• Journal of Science Education
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• v.35 no.1
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• pp.48-58
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• 2011

This study was performed to develop a model for mentorship education in the science education institute for the gifted. Existing mentorship education models were focused on R&E, which involved science high school students as research participants. For this purpose, a new model was proposed with comparatively definite stages and terms, and based on the theoretical background concerning science inquiry abilities and scientific creativities or the mentorship education in the science education institute for the gifted. Existing mentorship models for science-gifted students were analyzed and compared with the scientific inquiry process and science paper form. A science paper form consisting of four stages was selected. A new model was constructed consisting of six stages, and this model was modified to be made fit for application to students in the physics mentorship course at the science education institute for the gifted in K National University. Good points and improvable points of the model through the application were identified, and the model was modified accordingly. In conclusion, a new model was proposed as a mentorship model for science-gifted students. This model was constructed using the PREPARATION-INTRODUCTION-METHOD-RESULT-CONCLUSION-FINISH format.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.

• Journal of Gifted/Talented Education
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• v.9 no.2
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• pp.153-172
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• 1999

1990년대 이르러 폭발적으로 증가하고 있는 인터넷 사용인구의 증가와 급속한 컴퓨터 응용 기술의 발전은 교육에 있어서 기존의 대면교육을 원격교육으로 대체하게 만드는 원동력이 되었으며, 21세기 국가 경쟁력 향상을 위해 영재교육에 대한 관심이 증대되고 있는 것이 사실이다. 본 논문에서는 멀티미디어와 결합된 원격교육 시스템이 영재교육에 어떻게 응용될 수 있는지를 살펴보고, 기존의 원격교육 시스템 개발방법론과 차이점을 통해 한국과학기술원 과학영재교육센터 원격영재교육 시스템이 가지고 있는 장점에 대해 살펴보도록 한다.

• Journal of Science Education
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• v.41 no.1
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• pp.98-110
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• 2017

The purpose of this study is to compare the friendship expectation that gifted students perceived in the gifted class and the regular class. To this study, friendship expectation survey, which sub-domains were intimacy, ability similarity, and morality, was conducted to 121 gifted students. The results of this study were as follows: First, according to the results of comparing the friendship expectations of gifted students in the gifted class and the regular class, there were statistically significant differences in the sub-domains of intimacy and morality. But there was no significant difference in the sub-domain of ability similarity. Second, there were statistically significant differences in the some detail items of all sub-domain(intimacy, ability similarity, and morality). Based the results of this, the implications to understand the friendship of the gifted students were suggested.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.321-328
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• 2007

The purpose of this study was to examine: (a) whether there was a difference on science-related attitudes between children's accepted and those not for admission to a science education institute for the gifted; (b) whether the children's success or not effects their science-related attitudes. To do those, 138 fourth graders participated in the study. The data showed as follows: First, successful applicant group (N=15) had a little more positive attitudes than unsuccessful applicants group (N=119) on science-related attitudes test. However, no significant differences between the two groups were found; Second, the effects of pass or failure for entrance examination on science-related attitudes were not revealed in unsuccessful applicant group (N=42) as well as in successful applicant group (N=15), in comparison with each group's pretest scores (on day for entrance examination) and posttest scores (after a lapse of 3 months).

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.809-830
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• 2010

