• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.45-63
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• 2003

The purpose of this study is to analyze the status and gifted students' perception on curriculum implementation for gifted education at Busan Science Academy. For the purpose, we investigated the curriculum documents, the process of implementing curriculum and the result of the questionnaire. The questionnaire about the curriculum courses, teaching strategies and evaluation method was answered by 143 students at Busan Science Academy. The curriculum courses are composed of general courses and specialized courses: general courses comprise of Korean language, social studies, foreign languages, arts, and physical education. Specialized courses consist of mathematics, physics, chemistry, biology, earth science, information science. Elective courses are divided into basic elective courses and in-depth courses. Each in-depth course deals with more specialized content. The significant results of the questionnaire are as follows: First, according to gifted students' perception, the credits of specialized courses and in-depth elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities and discussion, but the students prefer diverse teaching strategies such as lecture, discussion, experiment, individual research, problem solving and field studies. Third, students prefer a paper-and-pencil testing assesment rather than a written report assesment and lab experiment assesment. According to this study, the characteristics of the acceleration curriculum at Busan Science Academy were too intensive. Thus it is difficult to implement the enrichment education according to the demand of gifted students in this school. Therefore, this study suggests that we need to revise the curriculum courses of Busan Science Academy and develop contents and strategies for gifted education in science and mathematics.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.255-262
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• 2019

The informatics curriculum which was revised in 2015 presents the growth of creative and convergent talents as a main goal, and what is essential in the growth of creative and convergent talents is Computational Thinking(CT). In this study, in line with the goal of the growth of creative and convergent talents, the subject of IoT technology and liberal arts and natural sciences integration course was combined with the contents of informatics textbook, and the teaching-learning program was developed. In order to verify the effect of the developed teaching-learning program, the experimental research was conducted, and as a result of study, the mean of the experimental group was 10 points higher than that of the control group. Therefore, it could be known that there was an effect in the teaching-learning program suggested in this study. It is expected that the teaching-learning program suggested in this study can induce the learning motive and interest in SW education by directly implementing SW skill to the various fields of a real life through CT education based on Iot as well as a programing language, and improve convergent and scientific thinking through the experience of solving the problems which are blended with many subjects through liberal arts and natural sciences integration course, and designing them creatively.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.339-345
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• 2023

Pre-service teachers have established and developed their own teaching strategies and professional language teaching skills based on their pedagogical and learning experiences. In this regard, it is conceivable that pre-service teachers' feedback may have distinct viewpoints and focuses. Therefore, the purpose of this study is to analyze pre-service teachers' feedback to microteaching demonstrations. Participants in the study were 40 prospective elementary school teachers. They were invited to offer feedback on microteachings video-recorded by their peers. According to the findings, we identified a total of 708 comments. The majority of feedback was categorized as teacher talk(40.1%) , followed by teaching and learning activity (20.9%), interaction (12.6%), teaching materials (11.4%), classroom atmosphere and learning environment (8.9%), lesson flow (3.7%), review and evaluation (1.3%), and introduction and objectives (1.1%). The most frequent types of feedback were the teacher's use of appropriate speaking rate, tone, and intonation. This finding reflects the fact that English teachers realize the importance of the teacher's English proficiency, therefore we suggest that teacher education institutions need raise awareness not just of teachers' English skills but also of their diverse perspectives.

• The Journal of the Convergence on Culture Technology
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• v.5 no.4
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• pp.183-189
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• 2019

The purpose of this study is to investigate the effects of mobile phone use on university students' English reading achievement and consider the value and effectiveness of mobile phones as a learning tool. The study's subjects were students from a university in Seoul, who were divided into an experimental group (n=37) and a control group (n=43). The experimental group used various mobile phone functions-such as searching, recording, taking photos, using mobile apps, and community uploads-in reading class. The control group, on the other hand, focused on students' presentations and the professor's explanations. Two achievement tests and an open-ended questionnaire were administered. The results revealed that the experimental group scored higher than the control group, which showed a significant difference. In addition, the positive impacts of mobile phone use as reported in the questionnaire were interest and motivation, self-directed learning, and continuous learning beyond time and space. In order to foster efficient second language teaching and learning, learners and also teachers must be aware of the potential value of mobile phones as a learning tool. To encourage more active mobile phone use in the classroom, diverse and interesting class activities using mobile phones should be developed.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.496-504
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• 2012

The purpose of this study is to guide efficient ways to teach cultural aspects in Korean elementary English education through analyzing many studies on elementary English culture education. In global era, English education must be performed based on understanding of other various cultures for authentic communication. However, Korean elementary students have difficulty to approach or to be exposed to the culture of English speaking countries. Elementary English culture education is neither well organized nor performed for some reasons. The reasons are as follows. Frist, English teachers are not confident with the culture and they consider themselves not having enough experiences and knowledge to teach. They were not taught cultural aspects and the cultural aspects were not emphasized. Second, there are not appropriate culture related teaching materials in the textbooks and teachers' guide books. Therefore, necessary cultural aspects should be selected by English education experts and provided in the textbooks and teachers' guide books. Those two books should be systematically connected. Elementary English teachers should have more opportunities to understand and experience other various cultures. Language is a part of culture and culture is a part of language. Acquiring the second language is acquiring its culture. The culture education for authentic communication is accomplished from managing cultural aspects in textbooks and cultivating English teachers with experience and understanding of target culture.

