• 한국정보처리학회:학술대회논문집
• /
• 한국정보처리학회 2011년도 추계학술발표대회
• /
• pp.1502-1504
• /
• 2011

최근 소셜 네트워크를 이용한 학습 방법이 활발하게 연구되고 있다. 동일한 영역에 지식을 공유하고 새로운 정보를 웹에서 생성하는 등 집단지성 학습자들이 계속적으로 늘어가고 있으며, 특히 IT 학습을 위한 온라인기반 교육은 관심도와 직군에 따른 집단지성을 통한 효과적인 학습 성취도를 높일 수 있다. 따라서 본 연구는 웹 기반을 중심으로 한 IT집단지성 학습자들의 개인차를 파악하고, 각 특성에 따른 다양성을 적용하여 학습과정 중 자신에게 적합한 학습경로를 파악하여 학습의 지속적인 진행에 있어 정확한 자료를 제공하고 효율적인 학습의 진행이 이루어져 성취도를 높일 수 있도록 학습 성취도 예측 시스템을 연구 개발하는 데 그 목적이 있다. 이를 위해 먼저 IT습자들이 자신의 개인차를 파악하기 위해 학습의 유형, 학습몰입, 인지적 능력, 개인적 성향, 창의적 성향 등을 활용한 검사도구의 개발이 선행되어야 한다. 다음으로, IT 전공자 혹은 비전공자를 대상으로 예비조사를 실시하고 그 결과를 바탕으로 학습 성취도 예측을 가능하게 하기위한 시스템을 설계하고자 한다. 향후 본 연구의 결과로 학습자의 학습 성취도를 향상시키고, 예측 결과에 의한 집단지성 그룹을 좀 더 효과적으로 운영 할 수 있는 시스템을 구축할 수 있을 것으로 기대한다.

• 대한지구과학교육학회지
• /
• 제4권3호
• /
• pp.242-250
• /
• 2011

The present study compared the contents and methods of elementary science education in schools and education institutes for the gifted and surveyed the contents and methods of science education for the gifted desired by students in order to set the direction of elementary science education at education institutes for the gifted. For this study, we conducted interviews with a 5th-grade male student and a 6th-grade female student at the science class of the Education Institutes for the Gifted run by Iksan Education Office. Besides, printed materials were collected and used to refer to the contents of education. The results of this study are as follows. First, in school, the student learn according to the curriculum defined by the government and the contents begin with elementary and basic ones and move step by step to deeper and wider scientific principles. On the contrary, in the education institute for the gifted, the contents of teaching materials are decided at the teacher's discretion, and because they target gifted children, their level is higher than that of the science curriculum in school. Second, the most common teaching method in school is lecturing and, next, experiments, group activities, etc. On the contrary, in the education institute for the gifted, experiments are used most frequently, and various educational methods are adopted including lectures, project learning and cyber learning. Third, the contents of science education that gifted children wanted to learn are not limited to any specific area. Science education methods that gifted children wanted were various, including project learning, group activities, experiments, and report making and presentation.

• 대한지구과학교육학회지
• /
• 제5권3호
• /
• pp.256-266
• /
• 2012

The purpose of this study is to use DARTs (Directed Activities Related to text) to foster inquiry problems while actively engaging accelerated gifted elementary students in the field of earth sciences. This study is continually evolving in the classroom on the proposition that accelerate the scientific thought whether inquiry problems show any change according to the extent of prior background knowledge through DARTs. Researchers appointed the accelerated gifted elementary students with 14 investigation problems and it was their duty to not only classify the inquiry problems, but to analyze using interviewing methods according to type classification framework. Many scientific terms were used concretely in the inquiry problems that were propose after DART. The students gave a direct effect to the inquiry problem to be proposed according to the level of the content that it is presented in the DARTs worksheet. As a result, the NP-IP type and the EC-IP, NC-IP inquiry problem type proposed above much as a whole in DARTs former and prior. Particularly, the EMC-IP type and etc. was variously proposed after the DARTs. And the students proposing the inquiry problem of above average proposed the inquiry problem of the EP-IP type much unlike the general average student after the DARTs. The EC-IP, NC-IP and NF-IP type were changed much after DARTs used. Particularly, the EC-IP and NC-IP type were changed much.

