• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.861-879
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• 2013

The purpose of this study was to explore the science gifted students' value-judgments and decision making writing on the space exploration enterprise. Sixty-four first graders of a gifted science school took the seminar-style decision making instruction for 10 hours in one month. After having the seminar-style decision making instruction, we have analyzed science gifted students' value-judgments and decision making process utilizing questionnaires and their writings. As a result, gifted students were aware of both sides of the space exploration enterprise, benefits and risks, and showed different decision making depending on their priorities of evidence interpretation. Although the majority of gifted students were very well aware of the importance of space exploration enterprise, they would still need to know the background information of space exploration enterprise. Based on this study, implications of SSI education and future research about space exploration enterprise were discussed in the result.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.937-954
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• 2008

Although the development of scientific thinking is one of the significant goals in science education in schools, there is a lack of empirical research on how science teachers conceptualize scientific thinking. This study explored how four pre-service secondary-level science teachers conceptualized scientific thinking and elaborated their conceptions through peer discussions. Results involved each pre-service teacher's conceptual spectrum of scientific thinking and showed the process of elaboration in their conceptions about three crucial issues in small-group or larger discussions. Three issues related to scientific thinking included everyday vs. scientific thinking, the relationship between science knowledge and scientific thinking, and the relationship between logical systems and evidence. Implications for pre-service science teacher education were discussed, and further research was suggested based on the results of this study.

• (The)Study of the Eastern Classic
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• no.71
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• pp.305-349
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• 2018

James Scarth Gale was a Canadian writer and Presbyterian missionary in Korea. He is A representative figure in Korean studies. Gale was the master of Korean studies at that time, which was based on Korean history, culture, folklore, and language. Gale was the first to will announce Korean Studies to the world. Gale's research and writings have spread to the continent of North America, including Europe and the United States, including Britain. At that time, Gale's study made Korean studies widely known to the world. There is a lack of research on Gale. It is because there is no material and documentary. Gale's documentary is on Thomas Fisher Rare Book Library on University of Toronto in Canada. Gale's documentary Name is Gale's Papers. The official name is MS Col 245, Gale James Scarth Papers. The papers consist mainly of holograph notes for and drafts and typescripts of Gale's works about Korea and his translations of English and Korean texts. In addition, the collection contains correspondence, commonplace books, diaries, the diary of his- second wife, Korean manuscripts collected by Gale, and published articles. The material dates from his work as a Presbyterian missionary in Korea(1888~1927) and from his retirement in England(1927~1937). The documentary Inclusive dates is 1888~1937, Extent is 24 boxes and 8.23 meters. Accession number is 87.046, Gift of George M. Gale in 1987. Liz Ridolfo helped collect the materials in Thomas Fisher Rare Book Library. Thanked. Gale's paper will be an important resource for modern Koreanology studies.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.2
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• pp.11-24
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• 2022

The purpose of this study is to derive a curriculum environment for operating various student-centered teaching and learning methods, and the following results were derived: First, most of the lectures, discussions and consultations, data search, report preparation, presentation, work exhibition, and others were commonly derived, regardless of the types of long-term and short-term project classes for each subject. In particular, the necessity of operating various classes at the same time was suggested, indicating the need for an integrated teaching and learning operation environment in the unit subject class. Second, considering that practical classes are linked concurrently to lectures and discussion classes to conduct one subject class, it is necessary to switch to a specialized curriculum system that allows various classes such as lectures to be carried out at the same time. Third, as a result of grasping the appropriateness of the space size of the subject class for realizing different class types in the future, it can be seen that the space size of the practice room, including the space for practice and the area for exhibition, should be expanded. Based on the research results, the spatial environment for the operation of future teaching and learning classes is based on the public curriculum classroom system, and whether professional curriculum classes, such as lecture rooms and discussion and presentation rooms, are secured according to the number of students.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.240-252
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• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.482-494
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• 2008

The purpose of this study was to introduce a practical model to enhance creative and critical thinking skills through hypotheses generating activities for students. The 2007 Science National Curricula stresses the need for the enhancement of creative thinking skills for our students. The definition for the creativity in the narrow sense is the divergent thinking skills. The definition of the critical thinking skills is the strong sense of those skills. This model shows the use of the divergent thinking skills and convergent thinking skills together. The divergent thinking skills has been developed by making three alternative explanations about the causal question within a group of students by active discussion. The following procedure includes the selection of the most provable of the three explanations within a group of students also by active discussions. This process needs convergent thinking skills as well as critical thinking skills. This model can be used easily by exchanging from the one explanation about the causal question in any inquiry teaching strategy to three explanations about one. Although the partial modified strategy shows a small difference from any inquiry teaching strategy, but the effect of the enhancement of the creative thinking skills for our students shows significantly better (p<.05). More detailed study will be carried out in the near future.

