• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.457-470
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• 2016

We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants' efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1087-1098
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• 2012

This study investigated the types of elementary school students' coping strategies for anomalous situations in science classes. Their epistemological beliefs were then analyzed on the basis of types. To do this, the students (N=75) from 2 elementary schools were asked to respond to an open-ended question about their coping strategies on anomalous situations and some of them underwent in-depth interviews. The analyses of the results indicated five types of coping strategies and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, and trying the experiment again after actively analyzing the causes. Among these, the major types were 'trying the experiment again with same methods', 'trying the experiments again with different methods', and 'asking a teacher for help'. The five types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the basis of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. The results revealed that 'trying the experiment again after actively analyzing the causes' was only included in 'constructing facts' and the others were included in 'transferring facts'. Educational implications of these findings are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.187-205
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• 2020

The purpose of this study is to develop the elementary mathematics education program for the cultivation of humanistic imagination and characters through the link between mathematics and literature to find out its effectiveness. This study has verified the effectiveness of mathematics academic achievement, humanistic imagination and characters with the program development and preliminary program and application of this program for two years. After conducting classes on proportional expression and proportional distribution for 79 sixth-grade elementary school students (39 in the experimental class and 40 in the comparative class) in Seoul and Gyeonggi-do under this program, the researcher analyzed how the application of the program affects students' perception using pre- and post-examinations on mathematics academic achievement, humanistic imagination, and characters, including interviews with students, and analysis of outputs of the students. Studies have shown that the application of the elementary mathematics education program to foster humanities imagination and characters did not make any significant difference in mathematics academic achievement, and there were statistically significant differences in the subcategories of "reflection on life", "positive self-consciousness" and "humanistic imagination" categories, and there were no statistically significant differences in the "purpose of life" and "human relations" categories. However, the responses from the students' interviews showed that their perspectives of humans and the world has become wider and deeper. It also did not produce significant results for characters. As suggestions, the ministry should present the need to develop and distribute concerning materials for teachers, secure time for creative experience activities for convergence subjects, and operate practical and long-term training programs for teachers.

• Journal of Science Education
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• v.35 no.1
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• pp.34-47
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• 2011

This study investigated the utilizations and needs of the gifted students, parents and experts as to the development of the Information Center for Gifted Education in Science (IC-GES). The participants of this study were 343 gifted students, 194 parents raising gifted students in science, and 113 experts in gifted science education. The survey instrument was developed to examine their perspectives and needs. The results of this study revealed that the gifted students, their parents, and experts showed the diverse utilizations and needs. The gifted students showed the more interest in information on the recruitment of gifted students. On the other hand, parents and experts were interested in gifted education programs and curriculum. They exploited various resources to find out the information on science gifted education. In addition, with respect to the development of the IC-GES, all of the participants of this study indicated that they needed the resource center providing the information regarding gifted science education programs. They also noted that the IC-GES could be a crucial foundation as well as essential reinforcement for gifted science education. This study provides and supports the rationale and needs of the development of IC-GES.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.357-380
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• 2019

The purpose of this study is to analyze the Elementary and Secondary Education Act(ESEA) of the U.S. reauthorized by the Every Student Succeeds Act in 2015 from the viewpoint of the library and information services, and to derive implications for improving the library and information services. For the first time, ESEA includes effective school library programs and school librarians, and links school library programs and school librarians with literacy, digital literacy, books, resources, up-to-date materials, technology, library services and educational services. It provides a financial and institutional base for library and information services in elementary and secondary schools of the US to be more conducted. In addition, school librarians are required to participate in personalized learning experiences, evidence-based assessments, and professional development in the law, so school librarians must provide library and information services to students, staff, and parents in order to improve student achievement and digital literacy. Based on these analyses, this study discussed strengthening access to the school library, specifying the work of the teacher-librarian's library and information services, strengthening collaboration with school members, educational activities based on evidence base, sharing educational effects and developing of library and information curriculum.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.520-544
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• 2021

This study aims to develop a scientific creativity test for exploring the relationship between elementary students' creative process and product. For this, the researcher reviewed the literatures of scientific creativity and developed the items based on the constructs of creative process and product. After a review conducted by nine science education specialists, a pilot test, and additional revision and supplementation of observation test, the test, consisting of two sets-"animals" and "plants"-was finally conducted on 105 fifth-grade students. The test results were analyzed by using statistical analysis software. WinSteps, SPSS, and AMOS. The main findings from this study are as follows. First, when it comes to scientific creativity, creative process consists of science knowledge, inquiry skills, and creative thinking skills (divergent, convergent, and associative thinking skills). Creative product in science is a new and scientifically useful idea realized in a certain form. Second, observation, which was selected as a representative inquiry skill in this research, should not be related to creative thinking skills. Third, among the rest of the items, usefulness had the lowest averages, as it was, perhaps, difficult to satisfy the teachers' criteria for the scientific validity and usefulness. Fourth, the Spearman correlation coefficients between the items of "animals" and "plants" to find out the parallel-form reliability were significant, except for the item of originality. Fifth, the test was satisfactory with regard to the three aspects of construct validity-convergent, discriminant, and nomological. This study concludes by discussing the usefulness of this test, which has the possibility of exploring the relationship between creative process and product and of playing a role as an authentic evaluation tool in school.

