• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.19-45
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• 1997

Twenty-three of International Math Olympians raised in Korea were served as the subjects to answer the following questions: (1) What family and school factors contribute to the development of the math talent of the Olympians\ulcorner (2) What impacts have the Olympiad program on the mathematically talented students\ulcorner By means of questionnaire survey and in-depth interview, the related data were collected. The questionnaires were developed by James Campbell for cross-cultural studies. The major findings were as follows: (1) the olympians were mostly 1st-born child and were "discovered" in an early age; (2) most olympians ranked highly in the class; (3) the SES of the Olympians' family were varied, though the majority were high; (4) the Olympians' family support and learning environment were reported strong and positive; (5) the Olympiad experiences were, in general, positive to the subjects, especially in learning attitude toward math and science, self-esteem and in autonomous learning and creative problem solving; (6) there were almost none special program designed for the Olympians during their school years; (7) the degree of computer literacy were varied according to the subject's personal interest and the accessibility to the computer; (8) most Olympians had not yet showed special achievement other than math as there were still students; (9) the Olympians were individuals with unique characteristics.teristics.

• Publications of The Korean Astronomical Society
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• v.21 no.1
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• pp.11-20
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• 2006

We carried out a follow-up study on the students who participated in International Astronomy Olympiad(IAO). We surveyed home and school environment, personal characteristics with regard to four high school student and five college students who participated in IAO from 2002 to 2005. In the home environment variable of science elite students who took part in the IAO, we found out significant corelation between science elites and their parent's educational career. In their personal characteristics, we found out considerably their motivation capacity, intelligent curiosity, flexible and creative thinking ability. This study illuminated that the experience of IAO participation offered the opportunity for the students to gain mare self-esteem and positive confidence on scientific study. The IAO experience is construed to effect greatly the students' future. Through the IAO experience, the participating students are expected to major in astronomy and become excellent astronomers in the future. We expect that the interest of student will increase greatly in the area of astronomy and it will contribute to the substantial development of Korean astronomy. In this respect, with the constant support to the IAO participants, the effort to cultivate outstanding astronomers and follow-up study on those participants of the IAO should be continued.

• Publications of The Korean Astronomical Society
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• v.27 no.5
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• pp.431-438
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• 2012

A number of middle and high school students are selected at the Korea Astronomy Olympiad (KAO) in every year. In the first stage of the selection, the resume, school transcript, and recommendation letters from teachers are referred. In the second stage, after video lectures and weekend observation classes, students are tested with on-line homeworks, and interviewed through internet. For 118 students who have gone through the second stage of the 2012 KAO, we have conducted a questionnaire survey, which asks the students the motivation and preparation for the KAO. The survey has also included inquiries for the selection process and education program of the 2012 KAO; the replies will be used as feedbacks for the next year's KAO. The survey has revealed that the first stage worked well, while the second stage needs to be improved in terms of fairness and objectivity. We have found that most students received private tutorings for the KAO, so we suggest efforts should be made for students to be able to prepare the KAO without receiving private tutorings.

• The Inventors News
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• no.43
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• pp.1-16
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• 2006

2006년 발명특허가족 신년 교례회/한국여성발명협회 '2006정기총회' 개최/삼성전자와 대만 AUO, 특허 공유하다/현대카드, 가맹점 주인 전용 카드 출시/외국 기업, 국내 메모리 카드 커넥터 특허출원 선점/IBM,특허 품질개선 프로젝트 실시/알레르기와의 전쟁, 특허로 잡는다/서울시, 여성경제 6단체와 여성일자리 창출 협약/'100대 우수특허제품 대상' 시상식/공익변리사 특허상담 서비스 확대 운영/들고 다니는 '휴대용 화장실' 눈길 끌어/특허청, 특허정보 확충으로 심사품질 제고/'전국 학생 창의력 올림피아드'/특허청, 연구기관과 지식관리시스템 연계/한국, 경영 및 생활 인프라 측면 중국보다 앞서/발명가의 양심선언 화제/국내 연구진, 수소자동차용 연료탱크 개발/미국 특허등록 순위 삼성전자 '넘버 5'/주소불명으로 인한 국가 자원 낭비 막는다/전구소켓에 끼워 쓰는 LED 조명 나왔다/대전시, 중소기업에 1천6백60억 지원/한국발명진흥회 박상원 상근부회장 선임/일본 닛치아, 특허 공세 시장되다/국내 최초로 숨쉬는 김치파우치 개발/역사속의 발명품/발명아이디어/특허Q&A/한미영 한국여성발명협회 회장/경상북도 문경교육청 발명교실/아이디어 착상 및 발명 기법/발명을 향한 블루오션의 손짓/해리스의 퍼머기/월드 NEWS/민간인과 학생 대상, 지식재산 교육과정 열려/네이버, 특허통합정보 서비스 제공/'제가 만든 해금 심금 울리죠'/정부출연연구소 '우리기술 사세요'/리빙 아이디어/협회소식/

• Publications of The Korean Astronomical Society
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• v.23 no.2
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• pp.109-121
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• 2008

The International Astronomy Olympiad (IAO) was established by the Euro-Asian Astronomical Society in order to disseminate astronomical knowledge, promote international cooperation in astronomical education area and recognize the importance of astronomy in far-reaching field of science and human culture. The first IAO competition was held at the Special Astrophysical Observatory of the Russian Academy of Sciences located in the north Caucasus of Russia in 1996. Since then, it has been held every year. This paper describes the present status of the IAO main regulations regarding its operation and major results by year, related institutions, and organizations. We created a scientific inquiry framework to analyze past IAO problems in the recognitive aspect in order to measure levels of the scientific knowledges and the scientific thinking abilities. Through this analysis, we can understand the current status of the IAO, and examine the future direction of Korea Astronomy Olympiad. Also, we can make preparation for the IAO competition and the education of delegates.

