• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.897-916
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• 2014

In this study, we presented a teaching-learning method that can apply process-focused assessment for mathematical creativity of problem solving process of the gifted student, By necessity of appropriate teaching-learning program development to the level and ability of students who belong to high school gifted classes and courses evaluation for students who participated in education programs for the gifted. In the construction implementation process of students utilizing a kind of teaching-learning software, GeoGebra. We analyzed process of a variety of creative constructing figures using interfaces of GeoGebra and algebraic calculation. Utilizing 'Construction Protocol' and 'Navigation Bar' of GeoGebra, We identified computer languages, construction order, run times used in construction process of individual student and found mathematical creativity of students in the process. Comparing this result with prerequisite learning degree of individual student, We verified that this teaching-learning method can apply at the high school gifted classes as well as institutes for the gifted education in the city office.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.515-524
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• 2016

The purpose of this study was to investigate the effects of a culture and art education program on adolescents with disabilities. Craft education oriented toward activities convergence education. The investigator conducted an in-depth interview with seven adolescents with developmental disabilities in a special high school class for a month after the educational sessions were over. The findings were as follows: first, the adolescents with developmental disabilities experienced the joy, pleasure, and interest of study, which they used to have a difficult time experiencing in a common class. Second, they became relaxed with their participation in lessons, felt comfortable through educational activities, and had a positive attitude. Third, they had a feeling of being together and coexistence through collaborative activities. Finally, they were able to share each other's ideas, listen carefully to their friends, talk about works they created, and experience close relationships with classmates.

• Journal of the Korean Institute of Educational Facilities
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• v.8 no.5
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• pp.5-16
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• 2001

This paper presents results from analysis of architectural plan drawings of 355 elementary schools recently designed for 4 years. Theses plans are analyzed by factors such as local distribution, number of classes, type of plan, total construction area, area per a class, area per a student, and area status of each space. The purpose of this study is to provide fundamental resources for architectural designing and planning of elementary schools through finding trend and status of elementary school buildings that have no detailed data of area index. The results of this study are as follows: 1. As a result from analyzing number of classes in the surveyed schools, schools having 36 classes are dominant and schools having 72 classes are also shown. Average number of classes is 34.1. This result reflect s that elementary schools have been planned as large-scale schools. 2. In terms of type of plan, we found out that instead of disappearing traditional single corridor type building, the open school building that have multi-purpose spaces are mainly designed. In addition to that, there are few schools with large class rooms. 3. In the status of area of each school, they have much larger areas than areas provided by building guidelines. Secondly, there are some schools with two times area difference even though they have same class number. Therefore, it needs to adjust the school building guidelines to practical needs in the consideration of elementary school building for compulsory education. Though the plans of recently designed school for 4 year s are more differentiated than past, there are few schools planned by appropriate plan design and area distribution scheme. As a consequence, some improvements like improvement of building guidelines are desperate.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.91-99
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• 2010

The purpose of this study is to design and develop an e-mentoring system for full inclusion. Through the literature review of related studies, the e-mentoring performance model was drawn. Based on this model, an e-mentoring system was designed and developed. Especially the horizontal mentoring was mainly considered during the procedure. To evaluate the usability of the system, 2 system managers, 5 mentors, and 5 mentees were chosen and they were interviewed by researchers. Researchers used an interview instrument(10 items) consisting of mentoring support(cognitive support, affective support, adaptability) and technical support(convenience, accuracy, look & feel) categories. On the whole affirmative responses were given in both mentoring support and technical support areas. It can be concluded that the e-mentoring system is very effective in supporting full inclusion. In future it is recommended that several empirical studies of utilizing the e-mentoring should be performed.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.315-331
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• 2013

In this study, lessons on coordinate, percentage, and factorization in prime factors were taken with TI-73 calculator for 20 elementary school students in the 5th grade math gifted class in Pohang city. Through these lessons, the researcher examined with cases how using the calculator would influenced the lessons for the gifted students, and attempted to obtain implications on using calculators as learning tools in class. Activity sheets were made for this study and a 80-minute lesson was held three times for three weeks. In order to collect data, the class was recorded on videotape, the students were interviewed, and documents used in the class were collected. Then all the data were transcribed. Data analysis was completed through several readings of transcripts and main themes were derived by classifying, comparing, and contrasting coding. As a result of the study, the calculator played a role the tool as the mediation to communicate and the challenge their solvable tasks beyond the limitation of paper and pencil environments. But, in using the calculator, there was differences in gender between boys and girls. Above all, to enter commands into the calculator resulted in obstacles for learning process.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.947-963
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• 2013