• 대한지구과학교육학회지
• /
• 제6권2호
• /
• pp.152-158
• /
• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• 한국학교수학회논문집
• /
• 제17권4호
• /
• pp.771-804
• /
• 2014

'무게중심'의 개념은 현재 초등교과영역에서 처음 등장하여 대학의 수학과 물리학, 공학 분야 등 폭넓게 응용되고 있지만 실제 교육은 실생활과 유리된 이론수업의 형태가 대부분이었다. 2013년 '${\bigcirc}{\bigcirc}$대학교 과학영재교육원'에서 영재학생들을 대상으로 '무게중심 확인 융합 프로그램'을 개발하였고, 본 연구에서는 이 프로그램을 수준별 수업으로 재구성하여 비영재학생들에게 적용시켜 그 효과성을 분석하고자 한다. 물체의 빈 공간이나 물체 밖에 무게중심이 존재하는 경우를 확인하는 실험 등 새로운 과정을 포함하였으며, 무게중심을 구할 때 핵심이 되는 지렛대의 원리에서 지렛대의 무게를 고려한 계산 방식을 제시하여 보다 실제적으로 개념에 다가갈 수 있도록 하였다. 초 중 고등학교 학생 총 65명을 대상으로 기존 8차시 프로그램을 4차시로 재편성하여 적용하였고, 수업 후 설문과 토론, 인터뷰 등을 통하여 분석한 결과, 학생들은 정밀한 오차분석 등의 과정을 통하여 수준 높은 성공의 경험을 하였다.

• 정보교육학회논문지
• /
• 제21권1호
• /
• pp.41-55
• /
• 2017

최근 관심을 받고 있는 피지컬 컴퓨팅 교육은 하드웨어와 소프트웨어 요소를 통합하여 의미 있고 창의적인 산출물을 개발함으로써, 과학적 탐구 태도를 함양시키는 데 효과적인 교육의 형태이다. 이에 본 연구는 피지컬 컴퓨팅 교육에서 주요 학습성과 변인으로 거론되는 과학적 탐구 태도를 교육성과 변인으로 상정하고, 이를 예측하는 요인을 규명하고자 과학경험, 교육지원, 학습몰입을 예측변인으로 상정하여 이들 변인의 예측력을 확인하였다. 이를 위해 초등학교 4학년에서 6학년인 영재교육프로그램 참가자 64명을 대상으로 피지컬 컴퓨팅 교육을 실시하여 자료를 수집하였다. 수집된 자료는 기술통계, 상관분석, 다중회귀분석 및 매개분석을 통해 분석되었다. 연구 결과, 과학경험과 학습몰입은 교육성과인 과학적 탐구 태도를 유의하게 예측하는 것으로 나타났다. 또한 학습몰입은 과학경험과 과학적 탐구 태도, 교육지원과 과학적 탐구 태도 사이를 매개하는 것으로 나타났다. 이를 기반으로 피지컬 컴퓨팅 교육에서 과학적 탐구 태도 향상을 위해 과학경험 기회의 제공, 긍정적 교육지원의 필요, 학습몰입 촉진을 위한 전략이 필요함을 제안하였다.

• 대한수학교육학회지:수학교육학연구
• /
• 제24권3호
• /
• pp.333-357
• /
• 2014

본 연구에서 제시하는 무게중심 확인실험 프로그램개발은 2013년 '동국대학교 과학영재교육원'에서 융합형 영재프로그램으로 개발되어 초등 영재학생 10개 집단 120명과 중등수학영재학생 24명을 대상으로 진행되었다. 무게중심 확인실험은 한국 과학창의재단에서 제시하는 융합형인재교육(STEAM) 학습준거 틀에서 수행된 3단계 과정을 이행하여 창의적 융합교육의 효과를 극대화하였다. 본 연구가 갖는 3가지 특징은 다음과 같다. 첫째, 연구에서 새롭게 개발된 무게중심 확인실험은 수학과 물리가 융합된 교육방식이다. 둘째, 실험에 사용되는 모형은 학생들의 능동적 활동으로 창의적인 모형 설계가 가능하다. 셋째, 무게중심 확인실험 프로그램은 학습 능력에 따라 수준별 수업으로서 전환이 가능하다. 위에서 제시한 특성들을 바탕으로 무게중심 확인실험을 통하여 창의적 융합교육의 효과를 극대화시킨다. 설문조사 결과는 주어진 지식을 단순 암기하는 학습에서 벗어나 실험에 필요한 배경지식 이해, 실험 설계, 실험 과정, 실험 결과의 단계를 거쳐 학습된다. 설문조사와 학생들의 실험 후 토의 결과, 현재 수학 또는 과학 교육과정이 제시하는 무게중심 학습과 비교하여, 새롭게 개발된 융합형 프로그램이 교육의 효과가 뛰어남을 보여 준다. 본 연구는 수학이 다른 교과영역과 융합되는 새로운 융합형 교육방식을 제시한다. 특히 무게중심을 찾고 이를 확인하는 새로운 형태를 제시한다. 결론적으로 교수자와 학습자가 모두 만족할 수 있는 새로운 무게중심 교육의 틀을 제시한다.

