• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.7
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• pp.1400-1406
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• 2007

The core part of education program of the gifted students in information is the thinking ability extension of the programming. We propose four phases of the education model : (1) problem understanding (2) visualization (3) symbolization (4) algorithmization. This model of four phases is applied to learn the abstract concept of recursion using the data structure of Tree. This model is verified by presenting the example of 'Hanoi Tower' to stimulate intellectual curiosity of the students and help to expand their thinking strength. Also, we show the characteristics of which the teaching subjects and learning activities have, by presenting and clarifying the type of education program, properties of the learning contents, and lower level components. The students can deepen and foster the growth of the learning contents by the students' activities of self-evaluation, and their thinking abilities are increased by the guidances of their teachers.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.2
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• pp.289-313
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• 2013

The purpose of this study is to improve the information literacy of elementary school students. For the study, three 4th grade classes of an elementary school in Daegu were provided a two-hour instruction about basic training on how to utilize information and school library, after which one of the three classes received 2 hours long weekly information literacy instructions associated with social studies and science curriculum for 20 weeks. The study, implemented in two phases with mid-term assessment, involved three interview sessions with students, two interview sessions with homeroom teachers, a general descriptive survey, a performance assessment and a follow-up survey.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.94-106
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• 2010

In this study, we investigated the preservice elementary school teachers' self-images of science teaching and the factors influencing their formation by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). One-hundred eighty-two sophomores and 183 seniors were selected from the departments of science and non-science education in three national universities of education. DASTT-C was administered to the sophomores at the beginning of the Spring Semester, and to the seniors at the beginning of the Fall Semester. Analyses of the results revealed that the self-images of science teaching of the seniors were more student-centered than those of the sophomores in the department of science education. However, there was no significant difference between the DASTT-C scores of the sophomores and the seniors in the department of non-science education. Many sophomores answered that the main factors affecting their self-images of science teaching were teaching-learning experiences in elementary, middle and high schools. However, many seniors cited the content and teaching methods in science education courses as well as direct or indirect teaching-learning experiences in teaching practices regardless of the departments. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.632-639
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• 2002

The purpose of the study is to develop a scoring rubric for students’ mind maps. The participants of this research were students in two fourth-grade classes selected from an elementary school in Pyungtaek-shi. After receiving basic training, students developed mind maps four times while teaming two science units. In order to score the mind maps, a scoring rubric was developed. To estimate the reliability of the rubric, selected mind maps were marked by three teachers and correlational coefficients were calculated with SPSS. As a result of the study, a scoring rubric consisted of three domains, central circle, branches, and expression were developed. The reliability of the rubric is proven to be high to very high.

• Journal of Radiation Protection and Research
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• v.39 no.4
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• pp.187-198
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• 2014

I developed a curriculum reflecting the perspectives of students, science teachers, and professionals in order to carry out standardized, fundamental nuclear power and radiation education in schools. Among elementary, middle, and high schools, 78.4%, 78.6%, and 93.1% respectively exhibited (with high frequency) a need for nuclear power and radiation education. The proposed elementary and middle/high school course titles are "Radiation and Life" and "Nuclear Power and Radiation" respectively. The courses are offered at every grade level and span one semester each year. The duration of each weekly class varies; at the elementary, middle, and high school levels classes meet for 40, 45, and 50 minutes respectively. Thin textbooks containing an abundance of cartoons and photos were requested. The starting points for education were fixed at the sixth grade, second year of middle school, and the first year of high school. It was stipulated that the education be separate from the regular curriculum, and encompass a creative and experimental field study based on the principal and science teachers' needs. Similar trends were observable according to grade levels regarding class hours, textbook format, form of education, and educational necessity. A simulation of the devised curriculum revealed an overall goodness of fit totaling $3.88{\pm}0.60$, $3.89{\pm}0.60$, and $3.66{\pm}0.63$ out of five for elementary, middle school, and high school students respectively, which are scores equivalent to 70 and above (out of 100). The significance of this study is that it is the first to propose a curriculum designed to cultivate value judgment based on understanding nuclear power and radiation. However, the realization of nuclear power and radiation education requires that follow-up measures be taken regarding textbook development, amendments to related laws, and the providing of teaching plans.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.283-294
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• 2022

Although the concept of light is important in the elementary school curriculum, substantial research suggests that students and teachers have difficulties in understanding it. Therefore, it is necessary to analyze the reasons for these difficulties-whether it is due to the content or due to the presentation method of contents, structure, and expression. The national curriculum and textbooks of Korea, the US, China, and Japan were comparatively analyzed from the following perspectives: 1) key concepts of light, 2) structure of light units in the textbook, 3) materials, light sources, and optics used in light units. Consequently, there were differences between countries in their inclusion of the concept of light in the curriculum. In particular, the Korean curriculum studies the concept of refraction by a convex lens, whereas the concept of light, light source, and vision is not introduced. Furthermore, countries also differed in their structuring of units. The Korean curriculum was presented segmentally by concept rather than structured according to core ideas or perspectives, and the connection between concepts was unclear. In addition, there were differences between the countries in materials, light sources, and optical instruments to explain key concepts. On using light, the US curriculum provides a purpose and uses light to achieve it, and China and Korea understand the concept. It was divided into the method of using the material to deepen. Based on the results of this analysis, the implications for the elementary science curriculum in Korea were derived as follows. First, it is necessary to introduce concepts sequentially and organize them so that the connection between concepts is well expressed. Second, it is necessary to introduce light and light sources as the predominant concepts. Third, it is necessary to include the principle of seeing objects. Fourth, it is necessary to adjust the material and content level of the refraction concept included in the light and lens unit. Fifth, an integrated approach is required because light has a deep connection with various concepts included in the elementary science curriculum.

• Journal of the Korea Society of Computer and Information
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• v.10 no.5 s.37
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• pp.343-352
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• 2005

The existing CAI or web-based science learning system of elementary school has some disadvantages. For instance, it is composed of uniform courses designed by an instructor without considering the learner's characters, and the learner's opinions or questions raised during learning can not be delivered to the system. This structure has diminished the willingness or the motive of the learner and make an adverse effect on the learning efficiency. In this regards, Instruction-Learning System is needed to provide learning environment Pertinent to the learner's individual character and motivate the learner's active attendance and learning. This study is to design a character-based conversational Instruction-Learning System. This may induce the learner's active attendance through the communications between instructor and learner and furnish various learning materials to motivate the learners and attract their consistent interests in learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.33-38
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• 2020

Problem development is important to Problem-Based Learning (PBL) and is key to the creativity and problem-solving skills of successful learners. The purpose of this study is to have PBL classes that effectively materialize problem development stages, and to develop learning using problems suitable for elementary school English Science classes. In this study, the steps for developing the problems are identifying educational content, identifying learners' characteristics, discovering problems, setting up roles and situations, and writing problems. Based on these steps, five PBL problems were developed by selecting a subject suitable for the PBL method of an English Science class, which is one of the English curriculums in elementary schools. Creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and communication skills are required in the rapidly changing society of the 21st century, rather than teacher-centered instruction, acquiring knowledge for correct answers only, and uniform assessments, which still take place in many English education settings. Therefore, developing problems suitable for PBL learning should be continuously studied.