• The Journal of the Korea Contents Association
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• v.9 no.1
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• pp.465-474
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• 2009

The emergence of the digital age has changed the paradigm of education. Recently, the new paradigm needs new digital books that contain more interactive contents. Our goal is to design the digital textbook with convenient interfaces and cutting effects for interactive and effective education. To achieve these goals, we propose interfaces and contents which are designed after a lot of discussion with educational experts. In the implementation step, cutting algorithm is proposed to generate the cut planes of the 3D objects, based on the free strokes specified by the users. In order to test the performance of the contents, the testbed was implemented so that students try our digital book and present their evaluation results on the convenience and the effectiveness.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.

• East Asian mathematical journal
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• v.32 no.4
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• pp.519-543
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• 2016

Today the high school mathematics lesson has an effect on the scholastic achievement internationally, but fails to lead to the interest in the mathematics which stimulates the intellectual curiosity. Due to this, 2015 revised curriculum includes the effort to improve the emotional aspect of mathematics positively. It is needed that the teaching method through discussion and debate must be introduced to accomplish the objective of the mathematics in 2015 revised curriculum focused on the improvement of the ability and attitude to solve the problems creatively by increasing the mathematical communication skill of the students. The purpose of this study is to investigate the effect of mathematical essay-typed lesson focused on discussion and debate on the mathematical disposition and attitude of high school student. The findings from this study provided that the essay-typed lessons focused on discussion and debate improved the subject students' mathematical achievement and disposition and attitude, but it is not significant change.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.116-122
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• 1995

목적 : 다음과 같은 fluoxetine으로 유발된 조증 증례를 보고한다. 이와 함께 fluoxetine사용이후 보고된 조증 증례보고를 모아서 정리하고 함께 문헌고찰을 하였다. 증례요약 : 가족력상 기분장애의 병력이 없었으며, 다른 주요 정신과적 질환의 병력은 없었다. 환아는 개인력상 5세경에 주의력 결핍, 과잉행동의 양상을 보였던 병력이 있었고, 13세때에 피해 망상, 환청이 지속되어 haloperidol로 치료받기 시작하였다. 이후 피해 망상의 내용을 언급하거나 환청에 영향받는 행동은 없어졌고 간혹 우울감을 호소하였다. 이후 정신분열증의 진단 하에 haloperidol만으로 3년간 유지하였다. 1994년 환아는 18세때 고3이 되면서 대입에 대한 걱정과 신체적인 허약감을 자주 호소하며, 우울증상이 두드려져 fluoxetine 20mg를 3일간 투여하던 중 갑자기 조증의 임상적 양상을 보이기 시작하여 본원의 입원치료를 받게 되었는데, 입원당시 보인 임상양상은 앙양된 기분, 이자극성(irritability), 사고의 비약, 연상의 이완과 지리멸렬, 과대망상, 피해망상, 관계망상, 환청 등이었고 사람, 장소, 시간에 대한 지남력까지 일시적으로 상실되는 심헌 정신병적 조증상태였다. 토의 : fluoxetine 사용이후 현재까지 세계적으로 문헌상 보고된 14개의 증례보고를 모아서 정리하였다. fluoxetine-induced mania의 병태생리학적인 기전은 명확하지 않지만 가능한 기전에 대해 토론하였다. 이 약물의 중대한 부작용중의 하나인 조증을 예방하기 위해, 이 약물을 다루는 의사는 가능한 조증 발병의 위험인자들에 대하여 인식하고, 약물의 용량조절시에도 주의를 하여야 한다. 가능한 발병 위험인자들에 관해서도 검토하였다.