• Journal of the Korean School Mathematics Society
• /
• v.3 no.2
• /
• pp.69-82
• /
• 2000

Mathematics is the subject that requires high mental function such as the ability of logically thinking and investigating. Because of the reason there exists much greater difference in students' individual scholastic abilities in mathematics class than in other classes. Recently many schools organize students into two or three level-based mathematics classes according to each student's level to solve the problem. But in spite of its many merits the new system of class organization has some problems. The problem which is pointed out as the most serious thing frequently is that many teachers still use the same textbook and the same teaching method for all students, not considering student's level. Obviously it causes the reduction of students' interest and motivation. In this point of view, I tried to solve such a problem by development and application of level learning materials reconstructed text book according to students' abilities and levels through this research. As the result of the research to examine the changes of students' emotional factors such as the recognition, interest, and attitude which influence on improving self-educability in learning mathematics has occurred, the following conclusion comes out. 1. Through the mathematics class utilizing level learning materials reconstructed textbook, students come to recognize that level learning materials are more effective than uniformed contents of the same textbook and get more active learning attitude. 2 The application of level learning materials in a level-based class has contributed to increasing students' interest in mathematics. Furthermore it was also effective in the positive changes of students' emotional factors such as the recognition, interest, and attitude which influence on improving self-educability in learning mathematics.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.61-77
• /
• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for middle school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited mathematics and physics were dominant. Science giftedness & creativity items were dominant. And essay type items consisted of physics items, have evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with essay type items and science giftedness & creativity. It was recommended that mathematics, physics and chemistry items with focusing giftedness & creativity could give some implications for future selection methods of science gifted education center.

• Korean Journal of Childcare and Education
• /
• v.1 no.1
• /
• pp.59-81
• /
• 2005

The purpose of this study was to examine how Montessori-education program, one of different early-childhood education programs, was tied into the multiple intelligences of young children and how Montessori education program affected their multiple intelligences. It's basically meant to determine the efficiency of Montessori-education program. The major findings of the study were as follows: First, the Montessori-education program turned out to have a favorable effect on the development of the young children's multiple intelligences. Second, among the subfactors of multiple intelligences, the musical and bodily-kinesthetic intelligences of the preschoolers were little affected by the Montessori-education program, but that had a good impact on their logical-mathematical, spatial, linguistic, interpersonal, intrapersonal, and naturalist intelligences. The above-mentioned findings suggested that Montessori-education program was one of efficient teaching methods to step up the development of young children's multiple intelligences.

• Journal of The Korean Association of Information Education
• /
• v.14 no.3
• /
• pp.319-328
• /
• 2010

Computer programming education gives students a chance to use computers independently and actively. This plays a very positive role in acquiring higher cognitive skills such as mathematical skills and creative logical thinking. Thus the purpose of this study is to measure the degrees of students' problem-solving abilities using MCU programming kits based on the ICT Education Guide. The experiment confirms that programming classes using MCU kits have a more positive effect on the students problem-solving abilities than do those using the existing computer textbooks. The sub-constituents of problem-solving abilities - problem recognition, information gathering, analysis, diffuse thinking, decision-making, planning, execution, evaluation and feedback - also show significant statistical differences. Therefore, we can conclude that programming classes using MCU kits are very effective in advancing problem-solving abilities.

• Journal of The Korean Association of Information Education
• /
• v.23 no.6
• /
• pp.543-550
• /
• 2019

In 2006, Janet Wing defined computational thinking and operated SW education as a formal curriculum in the UK in 2013. This study collected related research papers by using computational thinking, which has recently increased in importance, and analyzed it using text mining. In the first, CONCOR analysis was conducted with the keyword of computational thinking. In the second, text mining of the components of computational thinking was selected by the repr23esentative academic journals at domestic and foreign. As a result of the two-time analysis, first, abstraction, algorithm, data processing, problem decomposition, and pattern recognition were the core of the study of computational thinking component. Second, research on convergence education centered on computational thinking and science and mathematics subjects was actively conducted. Third, research on computational thinking has been expanding since 2010. Research and development of the classification and definition of computational thinking and components and applying them to education sites should be conducted steadily.

