• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.495-506
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• 2007

This study investigated the differences in learning activity preferences according to different thinking styles between gifted and average students. A cluster analysis procedure was performed to classify students on the basis of thinking styles. Two clusters of different thinking styles were deduced: the gifted group with a high level thinking style (cluster 1), and the average group with a low level thinking style (cluster 2). The gifted group (cluster 1) preferred projects, simulations, discussions and game activities to other types of loaming activities. Gifted students and average students also were clustered into each three unique subgroups with respect to levels and patterns in thinking styles, and these subgroups also showed different learning preferences. The clusters of gifted students included the self-regulated learning type (cluster a), cooperative-learning type (cluster b), and the passive-learning type (cluster c). The clusters of average students included the independent learning type (cluster i), no-preference learning type(cluster ii), and the no-motivation & teacher-directed learning type (cluster iii). Theses clusters indicated significant differences not only in thinking styles but also in terms of preferences regarding learning activities. Theses findings are discussed in terms of their educational implications.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.265-275
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• 2015

The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.95-112
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• 2017

The competence of teachers, comes out through their lesson, is one of the key factors of school education. The purpose of this study is comparing the viewpoints on the science lessons in the elementary classrooms between pre-service teachers and highly experienced teachers in order to draw implications on pre-service teacher educating system. The participants of the study are 14 junior students in a university of education and 9 elementary school teachers who are highly educated and have much career experience. Each student participant observed one video clip with science lesson of their classmate. The total number of the video subject to observation is 4. Meanwhile experienced teachers observed 1 or 2 videos which are the same to those the students watched. The participants made a class criticism according to the General Standards for Class Critique made by KICE. The in-depth analysis of the criticism yielded the following conclusions; First, pre-service teachers had narrow views on the science class mainly limited in the practical part of class, but experienced teachers had wide views covered to class-knowledge, plan, and practice. Second, most experienced teachers thought that learning is the process by which students acquire knowledge or concepts by themselves, and the main purpose of the class is to help students' learning. Meanwhile, there were many pre-service teachers who thought that conveying knowledge or concepts to students was the main purpose of the class. Third, experienced teachers thought that a good science class should maintain consistency around the learning goals from the planning, implementation, and evaluation. However, many pre-service teachers did not take the learning objectives so seriously.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.304-314
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• 2005

The present study aims to develop animation module-based teaching-learning materials for a unit of middle school 3rd grade science, which contains the movement of the solar system, through the utilization of various forms of multimedia elements. The developed materials consist of 12 in total flash animation modules covering ‘movement of the Earth,’ ‘movement of the Moon,’ movement of the Planets,‘ etc. To analyze the student responses to the science classes to which the developed animation modules were to be applied, the researcher selected for subjects two third-grade classes that were made up of 60 students and later divided for an experimental group and a control group in a middle school located in Jeonju. The experimental group was treated with the animation module-based lessons developed in the present study while the control group was taught in the traditional teacher-centered ways. Tests for the science-related attitudes of the two groups were administered and the results showed that the mean score of the experimental group was significantly higher than the mean score of the control group (p<0.05) in the categories of ‘interest’ and ‘scientific attitude’. It was thus believed that the animation module-based teaching has a positive effect on the categories of ‘interest’ and ‘scientific attitude’. To assess the qualitative dimension of the developed materials, the researcher subjected them to the utilization of the 30 local science teachers and afterwards a survey was done with the 8 crucial items taken from the WBI evaluation test developed by Multimedia Education Support Center in 1998. The result was broadly positive in terms of lesson design and from a technological point of view.

• Journal of the Korea Computer Industry Society
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• v.2 no.12
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• pp.1573-1580
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• 2001

Due to development of technology of information technology, PC communication and Internet have become a culture space of teenagers. Because Internet and PC communication are media in which teenagers have interests, they could be effectively used to counsel teenagers in that time they want. Moreover, cyber counseling will be suitable to new trend of current age with extension of counseling area. Accordingly, many researches on cyber counseling have proceeded in the area of teenagers counseling. While most researches for cyber counseling until present are about counseling methods ad the effects that teenagers utilize cyber counseling, there were no efforts that store counseling contents, analyze them using features and technologies of web and use them effectively to guide students. Therefore, we implemented a cyber counseling system that provides counseling information so that teacher may grasp students various interests and problems and thus helps to guide students.

