ran the class in good faith. Instructors who taught traditional dances were proficient in dance, majored in dance and teaching children. The learning effect was high by the instruction of the good dance movement. Rich in lecture experience, he is proficient in dealing with children in class. Material was delivered according to the child's dance level.

• Journal of Science Education
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• v.36 no.2
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• pp.354-368
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• 2012

The purpose of this study was to explore the direction of application and quality management plan of science curriculum of elementary and middle school according to the 2009 revised curriculum. In order to do this, nationwide survey was administered. The subject was 126 elementary school teachers and 88 middle school science teachers. It was founded that teachers had negative opinion on the introduction of the grade cluster system. They considered that it was appropriate to link the contents of Science subject with Practical Arts(Technology Home Economics) subject by similar topic. Science classes were implemented without changing the number of class hours in most schools. They recognized the necessity of differentiated instruction in science classes, but they seldom applied the differentiated instruction. And they suggested that the teaching-learning materials, evaluation materials and contents be provided to apply the STEAM. This study designates the following strategic supports for the effective implementation of 2009 revised science curriculum; 1) the science teachers training program to provide useful information for understanding and teaching the 2009 revised science curriculum, 2) the teachers' community in the school, 3) the development and provision of the feasible STEAM plans.

• 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.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.99-118
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• 2011

For this case study of gifted education, two classrooms in two locations, show life in general of the gifted educational system. And for this case study the identity of teachers and the gifted, help to activate the mathematically gifted education for these research questions, which are as followed: Firstly, how is the gifted education classroom life? Secondly, what kind of identity do the teachers and gifted students bring to mathematics, mathematics teaching and mathematics learning? Being selected in the gifted children's education center solves the research problem of characteristic and approach. Backed by the condition and the permission possibility, 2 selected classes and 2 people, which are coming and going. Gifted education classroom life, the identity of teachers and gifted students in mathematics and mathematics teaching and mathematic learning. It will be for 3 months, with various recordings and vocal instruction between teacher and students. Collected observations and interviews will be analyzed over the course of instruction. The results analyzed include, social participation, structure, and the formation of the gifted education classroom life. The organization of classes were analyzed by the classes conscious levels to collect and retain data. The classes verification levels depended on the program's first class incentive, teaching and learning levels and understanding of gifted math. A performance assessment will be applied after the final lesson and a consultation with parents and students after the final class. The six kinds of social participation structure come out of the type of the most important roles in gifted education accounts, for these types of group discussions and interactions, students must have an interaction or individual activity that students can use, such as a work product through the real materials, which release teachers and other students for that type of questions to evaluate. In order for the development of meaningful mathematical concepts to formulate, mathematical principles require problem solving among all students, which will appear in the resolution or it will be impossible to map the meaning of the instruction from which it was formed. These results show the analysis of the mathematics, mathematics teaching, mathematics learning and about the identity of the teachers and gifted. Gifted education teachers are defined by gifted math, which is more difficult and requires more differentiated learning, suitable for gifted students. Gifted was defined when higher level math was created and challenged students to deeper thinking. Gifted students think that gifted math is creative learning and they are forward or passive to one-way according to the education atmosphere.