• Journal of Gifted/Talented Education
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• 제24권3호
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• pp.359-377
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• 2014

The purpose of this study is to investigate the problems and conditions of educational guidance and counselling of teachers in the gifted classes. For the study, 267 teachers were sampled from the Gifted Education Institutes of metropolitan and provincial offices of education and Gifted Classes of the school across Korea, and the questionnaire developed by the researchers were administered to them. The results of this study are as follows : First, the 82% of respondents reported that the guidance and counselling in the gifted education is needed. So it demands the active responsive strategies on it. Second, the respondents reported that the selfish or self-centered traits of the gifted students are the most problematic in the gifted classes. It shows the emphasis should be put on the basic life habits and moral education in the guidance and counselling of the gifted education. Third, they pointed out the case-based education is needed for the parents of the gifted to correct their misconceptions about their children. Fourth, to support the teachers of the gifted program, the administrative measures have to be taken, like operation of character education program, forming a consultative group with the experienced teachers, developing the case-based guideline for the guidance and counselling for the gifted education, etc. Fifth, we should develop the Korean model of the gifted education to promote social capital for our future society.

• School Mathematics
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• 제10권4호
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Journal of Science Education
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• 제43권1호
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• pp.64-78
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• 2019

The purpose of this study is to investigate how Integrated Science, a new subject introduced under the 2015 revised curriculum, was implemented in 2018 when it was first enacted at the school level. Through a survey of 258 high school science teachers, we explored how Integrated Science was organized and implemented at the school level, how teaching & learning and assessment were conducted in Integrated Science courses, how teachers' learning communities were operated, what kinds of support are required for the settlement of Integrated Science, etc. Major results are as follows: A similar ratio is found between schools with eight units and schools with six units of integrated science, and in about 2/3 of surveyed schools, multiple teachers are in charge of Integrated Science lessons per classroom. In addition, lecture-type teaching methods are still dominant in the majority of the classes, and science teachers have difficulties with lack of understanding of non-major areas or burden of designing integrated teaching depending on their teaching experiences, and so on. Discussed and suggested in the conclusion are ways to raise awareness of curriculum integration, ways to support for activation of teacher learning communities, ways to support the settlement of Integrated Science, and reexamining the system of science teacher certification.

• Journal of Korean Home Economics Education Association
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• 제30권3호
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• pp.67-90
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• 2018

The purpose of this study was to develop and apply the practical problem-based teaching·learning process plan for 'interacting with neighbors' of home economics subject. The plan consisting of 3 lessons has been developed and implemented according to the ADDIE model. Various activity materials (7 student's activity sheets, 3 reading texts, 1 homework sheet, 3 sets of ppt, 6 videos, and 3 teacher's reading texts) as well as questionnaire were developed for the 3-session lessons. The plans were implemented by the researcher to 204 freshmen, 8 classes, of C middle school in Seoul during september, 2017. The result, of students' lower level of actual participation in interacting with neighbors comparing to their interests in, supported the need of this study. Students were satisfied with the whole 3-lessons in the aspects such as beneficial usage of the contents in their daily life and in building the sense of community, as well as adequacy of materials and activities. Students also reported that they would highly aware to the importance of interacting with neighbors and to practice the contents learned from the lessons in daily life at community. They had an opportunity to reflect one's own attitude to neighbors and recommended to teach it to other schools, too. It can be concluded that the teaching·learning process plan for 'interacting with neighbors' would raise students' housing values living together and attain the overall objective and achievement standards of 2015 home economics middle school curriculum.

• Journal of Korean Home Economics Education Association
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• 제22권3호
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• pp.1-18
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• 2010

The purpose of this study was to develop a teaching-learning process plan for sustainable residing creating with neighbors and to apply it to the housing section of Technology-Home Economics according to the 2007 Revised Curriculum. Teachinglearning method solving practical problems was used for the teaching-learning process plans of 6-session lessons according to the ADDIE model. In the development stage, 17 activity materials and 15 teaching learning materials (6 reading texts, 6 moving pictures, 2 internet and 1 image materials) were developed. for the 6-session lessons, based on the stages of solving practical problems. The plans applied to the 3 classes of 8, 9, and 10th grade of the H. junior and senior high school in Myun district in Kyungbook during Sept. 1st to 14th, 2009. The results showed that students actively participated when the contents and materials were related to their own experience. The 6-session lessons about sustainable residing creating with neighbors was significantly increased the sense of community between before and after. Each of the 4 stages of the teachinglearning method solving practical problems were highly participated by the students. The satisfaction with the contents and methods of the 6-session lessons were evaluated over medium to somewhat higher levels. The practical activities to solve the community space and programs were got positive comments. Problem solving process and presentation and discussion were needed to learn more. Those results might support that the teachinglearning process plan this research developed. would be appropriate to the lessons for sustainable residing creating with neighbors.

