• School Mathematics
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• v.13 no.3
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• pp.501-524
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• 2011

The purpose of this study was to develop teaching-learning materials for informal activities geared toward teaching the nature and structure of proof, to make a case analysis of the application of the developed instructional materials to students in an elementary gifted class, to discuss the feasibility of proof education for gifted elementary students and to give some suggestions on that proof education. It's ultimately meant to help improve the proof abilities of elementary gifted students. After the characteristics of the eight selected gifted elementary students were analyzed, instructional materials of nine sessions were developed to let them learn about the nature and structure of proof by utilizing informal activities. And then they took a lesson two times by using the instructional materials, and how they responded to that education was checked. An analysis framework was produced to assess how they solved the given proof problems, and another analysis framework was made to evaluate their understanding of the structure and nature of proof. In order to see whether they showed any improvement in proof abilities, their proof abilities and proof attitude were tested after they took lessons. And then they were asked to write how they felt, and there appeared seven kinds of significant responses when their writings were analyzed. Their responses proved the possibility of proof education for gifted elementary students, and seven suggestions were given on that education.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.45-50
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• 2021

In order for SW education to be established in the era of non-face-to-face caused by COVID-19, research on the efficiency of SW education according to face-to-face and non-face classes is needed. Therefore, this study classified the operation status of the curriculum of 30 SW gifted classes nationwide in 2020 according to the class method(face-to-face, non-face, and blended). Subsequently, the results of class time and production per person were compared and analyzed through quantitative analysis. According to the study, the type of classes that performed the most classes compared to the planned number of hours was non-face-to-face(90.9%), followed by face-to-face(84.2%) and the least was blended(80.5%). The average number of products per student was the highest in the face-to-face class(0.504), while the blended class(0.421) and non-face-to-face class(0.42). Based on the results of this study, the non-face-to-face approach is advantageous in securing the number of hours, but various measures should be prepared to solve this problem because teachers and students find it difficult to guide the output.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.23-46
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• 2016

This study is aimed to implement a preferred generalization classes for gifted students. By designing and applying the generalization lesson using GSP, we tried to investigate the characteristics on the class. To do this, we designed a lesson on generalization of Viviani theorem and applied to 13 8th grade students in a math gifted class. As results, we could extract five subjects as followings; mediating the conjecture by GSP and checking the pattern, misunderstanding the confirm by GSP as a proof and its overcoming, digressing from the topic and cognitive gap, completing the proof by incomplete conjecture, gap between the generalization and understanding generality. Based on this subjects, we discussed the educational implications in order to help implement a preferred generalization classes for gifted students.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.659-665
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• 2002

The purpose of the study is to investigate the effects of portfolio on the organization and the quantity of the students’ science concepts. Two fourth grade classes were selected from an elementary school in Pyungtaek-shi, Kyunggi-do, and one class is assigned to experimental group, the other control group. Experimental group received portfolio teaching, and control group received conventional instruction. The effects of portfolio teaching were investigated with students’ mind maps. Students participated had training to develop mind maps, and developed mind maps four times during learning two units, strata and fossils, and change by heat. Mind maps developed by students were scored and analyzed with SPSS. The class with portfolio instruction showed higher scores than control group. In conclusion, the portfolio teaching enhances the organization and the quantity of students’ science concepts.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.41-56
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• 2014

The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.131-140
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• 2008

The purpose of this study is to develop a teacher's encouragement response and to prove its effect. In order to do so, this study includes three sub-studies. First study is to identify the categories of teacher's encouraging verbal response. second study is to examine whether a teacher's encouraging verbal response can be developed, and third study is to identify how a teacher's encouragement has an effect on school adjustment of elementary children. The results of the study are followings: First, listening, asking, supporting, accepting, and describing are established as teacher's encouraging verbal responses. Second, a teacher can develope his encouraging response through self-discipline. Third, teacher's encouragement is effective on the enhancing of children's school adjustment.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.703-718
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• 2011

Team-Based Learning can play an important role in gifted education, because that improve decision making, coordination and problem-solving ability through shapely team activity. So, when a program that founded on Team-Based Learning applied to gifted students, investigated the improved effects of creative problem solving ability. Developed programs consisted of total 10 times and were conducted the lesson for 13student (male 3, female 10) of 4, 5th grade gifted students class in S elementary school, Sancheong-gun. The improved effects of creative problem solving ability were selected as the self-checking tool of creative problem-solving ability. Due to a small number of students, nonparametric test has done with the results of before and after, it showed significantly improvements in significance level of 5%. In particular, there was a significant improvement in the field of divergent thinking, critical logical thinking. Therefore, the programs based on Team-Based Learning are effective for enhance creative problem solving ability of gifted students, they will be used widely in the classroom to require creative problem solving ability or the acquisition of knowledge of gifted students.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.165-173
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• 2017

In this research, based on the CBAM model, there is a research purpose to measure the degree of interest of the physical education teacher ahead of execution of the revised educational curriculum 2015 and to analyze the difference in degree of interest by teacher's background variation. For this reason, we conducted an an- nental survey of 200 physical education teachers in K-area middle school, high schools and analyzed the results. The conclusion of this research is as follows. Firstly, as a whole, the attention to the revised education curriculum has been very high in view, as a result, the physical education teacher at the middle / high school, 2015 about the influence and the result that the revised curriculum gives to the student in the physical education class Although the interest is very high, a systematic approach will be necessary for training and utilization schemes so that 2015 the revised educational curriculum can be executed appropriately. Secondly, since the interest in the revised educational curriculum by the whole number of classes 2015 is different, we need to develop and give a training program for revised curriculum 2015 customization by class number 2015. Training that departs from the one-way set form of transmission training and distribution method of materials depending on the class number may be different. Thirdly, in order to stabilize the revised educational curriculum 2015, it is necessary to develop a course example program corresponding to the level of interest of the physical education teacher.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.23-42
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• 2015

The purpose of this study was to find and to apply an effective intervention method to deal with the aggressive behaviors of Junseo, who is in a classroom for two-year olds. First, we collected the data about the aggressive behaviors by ABC event sampling, journal, recording the frequency of behaviors and the interview with the parents. Second, we drew an inference to the reason for his behaviors and tried to find an appropriate method to deal with them with colleagues and the professor. A time-out was applied to Junseo's aggressive behaviors and alternately, his parents were asked to applause him frequently on appropriate behaviors at home. The aggressive behaviors became better gradually while the intervention method was monitored and assessed for feedback. As a result, the approach procedure, which was used in this study, was suggested to deal with the aggressive behaviors of young children. And supporting the system for operating this procedure was further discussed.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.33-42
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• 2013

Various methods of Smart education were tested on students in Elementary and Middle schools, as Smart learning expands. In this paper, we analyzed a Smart r- Learning-teaching model that utilizes Bluetooth and Class SNS, for students. We focused on all aspects that students found easy to program, on controlling the Bluetooth-connected robot with a smartphone, as well as on a diversity of opinions related to using Class SNS in the robot class without time constraints. Subsequently, we attempted to apply the developed a Smart r-Learning program to the classes of students, We undertook a t-test for students to find out whether it helped them enhance their creative thinking and investigated their satisfaction with the class. As a result, the study showed that students' satisfaction with a Smart r-Learning class is exceptionally high, at 96%, and students' creative thinking and programming skills in order to control improved markedly.