• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.519-542
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• 2008

The purpose of the present study was to examine the emotional characteristics related to gifted children's happiness, such as happiness index, optimism, psychological wellbeing, and school education happiness. For the study, 201 gifted students who were currently enrolled in gifted education centers, 124 potentially gifted students who were nominated by teachers for their scientific interests and high performances, and 141 general middle school students participated in the study. The results indicated that both the gifted and the potentially gifted students showed significantly higher emotional characteristics related to happiness compared to the general students. There was no significant difference between the gifted and the potentially gifted in the diverse aspects of happiness. Interestingly, significant interaction between gender and giftedness was found. Girls were happier when they were identified as the gifted, compared to the boys. Variables related to the happiness were also investigated, and the results indicated that the peer relationship and the family happiness were the most important variables that explained gifted children's happiness in general.

• School Mathematics
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• v.15 no.1
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• pp.61-75
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• 2013

This study analyzed Korean students' affective characteristics in mathematical learning according to school and sex by Factor Analysis and Cognitive Diagnosis Theory. In numerical affective achievements by Factor Analysis, there are mean differences between schools, i.e. elementary school and secondary school. And there are sexual differences within schools and boys show more positive achievement than girls. By Cognitive Diagnosis Theory, I investigated 6 affective attributes' proportions that students achieved according to school and sex. Middle school students' proportion is highest in self-control and anxiety and the attribute that students achieved most in all school is cognizing mathematical value. Boys show higher proportion in self directivity, interest and confidence than girls, but girls show higher proportion in anxiety than boys. In personal profiles, the proportion of students who achieved 5 attributes except anxiety is highest.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.309-328
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• 2016

In this study we aimed to find out if a mathematics lesson with Jigsaw model can help to change such negative mathematical affective characteristic to a positive one. The results of the study were as in the following. First, the mathematics lessons applied Jigsaw model can help to inspire curiosity and motivation of students. During the lessons, communication among students was vitalized. Such communication inspired learner's curiosity and learning motivation. The expert group and home group activities in the Jigsaw model made the learner's question-answering activities more instantaneous and frequent. Second, the mathematics lessons applied Jigsaw model can help students to become aware of the value of mathematical concepts and formula.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.770-784
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• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.39-48
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• 2017

In this study, we investigated the characteristics of analogs generated by high school students to explain ionic bonding in the perspectives of the number of analogs, the understanding of mapping, and the source and type of analogs. We also compared the results by students' conceptual understanding, logical thinking ability, and analogical reasoning ability. Participants in this study were 395 11th graders in Seoul. The results of the study showed that the higher the conceptual understanding, the logical thinking ability, and the analogical reasoning ability, the more the students generated the analogs. The understanding of mapping was related to logical thinking ability and analogical reasoning ability. It is noteworthy that the sources of analogs differed only depending on their conceptual understanding of the target concept among the cognitive variables studied. Students who had higher conceptual understanding also generated analogs from more diverse sources. Some types of the generated analogs were related to the cognitive variables. For examples, the students who had higher conceptual understanding and logical thinking ability generated more verbal/pictorial analogs. The types of analogs were not related to cognitive variables in terms of artificiality, abstraction, and systemicity. Educational implications of these findings were discussed.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.72-80
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• 2016

In this paper, we did not observe only the actual condition of accounting education, but also proposed the improvements for better education in commercial high schools in Jeju. We expect that those enable the high school students to be interested in accounting. These days, crisis of the accounting education is not only caused by poor educational system, but also is caused in large part by lack of efforts for improving the accounting education. In order to improve the quality of the accounting education and enable the students to be interested in accounting, it is necessary to understand why the students feel difficult about accounting. Learning the reasons enables teachers to educate by much more personalized curriculum, so that those will provide the opportunities to enable the students to pay more attention to accounting. we analyzed the realities in educating accounting by conducting a survey for the students. We also proposed the improvements based on the results of analyzing the realities of the accounting educations. The improvements are followings. First, the accounting education should be educated through various ways. Second, curriculum fitted to the high school students level should be developed. Third, subjects related with accounting should be improved by considering efficiency.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2004.06a
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• pp.47-52
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• 2004

이 연구는 이미 편성되어 있는 초등학교 학급의 학생들을 연구 대상으로 학생들의 개인적 특성을 장 독립-장 의존 인지양식으로 분류하여 이에 따른 e-learning 시스템의 학습효과를 분석하기 위해 실험연구를 실시하였다. 연구결과 e-learning을 통한 학습은 인지양식에 따라 학습효과에 상이한 결과를 가져오기 때문에 e-learning 학습 컨텐츠 개발과정에서 보다 구체적으로 고려되어야 할 사항임을 시사하고 있다.

• The Journal of Korean Society for School & Community Health Education
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• v.10 no.2
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• pp.55-68
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• 2009

연구목적: 본 연구는 미국 인디애나 주에 소재하는 중학교와 고등학교 학생들 사이의 methamphetamine, MDMA, GHB, and Rohypnol과 같은 약물사용 특성을 파악하고 청소년 약물사용과 관련된 성과 학교 환경에 대한 인지된 안전도 특성을 분석하였다. 연구방법: 본 분석에 사용된 데이터는 Indiana Prevention Resource Center (IPRC)에서 2007 년도에 수행한 음주, 흡연, 약물사용 설문조사(ATOD) 응답자료로서 인디애나 주에 거주하고 있는 6-12 학년 사이의 학생들을 편의추출하여 조사가 가능했던 158,632명의 응답을 얻었다. 연구결과: 로지스틱 회귀분석에서 조사한 4개 약물을 사용하는 학생들의 관심도는 교실에 있을 때, 복도에서 혼자 있을 때, 방과후 활동을 위해 학교에 남아있을 때 불안전하다고 느끼는 약물 미사용자보다 더 높은 경향을 보였다. GHB, MDMA, Rohypnol을 사용한다고 응답한 학생이 여자보다 남자에서 더 많았고 상관관계분석 결과, 메탐페타민을 비롯한 네 가지 약물 사용의 상호간 상관도가 모두 유의미하게 높았다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.1
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• pp.121-141
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• 2017

The purpose of this study is to identify the characteristics of reading education of the specialized high schools for an alternative education. Among the specialized high schools for an alternative education, five schools were selected for the study. To achieve the study purpose, interviews were conducted with the teachers in charge of reading education of the schools. The interviews were recorded and transcribed. According to the study results, there have been attempts to integrate curriculum and reading education based on humanities. Students were actively participating in planning and conducting reading programs. Furthermore, there were Library Assisted Instructions. In order to proceed successfully with the reading education, there were several important factors as follows: 1)there was an organized system to support reading education by teachers, schools, and school libraries. 2)students' interests and needs were reflected in designing reading programs, 3)reading programs were adjusted according to students' needs and interests, and 4)reading activities were emphasized.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.