• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.1-15
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• 2002

The purpose of this study was to investigate the characteristics of preschoolers' giftedness by their parents' perception. Total 3 groups of 148 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows : (1) There were critical characteristics of preschoolers' giftedness by parents' perception, which were 'good memory', 'high curiosity', 'read and understand of math', 'enjoy of learning and high motivation', 'high concentration', reading books', 'verbal ability', 'creativity', 'questions', and 'independency', (2) These characteristics of preschoolers' giftedness showed more strong and intense as they got older, and (3) Some characteristics revealed more, but the other characteristics revealed less as they got older. These findings suggested the consideration of child's age as the reliable identification process of young gifted children.

• Journal of The Korean Society of Grassland and Forage Science
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• v.39 no.2
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• pp.114-120
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• 2019

This study was carried out to explore the accuracy of near infrared spectroscopy(NIRS) for the prediction of moisture content and chemical parameters on winter annual forage crops. A population of 2454 winter annual forages representing a wide range in chemical parameters was used in this study. Samples of forage were scanned at 1nm intervals over the wavelength range 680-2500nm and the optical data was recorded as log 1/Reflectance(log 1/R), which scanned in intact fresh condition. The spectral data were regressed against a range of chemical parameters using partial least squares(PLS) multivariate analysis in conjunction with spectral math treatments to reduced the effect of extraneous noise. The optimum calibrations were selected based on the highest coefficients of determination in cross validation($R^2$) and the lowest standard error of cross-validation(SECV). The results of this study showed that NIRS calibration model to predict the moisture contents and chemical parameters had very high degree of accuracy except for barely. The $R^2$ and SECV for integrated winter annual forages calibration were 0.99(SECV 1.59%) for moisture, 0.89(SECV 1.15%) for acid detergent fiber, 0.86(SECV 1.43%) for neutral detergent fiber, 0.93(SECV 0.61%) for crude protein, 0.90(SECV 0.45%) for crude ash, and 0.82(SECV 3.76%) for relative feed value on a dry matter(%), respectively. Results of this experiment showed the possibility of NIRS method to predict the moisture and chemical composition of winter annual forage for routine analysis method to evaluate the feed value.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.553-571
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• 2015

Mathematical, verbal, and spatial abilities are known as three important indicators for the success in the STEM disciplines. In this study, Purdue Spatial Visualization Test-Rotation, College Entrance Scholastic Aptitude Test- Math and Verbal score of engineering freshmen students have been used to find the relationships among these areas. In addition, gender differences in spatial visualization, verbal achievement and mathematical achievement have been investigated, too. In this research, I found that gender difference was highest in spatial visualization ability, followed by verbal achievement and smallest in mathematical achievement. Substantial number of male students possess high level of spatial abilities, but only half of female students were at the same level where their male colleagues were. The correlation between spatial ability and mathematical ability was negligible, contrary to former researches on elementary and middle school students. But the correlation was stronger for female students than male students. The correlation between mathematical achievement and verbal achievement was negative. It reflects the fact that when one section of SAT score is low, score of other sections should be higher to get admitted to college. Gender difference in mathematics was smallest for high achieving spatial ability group. For low spatial ability group gender difference in mathematics achievement has been observed, too. To find the combined contribution of spatial and verbal abilities to mathematics achievement, students were divided into 4 ability groups. Mathematics achievement decreased in the order of (1) high spatial -low verbal group, (2) low spatial - low verbal group, (3) high spatial - high verbal group, (4) low spatial - high verbal group.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.415-444
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• 2010

