• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.895-910
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• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.383-393
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• 2017

The purpose of this study is to examine the interpersonal competence of science-gifted students in groups of people with different characteristics. We examined the interpersonal competence and characteristics of students in school and in science-gifted education institute. The subjects of this study were 72 students in a university-based science-gifted education institute. We used a mixed method of both qualitative and quantitative research. The questionnaires were used for quantitative research and the narrative contents and interviews were analyzed for qualitative research. We compared their competence in school with those of gifted education institute students through questionnaire, narrative contents, and interviews. The interpersonal competence questionnaire consisted of 46 questions and their own descriptions about interpersonal experiences in school and in science-gifted education institute. In an interview, they explained their answers on the questionnaires with more details. As a result, generally, the science-gifted students evaluated their interpersonal competence higher in school than those in gifted education institute. They showed different interpersonal characteristics in schools and in science-gifted education institutes. This implies implications for the social meaning of the science-gifted education institutes.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.1-11
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• 2012

Developing middle and high students' information literacy and creative problem-solving skills in this information-oriented society is very important and for this reason, the subject of informatics has been established. However, little research on creative problem solving literacy of informatics textbooks has been conducted. Therefore, the purpose of this paper is to quantitatively analyze whether 'problem-solving methods and procedures' parts in informatics textbooks in middle schools present creative problem solving literacy or not and in what degree. Data were quantitatively analyzed using the Gil-Su Choi method. The result of data analysis indicated that all the textbooks turned out to be correct range in the category of the "composition of various learning activities," but got out of range in some categories such as "problem-solving process reflection" and "problem-solving strategy proposal". Also a few textbooks haven't satisfied in important indexes and activities. So, we suggest that more 'problem-solving process reflection' and 'problem-solving strategy proposal' parts should be included in the informatics textbook and more various forms of learning activities be utilized well as the ratio of activities needed primary and high mental processes be kept the balance.

• Korean Journal of Social Welfare
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• v.37
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• pp.357-379
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• 1999

In recent years, the subject of peer rejection in school settings has received increased attention in the massmedia and counseling literature. This study focused on the effect of individual and environmental factors on peer rejection. Dependent variable was the number of perpetrating peer rejection and independent variables were psychological, behavioral, familial factors, exposure of peer rejection and perception about school policies. Ordered Probit model was employed because of the nature of limited dependent variable. The data were collected from 714 middle-school student in Seoul. Major findings were as follows. First of all, the adolescents who has aggression and problematic behaviors in school were more likely to participate in peer rejection. Second, negative parent-children relationships and the family structure didn't have significant effects on peer rejection. And there were not a significant effect of attitude toward academic value and academic achievement on peer rejection. Third, environmental risk factors such as negative peer relationship and the exposure to rejection had a significant increasing effect on peer rejection. But consistent school policies didn't have a significant effect. In conclusion, this study confirmed that peer rejection in school settings was affected by school environment such as negative-peer relationship, and exposure to rejection. Therefore, comprehesive and systematic intervention programs should be required to ensure that all the pupils at school have a right to learn in a safe and fear-free environment.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.155-183
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• 2010

The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident, local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course.

• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.299-323
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• 2018

This study confirmed the life career branching points, and studied qualitatively the career strategy and career identity at that time. The participants in this study were three students from third graders of middle school, three ones from third graders of high school, and three before and after college graduation, which correspond to the vertical transition stage of school education. Three participants were selected before and after 30 years of age, three before and after 40 years of age, and three before and after 60 years of age. Subject analysis of the contents of the 18 interviews, showed that the life career branching point appeared in middle school grade 3, high school grade 3, until employment after graduation, within 3 years after entering their first job, early 40 years, 60 years old, and 80 years old. Second, external situations were due to the influence of important others, or external stimuli, environment, and career events. Third, negative emotions were repeated for each life career branching point. Fourth, as a result of the interview, the career identity confusion was repeated in every life career branching point. Fifth, the career strategy at the life career branching point was categorized as an approach strategy and avoidance strategy.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.221-241
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• 2012

The purpose of this study was to explore differences in styles of perfectionism, stress, and career decision-making of gifted musicians by their grade level and examine the effect of perfectionism and stress of gifted musicians on their rational career decision-making. The participants of this study were 88 gifted musicians attending in the middle school of arts. The results indicated that there were significant differences in dimensions of perfectionism by the grade level of gifted musicians. The tendency of self-oriented, other-oriented, and socially prescribed perfectionism was higher with grade level. There were significant differences by grade level in stresses that gifted musicians experienced. The higher a grade level was, the more gifted musicians got stresses in self-development, parent-child relationship, peer relationship, and school life. The effect of grade level on career decision-making was significant in the rational and the transitional career decision-making. The higher a grade level was, the more rational decision-making was but the less transitional decision-making was. Meanwhile, when the effect of perfectionism and stress of gifted musicians on the rational career decision-making was examined, the rational career decision-making was predicted by self oriented perfectionism and self-development stress.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.35-54
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• 2009

The purpose of this study is to develop practical problem based lesson plans on youth's self management and to analyze it's effect self-leadership skill of middle school students. The contents of the middle school Home Economics Technology textbooks and new curriculum revised in 2007 were analyzed. Based on these analyses 6 practical problem based lesson plans on youth's self management were developed. The topics in the lesson plan were as follows: 'Improving Self Identity', 'Expressing Self', 'getting the Life Goals', 'Importance of Time Management', and 'Time Management Skills'. The second grade middle school students in Goyang City as an experimental group were taught by practical problem based lesson plans. After the experiment, the changes in self-leadership skills of students were analyzed using paired t-test. The significant improvements of self leadership skills such as communication skills, learning skills and group management skills were found in the experimental groups of students. Thus, the following conclusion is made that the practical problem based lesson could be one of the useful methods for students to develop self-leadership skill.