• Journal of Science Education
• /
• v.33 no.2
• /
• pp.290-303
• /
• 2009

The purpose of this study was to analyze communication, problem solving and self-directed learning of elementary and secondary scientific gifted students. In addition, this study investigated correlation on the subdomains of communication, problem solving and self-directed learning. The subjects of this study were 252 students(97 elementary students and 155 secondary students) who had been enrolled at Center for Science Gifted and Talented Education. Elementary and secondary scientific gifted students' self-directed learning skill was the highest score among core abilities. The result of analysis on self-directed learning subdomain presented the highest score in basic self control of elementary students. The secondary scientific gifted students showed the highest score in effort attribution to result. Subdomains of core capacity has very high correlation. This fact shows very high correlation among core abilities. The results of this study are suggesting that the systematical life skills education based on concrete factors is effective to improve communication, problem solving and self-directed learning of scientific gifted students.

• Journal of the Korean Chemical Society
• /
• v.63 no.3
• /
• pp.196-208
• /
• 2019

This study analyzed achievement standards in the 2015 revised Science Education Standards as well as activities and assessment items in grade 7 science textbooks using science core competencies and subcomponents. Scientific participation and lifelong learning capacity was not involved in the achievement standards. Logical thinking of scientific thinking capacity, planning and carrying out investigation, analyzing and interpreting data, developing and using models, and constructing explanation of scientific inquiry capacity, collecting and selecting information of scientific problem solving capacity, and using various communication methods of scientific communication capacity were involved in the achievement standards. All five scientific core competencies including all subcomponents except rational decision making of scientific problem solving capacity and understanding and coordinating diverse thoughts of scientific communication capacity were involved in activities of science textbooks. All five scientific core competencies were involved in assessment items of science textbooks. Logical thinking and creative thinking of scientific thinking capacity, planning and carrying out investigation and constructing explanation of scientific inquiry capacity, identifying problems, collecting and selecting information, suggesting solutions, and performing of scientific problem solving capacity, using various communication methods, arguing based on evidence of scientific communication capacity, and being interested in science technology and society issues of scientific participation and lifelong learning capacity.

• The Journal of the Korea Contents Association
• /
• v.17 no.5
• /
• pp.529-539
• /
• 2017

The purpose of this study is to categorize and analyze the communication competency of engineering undergraduates and to develop educational content in order to improve that. In this study, communication competency of engineering undergraduates was categorized into three areas: critical thinking, scientific communication, and media literacy. As a means to improve communication competency, the experience with and perception of writing were investigated. The communication competency of undergraduates needs to be improved overall. There is a high need for writing programs that enhance critical thinking oriented around practice. It suggests flipped learning based on smart education, E-community, problem-solving programs based on action learning, cooperative learning programs, reflection journals & portfolio, and collaborative writing programs as educational content. The results of this study can be used as basic data to design competency-based communication curriculum and practical applications for engineering undergraduates.

• Journal of Science Education
• /
• v.44 no.2
• /
• pp.157-166
• /
• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• Journal of The Korean Association For Science Education
• /
• v.34 no.6
• /
• pp.535-547
• /
• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Communications of the Korean Institute of Information Scientists and Engineers
• /
• v.22 no.2
• /
• pp.35-44
• /
• 2004

인간이 기계를 운용하기 위해서는 인간의 의사를 적절한 방법으로 기계에 입력하여야 하고 명령에 따른 기계의 작동을 때맞추어 알아볼 수 있어야 한다. 이러한 인간과 기계간의 소통(interface)의 대표적인 예를 컴퓨터에서 찾을 수 있다. 인간이 컴퓨터와 소통하는 가장 전형적인 방법은 자판과 마우스, 그리고 모니터를 통한 입출력이다. 스캐너 펜이나 보이스 펜, 착용형 마우스, 또는 카드 리더기나 바코드 입력기, 지문 감식기와 같은 보다 전문적인 입력기기도 존재하며, 별도의 입력기기를 사용하지 않고 직접 음성으로 컴퓨터를 제어하는 음성인식 시스템 또한 활용단계에 이르렀다.