The purpose of this study is to provide information that will help understand unique characteristics of mathematically gifted students and that can be utilized for special programs for mathematically gifted students, by investigating difference and relationship between attribution styles and attitude toward mathematics of mathematically gifted students and those of regular students. For that purpose, 202 mathematically gifted students and 415 regular students in 5th and 6th grades at elementary schools were surveyed in terms of attribution styles and attitude toward mathematics, and the result of the study is as follows. First, as for attribution styles, there was no difference between gifted students and regular students in terms of grade and gender, but there was significant difference in sub factors because of giftedness. Second, there was not significant difference between grades. but there was significant difference in sub factors between genders. Mathematically gifted students were more positive than regular students in every sub factor excepting gender role conformity, and especially they showed higher confidence and motivation. Third, according to the result of correlation analysis, there was significant static correlation between inner tendencies and attitude toward mathematics with both groups. The gifted group showed higher correlation between attribution of effort and attitude toward mathematics and inner tendencies and confidence than the regular group. The gifted group showed higher correlation in sub factors, and especially there was high static correlation between attribution of talent and confidence, and attribution of effort and motivation. Fourth, according to the result of multiple regression analysis, inner tendencies showed significant relation to attitude toward mathematics with both groups, and especially the influence of attribution of effort was high. Both attribution of effort and attribution of talent were higher in the gifted group than the regular group, and attribution of effort had a major influence on practicality and attribution of talent had a major influence on confidence.

• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.233-256
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• 2023

This study conducted foundational research to derive ways to use ChatGPT in mathematics education by analyzing ChatGPT's responses to questions from the National Assessment of Educational Achievement (NAEA) and the College Scholastic Ability Test (CSAT). ChatGPT, a generative artificial intelligence model, has gained attention in various fields, and there is a growing demand for its use in education as the number of users rapidly increases. To the best of our knowledge, there are very few reported cases of educational studies utilizing ChatGPT. In this study, we analyzed ChatGPT 3.5 responses to questions from the three-year National Assessment of Educational Achievement and the College Scholastic Ability Test, categorizing them based on the percentage of correct answers, the accuracy of the solution process, and types of errors. The correct answer rates for ChatGPT in the National Assessment of Educational Achievement and the College Scholastic Ability Test questions were 37.1% and 15.97%, respectively. The accuracy of ChatGPT's solution process was calculated as 3.44 for the National Assessment of Educational Achievement and 2.49 for the College Scholastic Ability Test. Errors in solving math problems with ChatGPT were classified into procedural and functional errors. Procedural errors referred to mistakes in connecting expressions to the next step or in calculations, while functional errors were related to how ChatGPT recognized, judged, and outputted text. This analysis suggests that relying solely on the percentage of correct answers should not be the criterion for assessing ChatGPT's mathematical performance, but rather a combination of the accuracy of the solution process and types of errors should be considered.

• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.3
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• pp.425-430
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• 2014

Foods contain various nutrients such as carbohydrates, protein, oil, vitamins, and minerals. Among them, carbohydrates, protein, and oil are the main constituents of foods. Usually, these constituents are analyzed by the Kjeldahl and Soxhlet method and so on. However, these analytical methods are complex, costly, and time-consuming. Thus, this study aimed to rapidly and effectively analyze carbohydrate, protein, and oil contents with near-infrared reflectance spectroscopy (NIRS). A total of 517 food samples were measured within the wavelength range of 400 to 2,500 nm. Exactly 412 food calibration samples and 162 validation samples were used for NIRS equation development and validation, respectively. In the NIRS equation of carbohydrates, the most accurate equation was obtained under 1, 4, 5, 1 (1st derivative, 4 nm gap, 5 points smoothing, and 1 point second smoothing) math treatment conditions using the weighted MSC (multiplicative scatter correction) scatter correction method with MPLS (modified partial least square) regression. In the case of protein and oil, the best equation were obtained under 2, 5, 5, 3 and 1, 1, 1, 1 conditions, respectively, using standard MSC and standard normal variate only scatter correction methods with MPLS regression. Calibrations of these NIRS equations showed a very high coefficient of determination in calibration ($R^2$: carbohydrates, 0.971; protein, 0.974; oil, 0.937) and low standard error of calibration (carbohydrates, 4.066; protein, 1.080; oil, 1.890). Optimal equation conditions were applied to a validation set of 162 samples. Validation results of these NIRS equations showed a very high coefficient of determination in prediction ($r^2$: carbohydrates, 0.987; protein, 0.970; oil, 0.947) and low standard error of prediction (carbohydrates, 2.515; protein, 1.144; oil, 1.370). Therefore, these NIRS equations can be applicable for determination of carbohydrates, proteins, and oil contents in various foods.