• Journal of the Korea Convergence Society
• /
• v.10 no.10
• /
• pp.197-205
• /
• 2019

The purpose of this research was examining the effects of problem-based learning strategies(PBL) on problem solving skill conducted in Korea, using meta-analysis technique. This meta-analysis reviewed the results of 41 studies published between 1998 and 2017 in Korea. The overall weighted mean effect size value was .753 with .064 standard error which was calculated by random effects model. PBL strategies have been found to be more effective in mathematics course (d=.922), art course (d=.916), practical art course (d=.827), E-PBL (d=.791) and middle school level (d=.972). As PBL exhibit a substantial effect on students' problem solving skill, it is recommended that teachers should learn how to implement these strategies in their lesson. PBL is expected to contribute to the improvement of teaching methods as the learning environment changes during the 4th Industrial Revolution.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.4
• /
• pp.401-418
• /
• 2018

The current geometric and vector textbooks focus on the mechanical activities of finding focus, corner, etc. through elliptic equations. In this paper, we propose a process in which analogy and analytical methods are used in reversible activities of focusing from a given elliptic graph without a coordinate plane. The exploratory tool was used as Geogebra. At first, students tried to find the focus of the ellipse by randomly constructing the major a is and the minor a is in the given ellipse. However, we have experienced a method of constructing the circle of symmetry and analyzed this principle and deduced it to the ellipse. As a result, we could construct the center, long a is and short a is of the ellipse. Then, using the analytical method, the focus formula was recognized as the Pythagorean theorem, and the ellipse's focus was constructed by using the original drawing. Therefore, it is confirmed that analogy and analytical method can positively affect the elliptical focus.

• Journal of The Korean Association of Information Education
• /
• v.25 no.5
• /
• pp.673-681
• /
• 2021

This study is a case study of artificial intelligence education subjects in the graduate school of education. The main educational contents consisted of understanding and practice of machine learning, data analysis, actual artificial intelligence using Entries, artificial intelligence and physical computing. As a result of the survey on the educational effect after the application of the curriculum, it was found that the students preferred the use of the Entry AI block and the use of the Blacksmith board as a physical computing tool as the priority applied to the elementary education field. In addition, the data analysis area is effective in linking math data and graph education. As a physical computing tool, Husky Lens is useful for scalability by using image processing functions for self-driving car maker education. Suggestions for desirable AI education include training courses by level and reinforcement of data collection and analysis education.

• Journal of Practical Engineering Education
• /
• v.12 no.2
• /
• pp.363-369
• /
• 2020

This study intends to examine effects of python education for adolescents. 6 primary studies were chosen through careful search process and investigated through meta-analysis. Research findings were as follows. The total effect size was 0.684. Second, the effect sizes of dependent variables were academic achievement 0.871, cognitive domain 0.625, and affective domain 0.428 in order. Third, for cognitive domain, the effect sizes were self-efficacy 0.833, problem-solving 0.283, computing thinking 0.276, and coding competency 0.251 in order. Fourth, for affective domain, the effect sizes were learning interest 0.560 and programming interest 0.417 in order. Fifth, regarding school level, the effect sizes were middle school 0.851, high school 0.585, and college 0.435 in order. Finally, for subject areas, the effect sizes were mathematics 1.057, design 0.595, information 0.585, and software 0.28 in order.

• Journal of the Korea Society of Computer and Information
• /
• v.27 no.3
• /
• pp.25-31
• /
• 2022

The purpose of this study is to explore the implications for the systematic operation of the AI curriculum by analyzing the current status of the AI major curriculum in universities. To this end, This study analyzed the relevant curriculum of domestic universities(a total of 51 schools) and overseas QS Top 10 universities based on the industry demand-based standard of AI major curriculum developed through prior research. The main research results are as follows. First, in the case of domestic universities, Python-centered programming subjects were lacking. Second, there were few subjects for advanced learning such as AI application and convergence. Third, the subjects required to perform the AI developer job were insufficient. Fourth, in the case of colleges, the ratio of AI mathematics-related subjects was low. Based on these results, this study presented implications for the systematic operation of the AI major education.