• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.95-103
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• 2023

This paper proposes an artificial intelligence convergence education program for teaching the main concept and principle of Support Vector Machines(SVM) at elementary schools. The developed program, based on Jeju's natural environment theme, explains the decision boundary and margin of SVM by vertical and parallel from 4th grade mathematics curriculum. As a result of applying the developed program to 3rd and 5th graders, most students intuitively inferred the location of the decision boundary. The overall performance accuracy and rate of reasonable inference of 5th graders were higher. However, in the self-evaluation of understanding, the average value was higher in the 3rd grade, contrary to the actual understanding. This was due to the fact that junior learners had a greater tendency to feel satisfaction and achievement. On the other hand, senior learners presented more meaningful post-class questions based on their motivation for further exploration. We would like to find effective ways for artificial intelligence convergence education for elementary school students.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.629-655
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• 2014

This study aims to explore the characteristics of environmental catalysts which have affected the development of music giftedness of the disadvantaged students. For this purpose, this study deals with nineteen disadvantaged gifted in music and examines their self-evaluation test, personal statement, and interview. Based on Gagn$\acute{e}$'s environmental catalysts of differentiated model of giftedness and talent(DMGT), the analysis of the interviews conveys the milieu of the disadvantaged gifted hardly exerts positive influences on their musical activities and studies. While concerning music and supporting their children financially and emotionally, parents unintentionally tend to exert negative influences on their children for their misapprehension of giftedness and incompetent advice. On the whole, the disadvantaged gifted hardly admit their teachers as experts in music. In relation to provisions, most students participate in extra school and local program and none of them participates in music gifted program. They are not satisfied with the quality in education. Despite the importance of the events such as crystallizing experience, award-winning, and performance, most students don't have enough events for inspiring their giftedness. As a conclusion, this study gives a proposition for a strategy to improve the environmental catalysts for the disadvantaged gifted in many different ways: the improvement of social recognition, the enhancement of parent consulting and teachers training programs, and the development and diffusions of more qualified gifted programs and so on.