• Proceedings of the Korea Society for Industrial Systems Conference
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• 2009.05a
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• pp.101-106
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• 2009

수학적 사고의 입장에서 중등학생들이 수학적 문제해결에 논리적 사고와 직관적 사고가 어떻게 작용하는지를 연구하는 것은 수학교육에서 중요하고도 흥미로운 과제의 하나이다. 본 연구의 주된 목적은 중등학교 영재학생을 대상으로 이러한 문제를 조사하는 것이다. 특히 이들 중등영재학생들의 논리적 사고와 직관적 사고에 대한 선호도와 논리적 문제의 문제해결능력 사이의 관계를 조사한다.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.63-80
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• 2019

This study aims to investigate noticing of pre-service secondary mathematics teachers. For the purpose of this study, we analyzed journals of four pre-service mathematics teachers. Our analysis was based on a framework including three categories such as Aware, Interpret, and Response. As results, we found a tendency that pre-service secondary mathematics teachers have more general awareness of students and relatively fewer interpretations of students' mathematical thinking than other categories. In addition, in the category of Response, the pre-service secondary mathematics teachers were more likely to explain to students than to promote students' thinking through questions. Based on these results, we would like to discuss implications for pre-service secondary mathematics teacher education.

• Journal of vocational education research
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• v.35 no.4
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• pp.1-18
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• 2016

The purposes of this study is to verify additional demand of students for secondary vocational education, and draw political implications. To meet the purposes, firstly we analyzed current policies on the secondary vocational education. Second, we divided additional demand of students for secondary vocational education into practical and potential demand. Practical demand by students who would like to take further vocational education in secondary education system includes students who hoped to enter vocational high school however they failed to go, the first or second year students who transferred from general high school to vocational high school, and the third year students who are in general high school would like to take commissioned vocational courses. Potential demand is an additional demand for secondary vocational education in a society perspective. This includes a student who downgraded employment even though they entered college or university after graduated general high-school. Comparing the result of this study with the entrance quota of vocational high-school, additional demand of students for secondary vocational education showed that accounted for 61.2 percent of the entrance quota year 2015. Specifically, potential demand accounts for 31.7 percent of the entrance quota for vocational high school and practical demand accounts for 29.5 percent.

• Journal of Science Education
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• v.37 no.1
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• pp.87-116
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• 2013

The purpose of this study was to investigate science teachers and secondary students' perception of pseudoscience. Subjects were 491 secondary students and 65 science teachers who enrolled in secondary schools located in Korea. The instrument of this study was a questionnaire which consisted of 33 items on 7 domains: fortune and fate, parapsychology, spiritual beings, alternative medicine, UFO and mystery, creationism, and introduction of the pseudoscience concepts in science education. The results suggested that it is necessary to develop science education programs focused on the pseudoscience for secondary students and science teachers. Media such as television, movie, and books should provide a well-organised scientific programs.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.593-614
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• 2013

The purpose of this study was to analyze the research ethics elementary and secondary gifted students enrolled in science-gifted education center of university and to get the implications of research ethics education. 180 elementary and secondary gifted students and 180 general students were participated. The results obtained from this study were as follows: First, the item, such as 'The researchers must have self-esteem and responsibility in their study', both the gifted students and the general students showed the highest perception. On the contrary, the item 'I think that it is right to exclude the person who didn't participate in research' both the gifted students and the general students showed the lowest perception. And gifted students' perception on research ethics was higher than the general students' on the whole. There was a statistically significant difference between two groups(p<.05). Second, the scientifically gifted students' research ethics in 'basic attitude of the researchers' was significantly higher than mathematically gifted students' and IT gifted students' (p<.05). Third, there was a statistically significant difference between the elementary gifted students and secondary gifted students in 'ethics of thought and expression' (p<.05). Fourth, experience in research ethics education and the number of research experience was significantly effect on perception of research ethics. There was a statistically significant interaction effect between gifted students and general students in 'science, technology, biomedical research ethics' items(p<.05).

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1158-1172
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• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.10a
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• pp.483-486
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• 2008

최근의 개정된 7차교육과정의 '정보' 교과에서는 기존의 컴퓨터활용위주 교육대신에 컴퓨터과학과 문제해결능력을 강조하는 내용으로 개편되었다. 이 교육 과정은 2010년 중학교 1학년부터 적용하여 2013년 고등학교 3학년까지 단계적으로 적용할 계획에 있다. 이에 본 연구에서는 개정된 '정보' 교육과정의 내용에 관련 있는 '초 중등학교 정보통신기술 교육 운영지침'의 내용을 중등학생이 어느 정도 파악하고 있으며, 4단계의 영역('정보사회의 생활', '정보기기의 이해', '정보처리의 이해', '정보가공과 공유')과 '종합 활동'의 학습 내용간에 인지도의 차이를 분석한다. 이 분석 결과를 바탕으로 현재 일선학교에서 시행되고 있는 '초 중등학교 정보통신기술 교육 운영지침'의 운영상의 문제점을 학생인지도 측면에서 지적하고 이의 개선점을 제시하고자 한다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.08a
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• pp.101-104
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• 2008

유엔을 비롯한 국제단체와 각 국의 정부에서는 공개 소프트웨어 보급을 위해 많은 노력을 기울이고 있다. 또한 우리나라에서도 공개 소프트웨어를 활성화하기 위한 노력의 일환으로 공개소프트웨어 시범 사업과 정보화 사업 평가 항목에 공개 소프트웨어 사용하면 가점을 부여하고 있다. 그러나 잠재적인 공개 소프트웨어 사용자들인 중등학교 학생을 대상으로 공개 소프트웨어에 대한 홍보와 교육이 부족한 상태이다. 본 연구에서는 현재 중등학교에서 학생들의 공개 소프트웨어에 대한 인지도를 파악하고 분석한다. 이 연구 결과는 중등학교에서의 공개 소프트웨어 교육을 활성화하기 위해 방안을 찾는데 기초 자료로 활용 될 수 있다.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.953-970
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• 2010

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1486-1509
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• 2013

This study aims to identify the image types of secondary school students' perception about the talented person in convergence and to find the differences in drawing images of the talented person in convergence among the students who have taken STEAM class and the ones who haven't. One hundred and eighty seven students in middle and high schools located in the southern part of South Korea participated in this study and they were asked to draw a picture of the talented person in convergence with a brief explanation. Based on students' pictures, researchers categorized their perception about convergence and talented person in convergence by using an inductive method. The result indicated that secondary school students' perceptions were categorized into convergence as individual cognitive processing and collective cognitive processing and convergence as outcomes. The image of the convergence in a talented person leaning toward individual cognitive processing was divided into the following seven types: idea banker type, various talented celebrity type, multi-tasking master type, multi-talented career type, active problem-solver type, creative developer type, and unrealistic ideal man type. Another image of collective cognitive processing was split into expert group type and interactive-mates group type. The other image was transformer type which is the subcategory of convergence as outcomes. From this study, it can be suggested that secondary school students express the various images of the talented person in convergence depending on experiencing STEAM or not.