• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.353-380
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• 2009

The significant reason for studying computer science lies in the efficient resolution of various problems which can arise in actual life. Consequently, algorithm education is very important in the computer science and plays a great part in helping to enhance the creative ability to solve problems and to improve the programming ability. However, the current algorithm education at an computer science educational institute for the gifted has inadequate systematic quality and is only treated as a part of programming education. From this perspective, this paper carried out following studies in order to design the algorithm education for elementary computer science prodigies. First, the core educational contents was selected by extracting the common elements from existing books related to algorithm education, common study contents on algorithm lesson websites and the study area of ACM's computer algorithm. Second, using the development criteria and selected educational contents, the educational theme for the If weeks load was set. Additionally, the algorithm educational contents were designed for the elementary computer science prodigy based on such theme. Third, the activity site for the use of prodigy educational institute was developed with the background in the educational contents for the elementary computer science prodigy. Fourth, the Delphi analysis technique was used to verify the appropriateness of contents and activity site developed in this paper. It was carried out in 2 separate processes where the first process verified the design of educational contents, and the second process verified the appropriateness of developed activity site.

• 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.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.67-87
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• 2006

This study is to recognize a problem in the practice of performance assessment in elementary school, and to find out some suggestive points for improvement of teaching·learning method in elementary mathematics through assessment by reducing time restriction according to assessment through the practice of self-assessment, peer-assessment and observation, and then by reflecting the results of assessment on teaching learning plan. For that, the questions of study set up are as follows ; 1. How should self-assessment and peer-assessment be applied to in elementary mathematics assessment? 2. How should the time for 'let's play an interesting game' be managed for assessment of elementary mathematics? 3. How should the results of assessment be reflected on the Process of teaching and learning of mathematics? To solve these problems, a researcher of this thesis performed self-assessment, peer-assessment on 40 students of second grade under her charge as a class teacher, and applied observation in the time management process for 'let's play an interesting game' for a semester. self-assessment was made by mathematics journal, self-assessment chart, peer-assessment was by the analysis of conversation record among students in the situations of assessment, and observation was by observation of activity when playing with the results data of play analyzed. the concrete methods of application as follows ; First, mathematics journal was applied $1{\sim}2$ times by each unit with reconstruction into the level of second grade on the basis of the preceding-study models. Second, peer-assessment was applied to the unit-assessment time and the play-activities time by the method of recording·analyzing the contents of conversation among students in the process of assessment. Third, mathematical attitude & dispositions of students making use of the self- assessment table were examined referring to the teaching learning plan. Fourth, the time management for 'let's play an interesting game' was made through the prior recognition of play method and the joyful play-activities by use of the play-plate. Assessment depended on analysis of play-activities results of students making use of an observation form. Fifth, the results of self-assessment, peer-assessment, and observation were analyzed, and then they were made use of as self-observation data, of teacher her/his self, or teaching·learning improvement data. Students' self-assessment datum (mathematics diary, self-assessment sheets, conversation contents in the process of assessment) and observation materials (check lists, Play-activity result materials, conversation contents in the process of play) obtained in the process of application was analyzed as follows ; 1. From the practice of self-assessment in form of mathematics journal, I could obtain not only datum showing how much students was understanding the learning aims by unit time and to any degree they reached but also information about their response to learning datum and favorable type of learning. 2. Assessment by self-assessment chart was useful in planning the mathematics teaching learning process because it helps ascertain mathematical attitude & dispositions of students. 3. Through the application of peer-assessment, students had the opportunity of communicating with other students looking back on his/her explaining process, and teachers could obtain basic materials for assessment of students. 4, In case of time management for 'let's play an interesting game', there was natural extension of play made through time-security by prior looking into the method of play-activity, and then, for a remained time, by making children play a new game. 5, I could easily record the activities of students by use of the observation. form, and make use of it as basic data for descriptive assessment. 6, Each kinds of data obtained from the results of assessment was helpful for securing self-observation materials in the process of teaching learning and for their betterment in mathematics subject. However, because they were in the second grade of elementary school and there was an individual difference, some students could not make use of mathematics diary or self-assessment form properly. In case of these students, assessment data would be obtained through interview or observation. And for effective operation of play, its purpose & method and matters that demand special attention when play-acting should be clearly guided. Also, when applying an effective play in addition to play activities in textbook, to lessons, interesting mathematics lessons could be guided.

• Journal of Practical Agriculture & Fisheries Research
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• v.23 no.1
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• pp.89-104
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• 2021

Based on the TF-IDF weighted value that evaluates the importance of words that play a key role, the semantic network analysis(SNA) was conducted on the self-introduction letter of freshman at Korea National College of Agriculture and Fisheries(KNCAF) in 2020. The top three words calculated by TF-IDF weights were agriculture, mathematics, study (Q. 1), clubs, plants, friends (Q. 2), friends, clubs, opinions, (Q. 3), mushrooms, insects, and fathers (Q. 4). In the relationship between words, the words with high betweenness centrality are reason, high school, attending (Q. 1), garbage, high school, school (Q. 2), importance, misunderstanding, completion (Q.3), processing, feed, and farmhouse (Q. 4). The words with high degree centrality are high school, inquiry, grades (Q. 1), garbage, cleanup, class time (Q. 2), opinion, meetings, volunteer activities (Q.3), processing, space, and practice (Q. 4). The combination of words with high frequency of simultaneous appearances, that is, high correlation, appeared as 'certification - acquisition', 'problem - solution', 'science - life', and 'misunderstanding - concession'. In cluster analysis, the number of clusters obtained by the height of cluster dendrogram was 2(Q.1), 4(Q.2, 4) and 5(Q. 3). At this time, the cohesion in Cluster was high and the heterogeneity between Clusters was clearly shown.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.324-347
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• 2022