• Cross-Cultural Studies
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• v.42
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• pp.261-283
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• 2016

The aim of this study is to consider the possibility of learning polite expressions of English using the mobile application Naver Band. To improve communicative competence, students need to develop sociolinguistic competence as well as grammatical and discourse competence. To be accordant to social context, the roles of the participants, and the purpose of the interaction, students have to make an appropriate utterance. When a hearer has a higher social status and is older than a speaker, or have low levels of familiarity, Korean native speaker tends to use polite expressions. Students need to learn polite expressions of English because English has a different honorific system from Korean. To realize the characteristics and function of polite language is one thing, but to learn it in a real classroom is another. This study attempts to apply the use of a mobile application, which is considered a user-friendly tool for students, into learning polite language using the UK historical drama, Downton Abbey. Two tests were administered to an experimental group that used the mobile application and a control group that used group work. The results of the two tests show that the use of the mobile application has a positive effect on learning polite expressions and is effective as an after-school activity. In an open-ended questionnaire, students tend to identify polite expressions as superior or high-level language forms and separate these forms from practical expressions. It should be noted as well that teachers need to consider instructing in modern English when using a historical drama in the teaching and learning of polite expressions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.403-416
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• 2019

The focus of this study is on the new instructional and pedagogical application of teaching English as a foreign language (TEFL) with technology and by gender. Participants comprised 204 TEFL students in Korea. The study was conducted in the 2017 academic year. For this study, all participants attended English class using technology for three hours a week. Course syllabus, lecture notes, and other study materials were uploaded to the school website. Homework assignments, quizzes, and exams were also distributed through the website. To ascertain whether there are any differential effects from gender on learning English as a foreign language using technology, the quantitative materials included pre- and post-tests. This study also adopted qualitative methods, with structured interviews to obtain participants' comprehensive view of technology-assisted English lessons. Paired sample t-tests and independent t-tests were administered to analyze the quantitative data. The qualitative data were analyzed with the content analysis method. Findings show that both male and female students improved their English-speaking skills using technology. However, no gender difference was found in technology-assisted TEFL. Technology use for learning English also resulted in both genders' positive perceptions of language lessons. Based on these findings, this study yields practical implications for TEFL teachers in Korea.

• The Mathematical Education
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• v.60 no.4
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• pp.529-542
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• 2021

The purpose of this research is to compare the mathematical beliefs that directly or indirectly affect the mathematics learning of Korean languge learners with those of non-Korean languge learners and identify the characteristics. To this end, an analytical comparative research was conducted through a questionnaire survey on perceptions of mathematics learning for 6th grade students of elementary school with different cultural and linguistic backgrounds in the same mathematics classroom. As a result of the analysis, Korean languge learners and non-Korean languge learners gave different meanings to learning mathematics, and they recognized various meanings of success in mathematics. In addition, the math learning ability of non-Korean learners was evaluated higher than that of Korean learners. Based on their positive beliefs, they decided how to resolve conflict situations with different problem-solving results. It will be necessary to prepare a teaching/learning plan that can fully implement multicultural mathematics education in the mathematics classroom where Korean language learners with different cultural and linguistic backgrounds belong. The results of this research can contribute to raising awareness of the need for follow-up researches to find ways to reduce the learning gap between Korean languge learners and non-Korean languge learners. It is expected that this research will contribute to understanding the perceptive characteristics of Korean language learners about learning mathematics and to prepare a plan to utilize them in mathematics lessons.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.1-10
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• 2022

Learning C programming language in electronics education is an important basic education course for understanding computer programming and acquiring the ability to use microprocessors in embedded systems. In order to focus on understanding basic grammar and algorithms, it is a common teaching method to write programs based on C standard library functions in the console window and learn theory and practice in parallel. However, if a student wants to start a project activity or go to a deeper stage after acquiring some basic knowledge of the C language, using only the C standard library function in the console window limits what a student can express or control with the C program. For the purpose of making it easier for a student to use graphics or multimedia resources and increase educational value, this paper studies a case of applying Simple DirectMedia Layer (SDL), an open source software, into the C programming language learning process. The SDL-based programming course applied after completing the basic programming curriculum performed in the console window is introduced, and the educational value is evaluated through a survey. As a result, more than 56% of the respondents expressed positive opinions in terms of improved application ability, stimulating interest, and overall usefulness, and less than 4% of them had negative opinions.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.1-10
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• 2020

According to the Fourth Industrial Revolution, SW education is emphasized around the world to educate student with new abilities. Following to these global trends, SW education has become mandatory in Korea's 2015 revised curriculum. However, Korean elementary SW education is focused on the use of block-based programming languages. In addition, the point of view of selecting goals and organizing content of SW Education, the affective domain is ignored and focused only on the cognitive and psychomotor domains. So, this study explored method of SW education using the concept of Team-Shared Mental Model for develop of community capacity and Python, which is textual programming language gaining popularity recently. As a result of performing the post test t-test on two groups with similar Team-Shared Mental Model formation, we found that it was effective in forming a Team-Shared Mental Model of the group applying the SW teaching method suggested in the study.