• Journal of the Korea Society of Computer and Information
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• v.19 no.4
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• pp.149-158
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• 2014

The rapidly changing 21st-century knowledge and information society is emphasizing converged education that crosses various academic fields. In particular, the society expected the cultivation of the talent who balance scientific creativity and artistic sensitivity by adding arts to the existing converged education revolving around science and technology. However, at present, most STEAM education has been actively conducted with a focus on science and technology, whereas the subject of arts has been regarded or utilized as a supplementary means. Its problem is that the educational characteristics and values of art education have not been effectively utilized in educational terms and this could lead to superficial integrated education. In this respect, this study had the knowledge of various fields, such as science, technology, and mathematics, utilized usefully during the process of experiencing and creating arts. Accordingly, this study designed an education programs as with the case of Nam-Jun Baek who expanded the dominion of arts by creatively utilizing his own time's scientific technologies. In this educational process, the target program was developed in a manner that enables EPL to be utilized essentially as the study's knowledge-based tool and medium. The results of applying this educational program in 5th-grade elementary school students showed that the program has positive effects on the creative attributes of the students.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.717-746
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• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.523-544
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• 2009

The object of this study is to analyze manipulative materials in the Pattern & Algebra field of Maths300-Maths with Attitude, Australian school mathematics program with manipulative materials to search meaningful ways for school mathematics. To accomplish these projects, 20 manipulative materials in the Pattern & Algebra field of the Maths with Attitude are introduced and each manipulative materials can be used are searched according to grades and fields of Korean educational course. And 4 mathematics classes for 3rd and 5th grades(two for each grades) with manipulative materials are performed and effect of these classes are examined by recorded data and students' opinions are inquired by questionnaire. First, We analyze Pattern & Algebra of the Maths with Attitude 20 manipulative materials such as 4ARM SHAPES, ADDITION TOTALS, ICE CREAM FLAVOURS, THE LAND OF ET, etc. In this analysis, plans for utilizing the manipulative materials are categorized in 9 types. Second, by students' handling these kinds of manipulative materials in classes, their interest in mathematics is increased and voluntary and creative classes out of the conventional ones can be made. Also, students' self-confidence in mathematics and active participation is animated. This kind of manipulative materials are introduced in the educational field of elementary schools, plans for utilizing the teaching aids in the field are analyzed, the teaching aids are practically applied to classes, and the effect and meanings for mathematics classes are examined. With this research, another researches about the introduction and utilization of other various manipulative materials for motivating students to efficiently understand what they learn in mathematics class of elementary schools are required.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.48-60
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• 2011

The study aimed to thoroughly observe the process of science-gifted students' career development from elementary to high school in Korea. Eighteen science high school students participated in this study. Data source was retrospective interviews with individuals. Results indicated that the inner factors influencing their career development included 'interest in science' and 'desire for deep understanding of science,' and 'ambition for taking a lead in society by means of science.' The outer factors included 'dissatisfaction with regular schooling,' 'social atmosphere to prefer special purpose high schools,' and 'in-depth educational programs beyond high school levels with brilliant peers.' These inner and outer factors have reacted upon each other in their career development. The implications for proper career development were discussed on the basis of the results.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.35-57
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• 2005

As the results of studies based on the Russian Activities-Oriented Theory, the gifted students in many fields have common insights for the true nature of the problem, or the actual state. From Russian Activities-Oriented Theory of view, gifted students have the ability to discern the essential elements involved in each actual state and change of state of things, and to solve the problem, based on these elements. Enhancing these abilities of the students, the educator can develop the average student into a gifted one. This study result of the Russian specialist suggests the possibility of a stream of education that can develop gifted students. Hence, this paper discussed the points and processes of formation of the Russian Activities-Oriented Theory, and inquired on what is the true nature of the problem or the meaning of actual state and how it affects the studies of the student. The paper also investigated the actual conditions of wrong learning about some mathematical concepts and discussed the role of insights to the true nature of the problem in the learning process of the student.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.