This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.131-139
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• 2021

In the newly revised curriculum, it is aimed to raise student who has creativity and convergence ability with computational thinking. Based on the analysis of revised curriculum including software education in elementary school, this study proposed educational program that can be applied in actual school field, considering various factors. This educational program using Bitbrick was conducted by 50 students in fifth grade that consist of 23 students in Seoul and 27 students in Gyeonggido during five weeks in 17 periods. The purpose of this study is to verify the effect of application of software education program in terms of computational thinking ability and problem solving ability. The effect was verified after comparing the result of pre-test and post-test through T-test. So, this study obtained improvement of computational thinking and problem solving ability.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.246-251
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• 2007

독서 교육은 종래의 종이책 위주의 독서에서 종이책과 인터넷의 멀티미디어를 병행한 방향으로 나아가고 있으며 재량활동 시간에 독서관련 활동을 선택하는 학급이 늘어나고 있는 추세이다. 또한, 각 분야에서 이와 관련된 웹을 활용한 독서지도프로그램이 많이 연구되고, 제안되고 있다. 위인전이나 동화, 영어이야기 등의 분야는 웹을 활용한 여러가지 활동들이 제공되고 있지만 초등학생을 위한 동시를 즐길 수 있는 내용들은 많이 부족한 실정이다. 종래의 동시지도는 주로 교사와 텍스트 중심으로 이루어져 왔다. 본 연구에서는 학습자 중심의 수업활동을 통해 학습자 스스로 사고하고 연상함으로써 동시를 학습(국어과 교육과정을 분석하여 재량활동에 사용)할 수 있도록 웹을 기반으로 하는 동시학습 시스템을 설계하고 구현하였다.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.66-73
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• 2004

교육정보화 사업의 일환으로 각 교실마다 교단선진화 기기라 불리는 장비들이 널리 보급되었다. 그 중에서도 대형 프로젝션 TV의 도입과 초고속 통신망의 발달은 웹과 멀티미디어 시디롬 자료를 교실 안으로 불러들이는 데 큰 역할을 했으며 거의 모든 교과에서 활용되고 있다. 특히 컴퓨터 수업의 경우 일대일 개인지도가 불가능한 다인수 학급에서는 프로젝션 TV로 프리젠테이션하면서 수업을 진행하는 경우가 대부분이다. 그러나 이러한 경우에도 모든 학생들에게 프리젠테이션 화면이 잘 보이지는 않으며 말로만 설명하기에 부족한 부분도 있다. 따라서 본 연구에서는 이러한 문제점을 해결할 수 있는 여러 가지 프로젠테이션 보조 프로그램들의 기능을 분석해보고 컴퓨터 수업을 진행하는 교사들이 효과적으로 프리젠테이션 할 수 있는 프로그램을 설계 개발하고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.148-153
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• 2008

지식 기반 사회에서는 논리적인 사고를 통해 외부의 자극에서 새로운 가치를 창조하고 스스로 지식을 형성하는 능력이 필요하다. 그리고 컴퓨터 교육의 목적은 기능의 습득이 아니라 습득한 기능을 유기적으로 이용하여 주어진 문제를 해결하는 논리적 사고력의 향상에 있다. 따라서 논리적 사고력을 기를 수 있는 프로그래밍 교육을 학생들에게 지도하여야 한다. 본 연구에서 논 프로그래밍 입문기 학습자들이 갖는 어려움, 즉 프로그래밍 언어의 단어와 문법 암기 따른 부담을 덜고 프로그래밍 학습이 갖는 논리적 알고리즘 탐구에 집중하고자 기존의 구문 중심 프로그래밍 언어가 아닌 아이콘 기반의 비주얼 프로그래밍 도구를 제시한다. 그리고 기존의 프로그래밍 학습에서 아동들이 추상적으로 해 왔던 프로그래밍 과정을 로봇을 이용하여 구체적이고 실험적인 학습을 하도록 하며 아울러 일반 학급에서 적용할 수 있는 로봇 활용 프로그래밍 교육 프로그램을 구상하였다.