The purposes of this study are to investigate Korean mathematics & science teachers' perception on the special education for the gifted, and to investigate if there are differences on their perception about it among the mathematics & science teachers when their affiliation institutes for the gifted are different. Their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, and science high school. The research problems of this study are as follows. Firstly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the city office of education, science high school? Secondly, are there any differences of their perception according to their affiliation institutes for the gifted education are divided into two groups, which are the mathematics teachers, science teachers? For the study, 26 mathematics teachers & 36 science teachers were sampled from the Institutes for the Gifted Education in Busan Metro-city & the Busan Science High School. and then 34-item-questionnaire developed by the author was administered to them. The research results are as follows. Firstly, the question as to participation in special education for the gifted in mathematics & science, the positive answer has been dominant. Teachers who were going to participate in special education for the gifted in mathematics & science have answered affirmatively. Secondly, perception of the organization of a class of the gifted in mathematics & science is very different between the group of institutes for the gifted education in the city office and the group of institutes for the gifted education in the science high school. Thirdly, perception of selection of gifted students for special education for the gifted in mathematics & science is very different between group of the mathematics teachers and group of the science teachers. Fourthly, 46.7% of the total agree with management of the gifted education in the science high school, 46.7% of the total agree with separation of management about mathematics & science.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.493-509
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• 2015

This study analyzed the effects of university-based science education programs on the gifted's science career orientation. The subject of this study was 74 students who had university-based science gifted education programs on 2014. They took 'Science Career Orientation' tests and questionnaires before and after the program. We had a cluster analysis about pre scores on 'Science Career Orientation' as a variable. We analyzed the satisfaction level and effect of science career decision by groups after the program. As results, they were divided into four groups by cluster analysis. University-based science education program helped the increase of science career orientation in the categories indicating the low scores of the groups. They showed high satisfaction level and positive effects of science career decision, and the programs affecting their science career decision and satisfaction about that were different by groups. Satisfaction level and effects of science career decision are highly correlated.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.635-636
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• 2020

이 논문은 KAIST 교육기부 프로그램인 KAIST Science Outreach Program에서 운영하고 있는 수학, 과학 온라인 학습멘토링 운영 사례 공유를 통해 온라인 학습멘토링 운영 및 개선 방안에 대한 시사점을 제공하고자 한다. '코로나19'로 인해 발생하는 소외계층 학생들의 교육격차와 양극화 해소를 위해 기존에 오프라인으로 진행되던 학습멘토링을 격주로 수학, 과학 학습 과제를 제시하고, 채점 및 피드백 해주는 방법으로 진행되며, 실시간 화상멘토링과 온라인 질의응답을 지원하고 있어, 현재의 오프라인 학습멘토링이 어려운 상황과 기존의 오프라인 학습멘토링이 갖고 있는 단점들을 해소할 수 있어 참가 학생 및 학부모들이 높은 만족도를 나타내고 있다.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2003.11a
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• pp.160-161
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• 2003

농촌생활 전반에 대한 생활수준 진단과 농촌주민들의 의식과 욕구를 정확하게 파악하여 미래 농촌생활의 모습을 예측하는데 있어서 종합적인 지표 및 표준화된 실태에 관한 통계자료는 필수적이라 할 수 있다 그러나 우리 나라에서 생산되고 있는 공식통계 중 농촌생활을 종합적으로 다루고 있는 자료는 미흡한 실정이다. 이러한 필요성에 의해 농촌생활연구소에서는 1994년 농촌생활지표를 인구 및 사회, 식생활, 건강생활, 주거 및 환경, 가정경제, 교육 및 교양, 여가생활, 가족생활 등 8개 부문을 기본틀로 하여 1994년, 1999년 두 차례에 걸쳐 $\boxDr$농촌생활지표$\boxUl$ 집을 발간한 바 있고, 2000년부터는 이들 지표 중 기존 통계자료 이용이 불가능한 82종의 지표항목에 대해 3년 주기로 직접조사를 통해서 자료를 생산하게 되었다. 여기서는 2002년에 조사한 주거 및 환경. 가정경제, 교육 및 교양부문 중, 교육 및 교양부문의 조사결과를 제시 하고자 한다.

• The Science & Technology
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• v.28 no.3 s.310
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• pp.40-41
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• 1995

21년의 역사를 자랑하는 경기도과학교육원은 학생과학실을 비롯한 다양한 전시시설을 갖추고 46명의 직원들이 한마음으로 뭉쳐 과학기술 최신정보의 보급에 앞장서고 있다.