• Journal of Engineering Education Research
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• v.8 no.1
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• pp.84-98
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• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.125-144
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• 2018

The purpose of this study is to analyze the astronomical thinking level of elementary, middle, and high school students using ordered multiple choice items. For this purpose, we constructed a questionnaire comprising three items about spatial thinking and system thinking. This survey was conducted and applied to 1,066 students in the 5th grade, 8th grade, and 11th grade in 12 schools located in Gangwon Province. The collected student response data were analyzed by applying inferential statistics of classical test theory and Rasch model. The results of the analysis were as follows; First, in the level of spatial thinking, students were able to grasp the spatial location and orientation of the celestial body, but were not able to convert the celestial motion of two-dimensional plane into three-dimensional plane, and it was revealed that there is no statistically significant difference in the spatial thinking of students among grade levels. Second, in the level of system thinking, students were able to identify the components and relationship between components of the celestial motion system, but could not identify the patterns of the system, and it was revealed that there was statistically significant difference among the system thinking of students in different grade levels, unlike in spatial thinking. Third, the astronomical thinking expressed in certain context (content) was very similar regardless of grade level, Through this, we could confirm the context-dependency or content-dependency of the astronomical thinking of students. It is expected that the results of this study can be used as basic data for exploring ways to enhance astronomical thinking level in school science classes.

• School Mathematics
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• v.11 no.1
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• pp.17-37
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• 2009

Concept and model of multiplication is not single. Concepts of multiplication can be classified into three cases: repeated addition, times idea, pairs set. Models of multiplication can be classified into four cases: measurement, rectangular pattern, combinatorial problem, number line. Among diverse cases of multiplication's concept and model, which case does elementary mathematics education lay stress on? This question is a controvertible didactical point. In this thesis, (1) mathematical and didactical analysis of multiplication's concept and model is performed, (2) a concrete program of teaching multiplication which is based on times idea is contrived, (3) With this new program, the teaching experiment is performed and its result is analyzed. Through this study, I obtained the following results and suggestions. First, the degree of testee's understanding of times idea is not high. Secondly, a sort of test problem which asks the testee to find times value is more easy than the one to find multiplicative resulting value. Thirdly, combinatorial problem can be handled as an application of multiplication. Fourthly, the degree of testee's understanding of repeated addition is high. In conclusion, I observe the fact that this new program which is based on times idea could be a alternative program of teaching multiplication which could complement the traditional method.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.723-744
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• 2010

The aim of this study was to find the effects of open-ended problems on mathematical creativity and brain function. In this study, one class of first grade students were allocated randomly into two groups. Each group solved different problems. The experimental group solved the open-ended problems and the comparison group solved the closed-problems. Mathematical creativity was tested by the paper test. And Brain function was tested by an EEG(electroencephalogram) tester. The results of this study are as follows. Firstly, this study analyzed how the open-ended problems are effective on mathematical creativity. This analysis showed that it had a meaningful influence on the mathematical creativity(p=0.46). Accordingly, we could find out that open-ended problems make the student connect the mathematical concept and idea and think variously. Secondly, this study analyzed the effect of open-ended problems on brain function. This analysis showed that it did not have a meaningful influence on the brain function(p=.073) statistically but the experimental group's evaluation was higher than comparison groups' at the post-test. It also had a meaningful influence on the brain attention quotient(left) (p=.007), attention quotient(right) (p=.023) and emotion tendency quotient(p=.025). As a result of such tests, we could find out that open-ended problems are effective on brain function, especially on the attention ability. With the use of the open-ended problems, students could show quick understanding and response. An emotion tendency is also developed in the process. Because various answers are accepted, the students gain an internal reward at the process of finding an answer. Putting the above results together, we could find that open-ended problem is effective on mathematical creativity and brain function.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.337-356
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• 2011

The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.369-388
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• 2010

A Discourse Analysis tool has been developed and has been applied in the cooperative group inquiry activities in order to derive the characteristics of elementary gifted students in science. We recorded and videotaped the whole group problem-solving processes where 4 elementary students worked together to solve given problems as a group for one year in a gifted education center attached to a university in Seoul. We analyzed recorded discourses using systemic functional linguistics with a focus on the structure of information and topic. The discourse analysis tool was developed with the cooperation of science education and gifted education experts. In discourse analysis, we focused on meaning development processes rather than grammatical analysis. Through application of newly developed discourse analysis tool, we confirmed that the tool is useful in understanding the characteristics of science-gifted elementary students. We also founded that the interaction between students has significant effects on problem-solving processes by comparing two students who showed contradictory features in the share of dialogue. In addition, the result suggested that we need to provide students with proper training for ways to communicate with others for effective science-gifted instruction.

• Journal of the Korean Geographical Society
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• v.42 no.3 s.120
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• pp.453-467
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• 2007

This study has shown that geography teachers need the professionalism in a Teaching and learning aspect. Together with the transition of epistemology and the operation of the Subject Matter-based curriculum, etc the demand for professionalism of teachers is much higher than ever. But the less discussion about what the professionalism of geography teachers based on subject traits and its components are has been mentioned. Especially the previous studies related with geography teachers usually distinguished the contents from the methods in the geography teaching in a dichotomy and tried to apply to a class model in the theoretical aspects, so they $didn't^{\circ}{\varnothing}t$ present the enough measures to improve the professionalism of geography teachers in the synthetic aspects. In this study, after I found the components of professionalism required to geography teachers in a teaching and learning, I tried to present measures to improve the professionalism of geography leathers in the macroscopic aspects. The geography teacher should be a teacher to design a region as a process than a result, and a teacher as a reflective practitioner than a technical practitioner. The improvement of professionalism should be achieved through the process of cooperation with an educational reflection in the individual aspects.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.466-477
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• 2002

It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.491-504
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• 2000

Recent research has shown that students' interest in learning physics is not a simple one. In this study the dimensions of students' interest in learning physics have been identified. These are the topic being taught, the activity in which the students are involved, and the motive of the students for learning physics. A Likert-style pilot questionnaire was constructed for identifying these dimensions and given to 13 year-old 162 students. A factor analysis of the results indicates that there are meaningful sub-dimensions in interest. In other words, while there were no specific sub-dimensions in topic dimension, motive dimension could be divided into intrinsic motive and extrinsic motive, and activity dimension could also be divided into receptive, experiential, high cognitive, and interactive activity.