• 대한지구과학교육학회지
• /
• 제7권1호
• /
• pp.24-33
• /
• 2014

The purpose of this study was to determine the discrete intelligences from multiple intelligence affecting the social adaptive behavior, help to understand their relation and draw educational implications to be used in supporting gifted students who have social and emotional difficulties by comparing and analyzing the relation between multiple intelligence and social adaptive behavior of gifted and general elementary students. The conclusions of this study are as follows. First, the levels of both multiple intelligence and social adaptive behavior were significantly higher in gifted elementary students compared to general ones on all sub-factores, indicating that the gifted elementary students are more adaptive in such constructs as self-efficacy, self-esteem, communicative skill, school life and interpersonal skill compared to general ones. Second, the association between multiple intelligence and social adaptive behavior was statistically significant both in gifted and general elementary students, indicating that the two constructs have close relation with each other. Third, for the gifted elementary students, the logical-mathematical and interpersonal intelligences had explanatory powers for self-efficacy, self-esteem, communicative skill, adaptation in school life, interpersonal skill while, for the general ones, intra- and inter-personal intelligences had explanatory powers for most domains of social adaptive behaviors, indicating that development of intelligences affecting the social adaptive behavior many have positive effects on social and emotional development of both gifted and general elementary students.

• 대한지구과학교육학회지
• /
• 제4권1호
• /
• pp.1-11
• /
• 2011

This study was carried out to analyze primary gifted education systems in Korea and China. The results of the research are as follows : (1) The objectives of the gifted children education of two countries are same. They intend to dig out hidden talent and giftedness of gifted children. They emphasize the development of creativity in the gifted children through the various special teaching methods. (2) Korea has been doing the gifted education limitedly focused on the 4th grade students in elementary school after regular school curriculum, but China has performed gifted education from primary school to university quite systematically. (3) Korea tend to select the students based on the objective sources such as teachers' observation, recommendation, school scores, but this has limit to find out the real potential genius. China has the similar problems, but they consider of the comprehensive talented and abilities in students at school unit level. (4) Both countries have the teacher training systems for study to make more efficient programs and methods in gited education. It has been emphasized the necessity of gifted education to expand the range and target. Most of all it is very essential to train the teachers to manipulate the gifted education programs. The government should be persue the multiplicity and professionality now. So there are so many things to learn from China since they managed the gifted education in a regular curriculum of the school.

• 대한지구과학교육학회지
• /
• 제6권3호
• /
• pp.196-206
• /
• 2013

The purpose of this study was to analyze perfectism, interpersonal characteristic between the gifted & talented students and the general. The subject of this study were 112 the gifted students and 120 the general. They answered the questions about perfectism and interpersonal characteristic. To compare the gifted and general students' tendency, collected data was classified by their gender and grade. And correlation analysis was done in oder to analyze the relation between the gifted students' perfectism and interpersonal characteristic. The important results of this study were as follows. First, the grade gap of perfectism was not meaningful in both groups. Otherwise, the gender gap of perfectism was meaningful in both groups. Female's perfectism was higher than male's. And the gifted students' perfectism was higher than the general students'. Second, Differently, the gender gap of interpersonal characteristic was meaningful in the same group. Female had higher positive social-relationship, expression tendency than male. But female had lower competition-aggressiveness propensity than male. In the general group, the 6th grade students showed more positive role, social-relationship than 5th grade. And male showed more competition-aggressiveness propensity than female. Comparing the gifted and the general, the gifted had more dominant-superior, exhibitionistic-narcissistic propensity. It could be a reason of the gifted students' social problem. Third, among self-oriented perfectism and dominant-superior, independent-responsible propensity had meaningful correlation. Also socially-prescribed perfectism had influenced on dominant-superior, sociability-friendliness, exhibitionistic-narcissistic propensity.