• Proceedings of the Korean Society for the Gifted Conference
• /
• 2003.05a
• /
• pp.143-144
• /
• 2003

6차 교육과정부터는 과학 교육에서 학생들의 학습 목표를 과학 개념에 대한 이해 뿐 아니라 탐구 사고력 및 기능 향상도 중요한 목표로서 취급하고 있다(교육부, 1992). 그런데 학생의 탐구 사고력을 향상시킬 수 있는 과학교육이 제대로 이루어지지 못하고 있는 것이 현재의 실정이다. Schwab(1961)가 탐구 학습의 단계를 분류하면서 지적한 바 있듯이 탐구는 주어진 과제를 해결하는 고정적 탐구보다는 스스로 과제를 설정하고 이를 해결하려 하는 유동적 탐구가 더 바람직한 방향이며, 이러한 유형의 탐구를 통하여 학생들은 창의성의 신장과 함께 과학적탐구가 이루어지는 과정을 더 올바르게 이해할 수 있을 것으로 생각된다. 따라서 탐구의 상황을 학교 실험실만이 아닌 좀 더 생활 주변의 여러 가지 경험과 관련된 쪽으로 안내하는 것도 필요하다. 최근 활발한 컴퓨터의 보급과 인터넷 환경의 확대로 인하여 학생들이 이러한 환경에서 교사와 직접 동일한 시간, 동일한 장소에서 대면하지 않고도 의사소통하고 교수-학습이 이루어질 수 있는 기회가 사회적으로 가능해지고 있다. 이러한 원격교육은 교사의 안내에 따른 탐구 교수 형태의 개념 확인 및 검증 실험이 대부분인 전통적 과학학습 방법과 달리 학생 스스로 문제를 찾고 해결하려고 시도하는 것을 통하여 과학적 탐구 기능의 향상은 물론 과학적 개념의 획득, 과학, 사회, 기술에 대한 폭넓은 인식을 형성하는데 도움이 된다. 또한 인터넷 환경을 이용하면 학교 실험실 상황을 벗어나 학생들에게 다양한 탐구 활동 기회를 제공할 수 있고, 또한 그에 따른 의사 소통이 더 용이해질 수 있다. 이에 따라서 본 연구에서는 탐구 과정기술과 사고력을 중시하는 초등학교 과학과목의 특성을 고려하여 이에 적합한 인터넷 원격교수-학습을 위한 교수-학습 모형과 학생들의 과학적 탐구력과 사고력을 신장시킬 수 있는 멀티미디어 학습자료를 개발하고, 이를 실제적으로 적용할 수 있는 웹사이트를 개발, 현장에 적용하여 원격교수학습이 과학적 탐구력과 사고력에 미치는 효과에 대하여 조사하였다.

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.681-691
• /
• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.1
• /
• pp.64-81
• /
• 2019

The purpose of this study is to analyze elementary science gifted students' characteristics of the thinking in the problem solving process through a MEA(Model Eliciting Activity)activity. The subjects of this study are 40 elementary science gifted students who passed the first screen for the admission to the science gifted education institute in P university in 2018. The MEA activity was 'Coffee cup challenge', which is to find the best way to place cup side and bottom to save paper in a given material. Three drawings from each student and explanations of each drawing through out the design process were collected as the main data source. The data were analyzed by statistically (correlation coefficient) and qualitatively to find the relationship between; 1) the intuitive thinking and visual representation and 2) analytical thinking ability and communication skills that reflect MEA activities. In conclusion, first, intuitive thinking plays an important role in the ability of visual representation through pictures and the whole problem solving process. Second, the analytical thinking and elaboration process which are reflected through reflection on the arrangement of the drawings have a great influence on the communication skills. Therefore, this study investigated that MEA activities are useful activities to stimulate both intuitive and analytical thinking in elementary science gifted students, and to develop communication ability, by organizing their own ideas and providing learning opportunities for various solutions.

• Journal of the Korean Applied Science and Technology
• /
• v.38 no.6
• /
• pp.1596-1605
• /
• 2021

This study was conducted to identify the factors affecting the communication competency in nursing students. Method: The subjects of this study were 171 nursing students from two universities located in G and P cities. The collected data were analyzed by t-test, ANOVA, Pearson's Correlation Coefficient, and Multiple Regression Analysis. Results: As a result of multiple regression analysis, the significant predictors of communication competency of nursing students were interpersonal relationships(β=.404, p<.001) and positive thinking(β=.274, p=.014). Communication competency was explained 47.9% of variance in interpersonal relationship and positive thinking. Conclusion: The results of this study showed that interpersonal relationship and positive thinking in nursing students were the influential factor on communication competency. Therefore, the results of this study suggest that it is necessary to find ways to improve interpersonal relationship and positive thinking in order to improve communication competency of nursing students, and it is considered to be useful as basic data for developing intervention programs to improve communication competency.