• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.37-47
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• 2021

In this study, the model cognition level of high school science-gifted students about the two types of acid-base models taught in secondary schools was analyzed. In order to find out the model cognition level of students, 12 items were developed based on the acid-base reaction and the dissociation reaction of acids and bases. The subjects of the study were 95 students of two science-gifted schools. As a result of the questionnaire analysis, model cognition levels were analyzed 6 levels in the context of consistency, inconsistency, and unexplainable scope of the two models. In the acid-base reaction item, the largest percentage of students cognized only understanding of the two models. In the acid-base dissociation reaction item, they understood the two models and perceived the 'Known Ignorance' that cognizes the limitations of one model. However, there was only one student who perceived the limitations of both models and all of the 'Unknown Ignorance' that the model could not explain. Through this, we argued that there is a need for educational efforts to raise the model cognition level of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.453-463
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• 2008

This study investigated the students' perceptions of environmental scientists and their work and the factors influencing the students' images of them by using the Draw-An-Environmental-Scientist-Test (DAEST). The DAEST was administered to 413 students in 10th and 11th grades selected from three high schools in Seoul. The results revealed that the students' images of environmental scientists were different from the stereotypical images of scientists. In the students' drawings, it was difficult to distinguish the gender and age of environmental scientists. Most students also perceived environmental scientists collecting data on environmental pollution by using experimental equipments and a laptop computer in the field. The students answered that the factors affecting their images of environmental scientists were mass media, school education, internet, and so on. According to the students' grade and gender, there were differences in the perceptions of environmental scientists and their work, and there were factors that influenced their images. Educational implications of these findings are discussed.

• Proceedings of the Korean Society for Information Management Conference
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• 2018.08a
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• pp.65-68
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• 2018

본 연구는 학교도서관 독서 기반 프로젝트 학습에 대한 학생들의 인식을 탐색하는 데에 그 목적이 있다. 이를 위해 중학교 사회 교과 연계 독서 기반 프로젝트 학습을 구안하여 실시하고, 이에 지속해서 참여한 학생 여덟 명을 대상으로 심층 면담을 진행하였다. 그 결과 교과연계 독서와 수업 공간으로서의 도서관 등 학교도서관의 프로젝트 학습 전반에 대한 인식을 파악하였다. 이를 바탕으로 학습자의 요구를 반영하여 교과 연계 독서기반 프로젝트 학습의 활성화 방안을 논의하였다.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.527-535
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• 2017

In this study, we analyzed the image of artificial intelligence recognized by elementary students using semantic differential scale. First, we extracted 23 pairs of image adjectives related to perception of artificial intelligence. Adjectives were classified into three types related to recognition, emotion and ability and 827 elementary students were examined. Image factors were classified into four factors: convenience, technological progress, human-friendliness, and concern. As a result, they showed a clear image that artificial intelligence is clever, new, and complex but exciting. In comparison with variables, female students, coding experience and older students thought that artificial intelligence was more human-friendly and technological progressive.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.329-356
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• 2016

The purpose of the study was to develop project based math learning using future prospective jobs to find out its effects on elementary school student's attitude toward mathematics and career awareness. Also, this study aims at implementation of this project based math learning program in school math education. The project based math learning using future prospective jobs was conducted through 19 lessons for 7 weeks. As a result, the project based math learning using prospective jobs is turned out to be effective on developing attitudes on mathematics and career awareness positively.

• (The) Korean Journal of Educational Psychology
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• v.28 no.1
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• pp.23-39
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• 2014

The goal of this study was to examine the relationship among students' personal variables(Korean language abilities, self-efficacy, student-teacher attachment relationships), teacher variable(perceptions of multi-cultural education) affecting on multi-cultural students' school adjustment. Structural equation modeling was performed to test the mediating role of self-efficacy and student-teacher attachment affecting multi-cultural students' school adjustment. 336 elementary students and their matching 264 elementary school teachers were participated for this study. The model fit for this study model was acceptable, =280.024, df=98, CFI=.930, RMSEA = .074. The results revealed that teacher's perceptions on multi-cultural education significantly related with student-teacher relationships. However, Korean language ability did not directly affect the school adjustment for multi-cultural background students. That is, self-efficacy and student-teacher relationships mediated between Korean language ability and school adjustment. Moreover student-teacher relationships seem to be the key mediating factor between other research variables and school adjustment. Further considerations and future directions based on results were discussed.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.387-406
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• 2013

This study compared levels of mathematically talented students' statistical thinking with those of non-talented students in the noticing of statistical variability. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. Results for the t-test shows that there is no difference between the TE students' and NE students' noticing of variability in the measurement settings. Meanwhile, the t-test results also show that there is a difference between the TM students' and NM students' noticing of variability in the both measurement and chance settings. Table of frequencies of each level, however, shows that levels of mathematically gifted students' thinking were not distributed at the high levels but were overlapped with those of non-gifted students. These results are thought-provoking results in statistics instruction for mathematically talented students.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.1-21
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• 2018

The purpose of this study is to explore secondary school teachers' perceptions of student evaluations, focusing especially on students' performance in the classroom. The study selected Germany as a representative country where teachers' performance evaluation strongly affects students' school pathways. The researchers selected 4 English teachers and conducted in-depth interviews with them. The results indicated that German English teachers perceived students' performance as an individual evaluation and provided each student with oriented learning materials and evaluation results. The second, they used formative evaluations to confirm and motivate their students' learning process as well as peer assessments. The third, the German English teachers showed strong empowerment in the evaluation process. The fourth, they motivated to participation in-class activities teacher through performance evaluation considering fairness. Based on the results, future studies should need to observe real settings in the classroom and students' perceptions of their evaluations. the study also suggested using practical performance evaluations to enhance students' motivation and participation in the classroom. This study identified limitations of the research and made significant recommendations for future studies.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.759-767
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• 2012

The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.353-363
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• 2005

In this thesis, the cognition of students gifted in science on pseudo science was studied in order to acquire basic data to develop a learning program. As a first step, the difference of cognition on pseudo science between science-gifted students and general students in elementary, middle and high schools was studied. Findings revealed that science-gifted students had more negative thought on pseudo science than general students. In addition, there was no progress in their cognition on pseudo science as entered higher grades. Secondly, the cognition of students in a science high school, three times over a 6-month period, was studied. Through this study, it was found that student concepts of pseudo science was not firm, and it is quite possible to induce students to think logically and rationally with the help of a well-organized learning program. Lastly, the factors that might affect student ideas on pseudo science were researched. Students were affected by media such as television and books and also by personal experience. Therefore, students should be trained to correctly judge information presented in the media as authentic or false. Moreover, they should also be provided chances to look back on positive astrological experiences.