• Publications of The Korean Astronomical Society
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• v.26 no.3
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• pp.89-101
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• 2011

The International Olympiad on Astronomy and Astrophysics (IOAA) initiated by the Thailand Astronomical Society in 2007 is an annual competition for high school students. One of its aim is to enhance the development of international exchange in the field of school education in astronomy and astrophysics. This paper first provides the overview of the IOAA in terms of key regulations based on its statutes, history and current status. Secondly, the published syllabus of the IOAA is used for content analysis according to subject areas regarding the exam questions of the IOAA in theoretical, observational and data analysis parts from 2007 to 2010. Also, a scientific inquiry framework is applied to the same questions for assessment based on scientific inquiry in the cognitive aspect with two sub-classes of scientific knowledge and scientific reasoning. Among a dozen astronomy subject areas listed on the syllabus, the theoretical part of the IOAA makes more frequent use of the Sun, the solar system, properties of stars, and concept of time. In content knowledge, a factor of scientific knowledge, the IOAA questions, especially in the theoretical part have a lesser degree in difficulty than the IAO (International Astronomy Olympiad) exam questions for the same period whose degree in difficulty is comparable to college level. With regard to scientific reasoning, the IOAA questions tend to involve convergent rather than divergent thinking. Lastly, in light of these findings, discussions are given on the outcome of Korean participation in the previous IOAAs and ways to help better in preparing Korean students for future astronomy Olympiads.

• Publications of The Korean Astronomical Society
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• v.26 no.3
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• pp.103-114
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• 2011

We have carried out a follow-up study on the students who have participated or are going to participate in either the International Astronomy Olympiad (IAO), the Asia Pacific Astronomy Olympiad (APAO) or the International Olympiad on Astronomy and Astrophysics (IOAA) from 2002 to 2011. The survey questionnaires returned from ten high school students including five who are to participate in 2011 as well as fourteen college students have been analyzed in various aspects of their backgrounds and personal characteristics. In family life, their parents tend to have high educational background along with high expectations for their children. In regard to the academic environment, most students express a general satisfaction in school life, including their relationship with teachers and classmates. In personal characteristics, they describe themselves as inquisitive, perseverant, competitive, creative, self-motivated and goal-oriented, in addition to many other traits. Most students have a strong interest in astronomy which usually begins in middle schools through exposure to astronomy books. On top of it, the astronomy olympiad has provided them with an opportunity to strengthen their self-esteem, problem-solving ability and conviction about scientific careers. Accordingly, the experience in astronomy olympiad has led a considerable number of students to continuously studying in astronomy related fields or otherwise in other science and engineering areas. In conclusion, the astronomy olympiad plays such an important role that it can make a significant contribution to astronomy as well as science in general by having positive impact on the potential career path of its participants.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.26-47
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• 2006

Environmental problems became bigger and widely known among all parts of the society in the last decade. The broad and sustainable study of the environment is the most basic and primary solution to the problems. For this reason, International Environmental Project Olympiad (INEPO) was organized in 1993. Many countries have participated in this organization. Therefore, the purpose of this study was to revitalize the environmental education and to realize the value of environmental education by making students aware of the environmental problems through the INEPO and Korean Environmental Olympiad (KEO). To achieve these goals, we conducted as follows First, we introduced aims, major contents and rules of the INEPO and grasped problems related to the applying method of students who want to participate in the INEPO in Korea. In addition, we introduced both results of domestic contest for participating in the 14th INEPO and of the 14th INEPO itself opened in 2006. Second, we analysed participants' themes according to project types such as environment-biology, environment-chemistry, environment-physics, environment-health and environment-social sciences from Previous INEPOs. Third, we had interviews with several participants to gather their thoughts on motivation and impression of participation, the reason of theme selection, and the method of environmental education in school, by visiting each booth of INEPO. Finally, we suggested sustainable methods of the KEO to revitalize environmental education, and proposed various methods to revitalize the environmental education through the KEO and INEPO in the primary and secondary schools.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.55-89
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• 1995

Currently Korea encourages gifted highschoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes is Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during short period of time. Out of 40 candidates, less than 20 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situatin Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this tranining program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety coping. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• Journal of Science Education
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• v.45 no.3
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• pp.275-291
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• 2021

The purpose of this study is to analyze the level and characteristics of system thinking of middle and high school students on cycle of matter in the Earth system considering the impact of human activities on the cycle. For this purpose, we developed items for assessment and assessment rubric through the analysis of 2015 revised curriculum and applying systems thinking, respectively. Middle and high school students who participated in the Korea Earth Science Olympiad were the subjects of this study. The level of system thinking was determined using the assessment rubric for student responses collected using items for assessment. The characteristics of system thinking were identified using word analysis. Based on these, the improvement of the curriculum considering the impact of human activities was discussed. The results of the study are as follows: first, the system thinking level of most secondary school students was low in identifying or classifying system elements for matter cycle, and high levels, such as system relationship or generalization of patterns, were found to be relatively small. It was found that students had a higher level of system thinking in the carbon cycle than in the water cycle. Second, in terms of the characteristics of system thinking about water cycle, water was recognized as a major system element and mainly related with evaporation between atmosphere and other system elements. Whereas, in the carbon cycle, carbon dioxide was regarded as a major system element, and photosynthesis and respiration were represented in relation with the biosphere. Third, for education considering the impact of human activities on the matter cycle in the Earth system, it is proposed improving the curriculum considering the socio-ecological system by extending the existing earth system.