• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.600-603
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• 2018

The purpose of this study is to describe the SW Convergence education class applying the Novel Engineering teaching method during the creative experiential activity time. We developed a SW convergence education program for a patriotism class applying Novel Engineering, a new educational method instead of writing and drawing. Through this lesson program, students can improve their problem-solving ability based on their computational thinking and enhance their love spirit about country. Students read a book that tells the story of patriot, writes the historical scene presented in the book through scenarios through Re-enactment, and implements the simulation situation using Lego WeDo 2.0. The results of this study based on the analysis of the data on the questionnaire showed that there is a significant students' change through the SW convergence education program for patriotism class. In the future, we will expand the scope to more various grades and subjects so that we can generalize the effectiveness of SW convergence education applying Novel Engineering.

• Journal of Creative Information Culture
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• v.6 no.2
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• pp.65-75
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• 2020

The necessaries of Flowchart learning for software education have been discussed but most studies were conducted on learning methods. In this study, Unplugged Flowchart Learning programs for fifth grade students were developed and taught, and their effectiveness were analyzed. The programs were made of 8 themes(16 periods) based on the learner's levels. The effectiveness of the programs were qualitatively analyzed based on classwork sheets, as well as observation and interview. Computational Thinking tests were pre-tested and post-tested for qualitative analyses. This study found that all sub-areas of CT of the students who took the Unplugged flowchart learning program were significantly improved as well as the overall scores of CT. In particular, students' improvements in the area of abstraction and automation was notable. Various interactions between teacher-learners and learners-learners were observed during class, and were found to have positive effects on changes in learners' attitudes and perceptions.

• Journal of the Korean Society of Food Science and Nutrition
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• v.33 no.6
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• pp.987-994
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• 2004

The purpose of this study was to investigate the effect of dietary seaweed in diabetic rats treated with streptozotocin (STZ) for 7 weeks. The rats (Sprague-Dawley male rats, 180∼200 g) were divided into 4 groups : normal rats fed control diet (C), diabetic rats fed control diet (CD), normal rats fed seaweed diet (M), and diabetic rats fed seaweed diet (MD). Diabetes was induced by single injection of streptozotocin (60 mg/kg, i.p.). Urinary levels of calcium and uric acid, and blood levels of hemoglobin, total cholesterol and low density lipoprotein (LDL)-cholesterol were not significantly different among groups. But high density lipoprotein (HDL)- cholesterol of M and MD groups were higher than that of C and CD groups. Activity of hepatic microsomal G6Pase was significantly (p<0.05) lower in C and M groups than that of CD and MD groups. Hepatic glutathione S-transferase (GST) of M, CD and MD groups were significantly lower than C group (p<0.05), glutathione peroxidase (GPX) of C, M and MD groups were higher than CD group. In conclusion, dietary seaweed may improve blood lipid profiles and GSH-related enzymes in STZ-induced diabetic rats.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.527-537
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• 1998

This article is a part of a research on the elementary science curriculum development to enhance creative problem-solving abilities. The components of the curriculum have been identified as 'scientific knowledge', 'process skills' & 'divergent/critical thinking'. Among these components, construction of the scientific knowledge that enables creative problem-solving abilities has been selected as an intensive research topic for the purpose of the present research. To avoid or to prevent the knowledge learned from separate facts and concepts, five themes have been selected so as to incorporate with all three areas of the elementary science curriculum, i.e., physical science, earth science and life science. The five themes are, 'structure', 'change', 'interaction', 'energy' and 'stability'. The contents of elementary science, which have been selected from the 3rd, 6th and 7th National Elementary Science curriculum, were reconstructed based on the five themes given above. The results of reconstruction are presented in the form of matrix, such that the vertical axis represents how the concepts are related within each domain of science, while the horizontal axis shows how the concepts are interconnected between domains of science. Therefore, based upon the five themes, individual or separate knowledge can be put into more unified knowledge so that contribution of knowledge transfer to new ones can be expected for leaners who will be creative in problem-solving. The process and products of the curriculum development as well as the background of the present research are described and discussed in detail.

• The Journal of the Korea Contents Association
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• v.8 no.1
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• pp.116-127
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• 2008

In the $7^{th}$ education curriculum, computer education curriculum in the elementary and secondary schools is composited into the contents for the use of computers so that there are some limitations in teaching students the abilities for solving various problems of several areas using computers. Recently, the research has done to change the computer education curriculum for enhancing creativity and problem solving ability required by the future education. The contents of the main subject for enhancing them is of computer programming, however, there was not enough research on systematic programming education curriculum for leading to motivating learners and enhanced knowledge transfer to those learners. In this paper, we analysis the contents mathematics education curriculum with consecutive contents and in tight connection with computer education and then extract its programming related elements. Based on those, we propose a programming education curriculum with which we can teach systematically computer programing according to continual and systematic guidance in the elementary and secondary schools. And we develop a teaching model and learning guidance for teaching students programming methods with the computer programming education curriculum proposed in this paper.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1063-1074
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• 2015