Geological information on the Korean Peninsula plays a significant role in science education because it provides a basic knowledge foundation for public use and creates an opportunity to learn about the nature of geology as a historical science. In particular, the Mesozoic Era, when the Korean Peninsula experienced a high degree of tectonic activity, is a pivotal period for understanding the geological history of the Korean Peninsula. This study aimed to analyze whether content regarding the geology of the Mesozoic Era are reliably and consistently presented in the 'Geology of the Korean Peninsula' section of Earth Science II textbooks based on the 2015 revised curriculum. Four textbooks for Earth Science II were analyzed, focusing on the sedimentary strata, tectonic movement, and granites of the Mesozoic Era. The analysis items were terms, periods, and rock distribution areas. The consistency within and among textbooks and of textbooks and scientific knowledge was analyzed for each analysis item. Various inconsistencies were found regarding the geological terms, periods, and rock distribution areas of the Mesozoic Era, and suggestions for its improvement were discussed based on these inconsistencies. It is essential to develop educational materials that are consistent with the latest scientific knowledge through collaboration between the scientific and educational communities.

• Journal of Wellness
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• v.14 no.2
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• pp.207-223
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• 2019

The purpose This study aimed at proposing class module elements for creativity and convergence and class models for creativity and convergence by integrating content elements by physical activity field(health, challenge, competition, ) for physical education and STEAM. For this, literature review, focus group interview(FGI) and discussions with experts were conducted, and the following study results have been drawn up: First, concerning the class module elements for creativity and convergence, total 11 class module elements in the health field were suggested including detecting risks by posture analysis and analyzing and designing amount of physical activity. Second, total 7 module elements in the challenge field were deduced such as anticipation of obstacles to target achievement and modeling of effective exercise. There were 17 convergence elements in the competition field including game record analysis and creation of game data storage application. Third, total 9 creativity and convergence module elements in the field include modeling of technology improvement for motion and symbolization for motion records. In addition, class modules related to convergence with engineering in the health field, convergence with technology in the challenge field, convergence with art in the competition field and convergence with art and mathematical symbols were proposed.

• Journal of the Korean association of regional geographers
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• v.11 no.4
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• pp.497-510
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• 2005

The purpose of this study was to examine the image similarity, preference, and the attribute recognition using multidimensional scaling. The analyses were carried out by 5 spa destinations located in Choongchung area. The results were as followings: first, considering the image similarity, the image of Suanbo & Onyang and Dogo & Asan were similar except for the Yusung. Second, considering the attribute recognition, Yusung had a stronger attribute reflecting spa tradition when compared to other competitive spa destinations. Onyang showed a strong attribute of facilities. Dogo had a stronger point about use cost. Suanbo had relatively strong attributes in terms of facilities, customer service, and accessability. However, the water quality of spa destination and activities were not reflected in attribute recognition because these two attributes was farthest from the spa destination. Third, considering the preference of selecting spa destinations, package tourists had a strong preference about Yusung, individual tourists, family, incentive tourists prefer Suanbo, followed by Dogo and Yusung. Group tourists had a strong preference about Dogo.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.1-11
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• 2013

The purpose of this study is to investigate a structural relationship among elementary students' self-determinant learning motivation, teaching-presence and learning outcomes (learning satisfaction, persistence) in blended learning environment. Participants were 5th and 6th grade students who enrolled in a mathematics learning service. The results showed that self-determinant learning motivation had direct effect on teaching presence, learning satisfaction and learning persistence. Teaching Presence had an direct effect on learning satisfaction and learning satisfaction had an direct effect on learning persistence. Based on the results, proper strategies were recommended to facilitate self-determinant learning motivation and teaching presence before and during learning since they play critical roles for the success of elementary students learning outcomes in a blended learning environment.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.119-139
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• 2017

The construction in the ancient Greek era had more meanings than a construction in the present education. Based on this fact, this study examines the meaning of the current textbook. In contrast, we have extracted the meaning of the constructions in Euclid Elements. In addition, we have been thinking about what benefits can come up if the meaning of the construction in Euclid Elements was reflected in current education, and suggested a way to exploit that advantage. As results, it was confirmed that the construction in the current textbook was merely a means for introducing and understanding the congruent conditions of the triangle. On the other hand, the construction had four meanings in Euclid Elements; Abstract activities that have been validated by the postulates, a mean of demonstrating the existence of figures and obtaining validity for the introduction of auxiliary lines, refraining from intervening in the argument except for the introduction of auxiliary lines, a mean of dealing with numbers and algebra. Finally we discussed the advantages of using the constructions as a means of ensuring the validity of the introduction of the auxiliary line to the argument. And we proposed a viewpoint of construction by intervention of virtual tools for auxiliary lines which can not be constructed with Euclid tool.