• Journal of Engineering Education Research
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• v.10 no.2
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• pp.44-61
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• 2007

The present investigation is concerned chiefly with new curriculum development at the Department of Mechanical System & Design Engineering at Hongik University with the aim of enhancing creativity, team working and communication capability which modern engineering education is emphasizing on. 'Mechanical System & Design Engineering' department equipped with new curriculum emphasizing engineering design is new name for mechanical engineering department in Hongik University. To meet radically changing environment and demands of industries toward engineering education, the department has shifted its focus from analog-based and machine-centered hard approach to digital-based and human-centered soft approach. Three new programs of Introduction to Mechanical System & Design Engineering, Creative Engineering Design and Product Design emphasize hands-on experiences through project-based team working. Sketch model and prototype making process is strongly emphasized and cardboard, poly styrene foam and foam core plate are provided as working material instead of traditional hard engineering material such as metals material because these three programs focus more on creative idea generation and dynamic communication among team members rather than the end results. With generative, visual and concrete experiences that can compensate existing engineering classes with traditional focus on analytic, mathematical and reasoning, hands-on experiences can play a significant role for engineering students to develop creative thinking and engineering sense needed to face ill-defined real-world design problems they are expected to encounter upon graduation.

• Journal of Science Education
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• v.39 no.3
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• pp.358-375
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• 2015

The purposes of this study were to investigate the value, necessity and legitimacy of STEAM Education and to propose practical approaching methods for STEAM Education to be applicable in Korea through a variety of literature review, case studies and collecting suggestions from domestic and international educational experts. The research questions are as follows: (1) To investigate the perception, understanding and recognitions of domestic and foreign professionals in STEAM education. (2) To analyze policy implications for an improvement in STEAM. The following aspects of STEAM were found to be challenges in our current STEAM policy after analyzing multiple questionnaires with the professionals and case studies including their experiences, understanding, supports and directions of the policy from the governments. The results indicate that (1) there was a lack of precise and conceptual understanding of STEAM in respect to experience. Training sessions for teachers in this field to help transform their perception is necessary. Development of practical programs with an easy access is also required. It is important to get the aims of related educational activities recognized by the professionals and established standards for an evaluation. The experts perceived that a theme-based learning is the most preferred and effective approaching method and the programs that develop creative thinking and learning applicable to practice are required to promote. (2) The results indicate that there was a lack of programs and inducements for supporting outstanding STEAM educators. It is shown that making an appropriate environment for STEAM education takes the first priority before training numbers of teachers unilaterally, thus securing enough budget seems critical. The professionals also emphasize on developing specialized teaching materials that include diverse inter-related subjects such as science technology, engineering, arts and humanities and social science with diverse viewpoints and advanced technology. This work requires a STEAM network for teachers to link up and share their materials, documents and experiences. It is necessary to get corporations, universities, and research centers participated in the network. (3) With respect to direction, it is necessary to propose policy that makes STEAM education ordinary and more practical in the present education system. The professionals have recommended training sessions that help develop creative thinking and amalgamative problem-solving techniques. They require reducing the workload of teachers and changing teachers' perspectives towards STEAM. They further urge a tight cooperation between departments of the government related with STEAM.

• 대한공업교육학회지
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• v.33 no.1
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• pp.169-190
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• 2008

The purposes of this research were to review the validity and to investigated educational needs of the establishment for invention gifted school. And this study was conducted on the establishment plan through diagnosis necessity and validity of the establishment for invention gifted school. The methodes of this study were review, investigation researches, workshop, expert review for validity and a seminar. The results was as follows: First, the invention gifted school presented distinctive curriculum and instruction methods. The curriculum focus on engineering, technology, invention, problem solving, and STEM. And it presented scenario on the establishment of invention gifted school from the viewpoint of necessity and distinction. Second, the invention gifted school investigated high-level transition from demand of education of students and their parents. Third, the necessity level was higher than the validity and feasibility with expert assessment. But, before the establishment of the invention gifted school institute will review pre-requirements and hinder factors.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.118-125
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• 2006

The purpose of the study was to research science gifted students' learning styles and perceptions on subject matter content. The data was collected from primary science and mathematics classes of a University Center for Science Gifted Education, science classes of a Metrocity Primary Gifted Education Institute, and classes of a normal school. The results of the study were that gifted students perceived the school curriculum much easier than non-gifted students did, ($X^2(4)=33.180$, p<.001), and that levels of interest in the content did not differ between the groups, but 34.6 percent of the total students responded that they found the content uninteresting. Gifted students did not see the content as being important compared to the non-gifted students, ($X^2(4)=12.443$, p<.05), and gifted students valued the methods used higher than the actual content of the textbook. The most helpful activities for their teaming that gifted students chose were projects, listening to teachers, and conducting experiments, amongst others. They also preformed 'teaming at their own speed in a mixed group'" for the study of social studies, science, and mathematics, whereas non-gifted students preformed teaming at the same speed. The two groups of science gifted students varied especially in their perceptions of most helpful activities. It is suggested that special programs for fulfilling gifted students' needs and abilities need to be developed and implemented.