• Journal of the Korea Society of Computer and Information
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• v.27 no.10
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• pp.29-41
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• 2022

Recently, with the development of deep learning technology, a variety of huge models with excellent performance have been devised by pre-training massive amounts of text data. However, in order for such a model to be applied to real-life services, the inference speed must be fast and the amount of computation must be low, so the technology for model compression is attracting attention. Knowledge distillation, a representative model compression, is attracting attention as it can be used in a variety of ways as a method of transferring the knowledge already learned by the teacher model to a relatively small-sized student model. However, knowledge distillation has a limitation in that it is difficult to solve problems with low similarity to previously learned data because only knowledge necessary for solving a given problem is learned in a teacher model and knowledge distillation to a student model is performed from the same point of view. Therefore, we propose a heterogeneous knowledge distillation method in which the teacher model learns a higher-level concept rather than the knowledge required for the task that the student model needs to solve, and the teacher model distills this knowledge to the student model. In addition, through classification experiments on about 18,000 documents, we confirmed that the heterogeneous knowledge distillation method showed superior performance in all aspects of learning efficiency and accuracy compared to the traditional knowledge distillation.

• The Mathematical Education
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• v.61 no.3
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• pp.419-439
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• 2022

This study is based on Freudenthal's mathmatising process and the didactical phenomenology of linear function concept, I have described and examined the process in which students represent the constant rate of change into tables, graphs and equations and, in this way, how they construct mental objects and essence of the linear function concept. The students used the proportionality as composite units, when they represented the phenomenon with constant rate of change into tables. When representing in graphs, all but one student represented it into a line. There were differences among the students in the level they were using the given conditions, co-variation perspective, and corresponding rules when formulating equations. The students compared the relationship between two variables in a multiplicative way, and under the guidance of teachers they reached to the understanding that its relationship becomes a constant. Moreover, they could construct mental objects of a constant rate of change, understanding the situation where the relationship between time difference and distance difference becomes one value, namely speed. The students had difficulties in connecting the rate of change with the inclination of a line. The students constructed the essence (concept) of linear functions, after building and organizing the image that the rate of change is constant, the graph is linear, and the equation is formulated as y=ax+b (a: inclination, b: intercept).

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.111-135
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• 2023

This study conducted a student-centered inquiry lesson on the similarity of figures using AlgeoMath, with student learning aspects analyzed from a communication perspective. This approach aimed to inform pedagogical implications related to teaching geometric similarity. Through utilizing AlgeoMath, students were able to visually confirm that their chosen figures were similar, experiencing key mathematical concepts such as the ratio of similarity to the area of similar figures, and congruency and similarity conditions of triangles. In the lessons applying this concept, we categorized the features of similarity learning displayed by students, as seen in the communication aspects of their exploratory activities, into 'Understanding similarity ratios', 'Grasping conditions of similarity in triangles', and 'Comparing concepts of congruency and similarity'. Through exploratory activities based on AlgeoMath, students discussed the meaning and mathematical relationships of key concepts related to similarity, such as the ratio of similarity to the area of figures, and the meaning and conditions of congruence and similarity in triangles. By improving misconceptions about the similarity of figures, they were able to develop deeper mathematical understanding. This study revealed that in teaching and learning the geometric similarity using AlgeoMath, obtaining meaningful pedagogical outcome was not solely due to the features of the AlgeoMath environment, but also largely depended on the teacher's guidance and intervention that stimulated students' thinking.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.169-179
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• 2023

The purpose of this study is to suggest the direction of secondary school career education in a lifelong learning society. In that direction, first, it is necessary to strengthen teacher capacity and develop professionalism. Second, career education programs need to be improved and diversified. Third, it is necessary to strengthen collaboration and communication with career education experts as a way to strengthen cooperation and connection outside the school. Fourth, it is necessary to support online career education through improvement of career information network. Fifth, there are policy support and institutional improvement plans. Sixth, it is necessary to expand the subject of career education to the entire life. To this end, career education in secondary school is designed to flexibly cope with changes, overcome crises and turn them into opportunities, and provide experiences to solve problems. Comprehensive support for individually customized career education from a lifelong perspective that manages the degree is needed. Second, it is necessary to expand field-oriented career and job experience to provide sufficient job-related experience and support mentoring by field experts. Third, it is necessary to establish a career education network where schools, education offices, and local communities work together. Fourth, retraining of career counseling teachers is also necessary to support the strengthening of career education capacity of all teachers.