• School Mathematics
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• 제17권3호
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• pp.423-446
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• 2015

This study aims to look into the characteristics of argumentation in the task context of 'Monty Hall problem' at a high school probability class. As a result of an analysis of classroom discourses on the argumentation between teachers and second-year students in one upper level class in high school using Toulmin's argument pattern, it was found that it would be important to create a task context and a safe classroom culture in which the students could ask questions and refute them in order to make it an argument-centered discourse community. In addition, through the argumentation of solving complex problems together, the students could be further engaged in the class, and the actual empirical context enriched the understanding of concepts. However, reasoning in argumentation was mostly not a statistical one, but a mathematical one centered around probability problem-solving. Through these results of the study, it was noted that the teachers should help the students actively participate in argumentation through the task context and question, and an understanding of a statistical reasoning of interpreting the context would be necessary in order to induce their thinking and reasoning about probability and statistics.

• Journal of Gifted/Talented Education
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• 제26권1호
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• pp.77-99
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• 2016

The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn't show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of 'creative-convergence' gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.

• Journal of Gifted/Talented Education
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• 제26권3호
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• pp.449-471
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• 2016

This study was conducted in order to investigate how a Problem-Based Learning (PBL) program titled(called) 'Designing Safe and Strong Bridge' effects scientifically gifted students' scientific attitude, scientific career orientation and leadership. The participants were 19 scientifically gifted students in the second grade in C high school in Gyeonggi province; they were selected by participation in the tri-level gifted students identification step. Before and after 14 units of the program, the participants were asked to take tests about scientific attitude, scientific career orientation and leadership and to write a review about the PBL program at the end. The major results of this study are as follows. First, participants' scientific attitude was statistically significantly improved after the PBL program (p<.05). In the sub-domain of this area, six parts excluding the part of openness were significantly developed. Second, the degree of scientific career orientation was statistically significantly improved after the PBL program (p<.05). All 4 sub-domains in the degree of scientific career were significantly developed. Third, all of leadership scores were statistically significantly increased after the PBL program (p<.05). In the first factor, the parts of inner and inter personal characteristics were significantly developed. According to their post-program opinions, participants developed in terms of all the secondary factors, such as ability of interpersonal relation, consideration for others and groups, responsibility for the task, confidence and vision, during the process of PBL problem-solving in the small group work.

• Journal of Gifted/Talented Education
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• 제26권3호
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• pp.493-514
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• 2016

Since the Gifted and Talented Education Promotion Law was enacted 15 years ago, in Korea, gifted education in Korea has continued rapid and quantitative growth. The number of gifted classes or institutes for the gifted have increased, as well as the number of gifted education teachers increasing their participation in professional development training and educational activities. However after 2014, gifted education is somewhat shrinking. Due to the controversy of private education and expansion of social welfare in Korea, administrative and financial support for gifted education is being reduced. This study reviewed the gifted education policies promoted by successive governments and analyzed the relationship between politics and support for gifted education efforts by the government. In addition, the phenomenon of the recently shrinking gifted education in Korean society was analyzed in various aspects. These aspects include: decreasing quantitative growth due to the weakening of administrative and financial support from central and local governments on gifted education, regulations on suppressing private education, social inequality to gifted education access, and lack of solidarity in the gifted education scholastic community. Based on this analysis of gifted phenomenon, ways of developing the ideological and practical aspects of future-oriented gifted education were suggested. In the ideological dimension, it was emphasized that gifted education must move away from insularity and the adhesive perspective of Korean society on the concept of giftedness, the concept of intelligence and the recognition of the legitimacy of gifted education. On the other hand, in the practical dimension, the following points were identified: the collection of empirical data on the economic impact of gifted education, gifted education amendment of the statutes, adaptation of the gifted education program with gifted identification, diversification of gifted education service system, and actively promoting new research topics in relation to the Gifted and Talented Education.

• Journal of the Korean Data Analysis Society
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• 제20권6호
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• pp.3155-3167
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• 2018

The purpose of this study was to investigate factor of principals' trust in teachers which principals of secondary school recognized and to explore their needs on building trust in teachers. For this purpose, this study used survey question of which investigated conception of principals' trust in teachers and performed with 296 secondary school principals. First, gap of two statuses was proven by t-test. Second, the order of priority was presented by Borich model. Third, the result of the locus for focus model was presented in the form of coordinate plane. Lastly, top priority and the second priority were determined. The result of this study was as following. 'Class management, instruction, and caring for students' category is highest in needs of secondary school principals on trust in teachers. Next, second priority category is 'partnership with parents'. It means secondary school principals recognize that students and parents are most important on education and their trust in teachers. Based on the review, finding and implications are discussed.