• The Journal of the Society of Korean Medicine Diagnostics
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• v.17 no.1
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• pp.29-44
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• 2013

Objectives This study is aimed at assessing the reliability of the Pattern identification questionnaire (PIQ) developed by Korea Institute of Oriental Medicine and examining the validity of the PIQ by comparing the pattern identification scores of different groups. Methods We conducted a survey of 258 participants (79 teachers and 179 graduate students at one School of Korean Medicine) using self-reported questionnaire and all the samples were retested. The test-retest reliability was assessed by Kappa coefficient(${\kappa}$) and Pearson correlation coefficient. Also we compared the differences in pattern identification scores according to sex, age and occupation. Results 1. One of 116 questions are impossible to calculate; 22 of them (18.97%) scored under 0.4 in ${\kappa}$; 90(77.59%) ranged from 0.4 to 0.8 in ${\kappa}$; and three questions (3.58%) scored 0.8 or over in ${\kappa}$. 2. Pearson correlation coefficients between test score and retest score of all pattern identification items are 0.4 or over. 3. The mean score for pattern identification in women was generally higher than that in men, particularly in patterns of blood-deficiency, blood-stasis, yang-deficiency and kidney disease. 4. The mean score for pattern identification in the graduate student group was generally higher than that in the teacher group. Conclusion In test-retest reliability, the PIQ showed relatively high reliability. The mean pattern identification score showed differences in regards to retaining knowledge about Korean medicine. Therefore, future research involving modification of questionnaire items and confirming the validity of this questionnaire is required.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.1
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• pp.123-132
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• 2017

In spite of magnificent growth of The startup education in terms of volumes and varieties, Theoric bases and logics of startup education design are not sufficient and vulnerable. The major reasons of these situations are caused not only by the facts that the startup education has been prepared by the governmental needs but also by the objective in short term period. Considering the fact that the startup educations are also one of classical education itself, it should be adopted the proper education paradigm on its program design. Especially it should be considered of basic education component in startup education design such as education supplier (educator, teacher), education demander (student, educator himself) and education program. In this research, we has reviewed andn proposed efficient design directions and practical strategies for the efficient startup education programs.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.323-349
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• 2020

In this study, we conducted eight reciprocal peer tutoring classes where each student took either role of a tutor or a tutee to study covariational reasoning in ninth graders. Students were given the opportunity to teach their peers with their covariational reasoning as tutors, and at the same time to learn covariational reasoning as tutees. A heterogeneous group was formed so that scaffolding could be provided in the teaching and learning process. A total of eight reciprocal peer tutoring worksheets were collected: four quantitative graph type questions and four questions of the qualitative graph to the group. The results of the analysis are as follows. In reciprocal peer tutoring, students who experienced a higher level of covariational reasoning than their covariational reasoning level showed an improvement in covariational reasoning levels. In addition, students enhanced the completeness of reasoning by modifying or supplementing their own covariational reasoning. Minimal teacher intervention or high-level peer mediation seems to be needed for providing feedback on problem-solving results.

• Journal of Korean society of Dental Hygiene
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• v.12 no.6
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• pp.1212-1220
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• 2012

Objectives : This study is designed to survey of proper practice of toothbrushing place in elementary school, middle school and high school in some part of Gyeonggi-Do, and will be utilized for toothbrushing place management. Methods : It was randomly selected, 8 elementary schools, 6 middle school and 6 high school in Gyeonggi-do, surveyed whole students. Survey duration was from May 11th to May 20th in 2011. The surveying paper was consisted of questions of general characteristics, right practice of toothbrushing and toothbrushing after lunch etc. It was done under teacher's control. The Data was analyzed with SPSSWIN 18.0. Results : Students did toothbrushing 2 times/day. It wasn't done by Elementary students of 56.3%, middle school students of 68.5%, high school students of 39.3%. It was dominant reason for no brushing that Carrying toothbrush and toothpaste was annoying. When students washed their hands and rinsed their mouth, they used toilet facuet in over than 90% schools. Satisfaction ratio was very low in elementary, middle, high schools. 60% of students wanted to get mouth rinsing place in each school or separately nearby toilet. Conclusions : It was thought by 60% students of elementary, middle, high school that toothbrushing after meals was most important activity. But It was not well done after lunch. When whole student did toothbrushing together, they couldn't use mouthrinsing place comfortablely. There were no keeping places for toothbrushes. So more attention should be payed to make plenty mouthrinsing places and manage them well.