In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.267-282
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• 2018

The purpose of this study is to develop and apply a Convergence program for teaching of congruence and symmetry and to investigate the effects of the mathematical creativity and convergence talent. For these purposes, research questions were set up as follows: 1. How is a Convergence program for teaching of congruence and symmetry developed? 2. How does a Convergence program affect the mathematics creativity and convergence talent of fifth grade student in elementary school? The subjects in this study were 16 students in fifth-grade class in elementary school located in Songpa-gu, Seoul. A Convergence program was developed using the integrated unit design process chose the concept of congruence and symmetryas its topic. The developed program consisted of a total 12 class activities plan, lesson plans for 5 activities. Mathematics creativity test, a test on affective domain related with convergence talent measurement were carried out before and after the application of the developed program so as to analyze the its effects. In addition, students' satisfaction for the developed program was investigated by a questionnaire. The results of this study were as follows: First, A convergence program should be developed using the integrated unit design process to avoid focusing on the content of any one subject area. The program for teaching of congruence and symmetry should be considered students' learning style and their preferences for media. Second, the convergence program improved the students' mathematical creativity and convergence talent. Among the sub-factors of mathematical creativity, originality was especially improved by this program. Students thought that the program is good for their creativity. Plus, this program use two subject class, Math and Art, so student do not think about one subject but focus on topic 'congruence and symmetry'. It help students to develop their convergence talent.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.439-446
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• 2020

This study aimed at developing a convergence education program about skin care and social welfare with the purpose of operating liberal arts courses to foster the creativity and character building of university students and the development findings are as follows. The name of the developed course is "beauty treatment welfare and community service" and details were developed for the course overview, goals of the course, textbooks, course management, assignments, and assessment. The lesson goals of this course are character building by fostering creative and outstanding individuals demanded by the society and equipped with the basic knowledge of majors like skin care and social welfare as well as the capability to share and consider through service learning related education for the increase in convergence critical thinking skills and the convergence of skin care and social welfare. The details of the course comprised of introduction about the course, understanding the concept of convergence, understanding the concepts of skin care and social welfare, convergent thinking education and practicum, and education about service learning performance sharing meeting. The service learning is targeted on the socially disadvantaged, such as children and elders, and students can engage in service twice a week with 3 hours for each service session. The assessment is evaluated with midterm (30%), final exam (30%), report (20%), and attendance (20%). This study stresses importance on the development of a convergence education program for skin care and social welfare, which are still undeveloped while convergence education is expanding in university, and with this research as the start, it is anticipated for various approaches to be actively implemented about convergence education in the field of beauty treatment.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.781-806
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• 2014

The purpose of this study is to examine the change in the beliefs of regular classroom teachers after participating in a gifted education lectures and practicum as well as the effectiveness of the lectures and practicum. Each teacher was asked to complete a pre-/ a mid-/ and post-journal, detailing their expected characteristics and then describing what occurred and how their initial expectations were altered. The teachers mentioned high thinking skills, creativity, fast problem solving skills, and a lack of communication skills as intellectual characteristics of gifted students and high motivation and task commitment as social characteristics. They mentioned the characteristics in textbooks on pre- and mid-journals, but presented their observations in post-journals such as lack of communication skills, competitive spirit, and frustrations. The study found that teachers broadened their view of giftedness, recognized the need to adapt instructions for gifted students, realized the necessity of knowing the students to differentiate instruction patterns, and emphasized teaching-learning strategies for the gifted. These results contribute to the promise of having regular classroom teachers engage in a field experience with gifted students to supplement discussions about gifted education lectures.

• Journal of the Korea Society of Computer and Information
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• v.18 no.11
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• pp.255-264
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• 2013

This research was conducted to analyze parents' attitudes on the issues related to the Smart Education Initiative Korea. The questions included the usefulness of major digital tools for educational purposes, knowledge on the Smart Education, necessity for better educational methods, and Bring Your Own Devices (BYOD) policy. A total of 432 response cases from the parents were analyzed considering the parents' age, academic level, and income. As a result, parents regarded desktop PCs as more effective tools for learning when compared to tablet PCs. Meanwhile, mobile devices and SNSs were hardly considered as instructional tools. Second, familarity and understanding of the Smart Education were proportional to household income and mothers' education levels. Third, parents needed for the change in educational methods and agreed with the importance of students' self-regulated learning, collaboration, inquiry ability and creativity. Fourth, regarding BYOD, parents were willing to buy devices with a reasonable price. In conclusion, it is required to reflect the results of the study when implementing the Smart Education throughout the nation.