• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.441-449
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• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.80-94
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• 2021

In this study, teaching-learning activities were developed based on computational thinking (CT) in high school Earth Science I Solid Earth domain. And their effects and implications were examined. To this end, 8 sessions unplugged activities based on problem solving were developed, and applied it to 65 high school students. As a results, significant changes have been were confirmed in both student's perception about CT and CT. After that, based on student's responses to self-reports and interview, the affecting factors for perception about CT and CT in the earth science problem solving process were investigated. In addition, implication that should be considered in terms of design and progress of teaching-learning based on CT were derived. Based on these results, the necessity and operation of teaching-learning activities was suggested for developing CT through various subjects including earth science.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.519-529
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• 2003

This study investigated the characteristics of verbal interactions of various small groups based on previous achievement in paired think-aloud problem solving. Two classes of a high school were assigned to the homogeneous and heterogeneous groups, and taught on chemistry. Students from homogeneous groups (high${\cdot}$high, mid？id) and heterogeneous groups (high${\cdot}$mid, high${\cdot}$low) were selected, and their algorithmic problem solving on chemical equation and stoichiometry were audio/video taped. In high${\cdot}$high group, solver's 'require agreement' and listener 'agree' were frequently exhibited. On the other hands, listener's 'point out' and solver's 'modify' were frequently exhibited in mid${\cdot}$mid group, which was also observed in the heterogeneous groups (high${\cdot}$mid, high${\cdot}$low). Many verbal interactions were analyzed to be in symmetrical type. In this type, 'require agreement-agree' of high${\cdot}$high group was the most frequent. 'problem solving-agree' of high${\cdot}$high group was the most frequent in the solver-dominant type, while 'point out-modify' of high${\cdot}$low group in the listener-dominant type. The verbal behaviors related to the solving stage were frequently observed, but there were few related to the reviewing stage.

• 대한공업교육학회지
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• v.36 no.1
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• pp.149-166
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• 2011

The purpose of this study was to develop a creative problem-solving competition program in order to provide an opportunity for junior high schoolers to solve problems on the basis of technological hands-on activities by deploying their creative problem-solving skills and to foster their cooperative and challenging spirits by tackling the given problems in group. Relevant literature and competition programs were analyzed to develop a junior high school competition program for creative problem solving on the basis of technological hands-on activities. This study was implemented in three stages: preparing, developing and applying. In the preparation stage, the content structure of technology and the fields of corresponding hands-on activities were investigated, and creativity theories were analyzed. Besides, domestic and foreign creativity-related competition programs were checked. In the development stage, an overview of the nature, object, question making and evaluation of a competition program for creative problem solving on the basis of technological hands-on activities was presented, and a program was developed, which consisted of three stages: planning, operating and evaluating. In the application stage, every student in a selected junior high school participated in the competition program. The findings of the study were as follows: First, the competition program developed in this study intended to offer a chance for every junior high schooler to solve problems on the basis of technological hands-on activities to display their creative problem-solving skills. Second, the program was designed to include planning, operating and evaluation stages, after the nature and object of the competition program and in which way question making and evaluation should be fulfilled were determined. Third, the competition program dealt with five areas according to the content structure of technology: manufacturing technology, construction technology, transportation technology, communication technology and biotechnology. And questions for each area and student worksheets were developed. Fourth, the program was utilized in a junior high school to give an example.

• Social Workers
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• no.3 s.47
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• pp.40-43
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• 2006

촛불재단의 역할은 중대한 사회문제를 해결하는 데 도움을 줄 수 있는 활동에 보다 많은 사람들을, 보다 효과적으로 참여시키는데 있다. 중고생들의 봉사활동은 방과 후, 주말, 휴일, 방학 기간에 이루어지고 있는데, 교육청과 학교는 많은 기관과 단체를 사회봉사 기관으로 지정하고 학생들로 하여금 각 기관에서 활동 내용, 시간, 장소를 선별해서 활동하도록 권장하고 있다.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.716-724
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• 2021

The purpose of this study is to examine the effect of coded education on creative problem solving ability on academic high school students. The subjects of the study were 24 students (14 male, 10 female) in the 1st to 3rd grade students voluntarily desiring coding education at the 'J' high school in Chungju, Chungcheongbuk-do. For the experimental group, the intervention program was conducted 10 times a month for 5 months. In the intervention program, pre and post test were conducted to investigate the effects of creative problem solving ability by using the scratch program. The results of the study are as follows. First, after examining the creative problem solving ability of the experimental group after the coding training, it was statistically significant as the average score increased. Second, coding education was suitable for achieving the sub-goal of the creative experience activity of' increasing the ability to reasonably and creatively solve everyday problems'. In particular, it was found that it is effective in improving self-confidence and independence.

• 대한공업교육학회지
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• v.40 no.2
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• pp.196-215
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• 2015

The purpose of this study was to develop the instructional process plan and performance assessment instrument to do problem-solving activity for 'Energy and Transportation Technology' unit at the subject 'Technology-Home Economics' in middle school. This study was conducted by the following these stage. First, it was documents research and analysis of the 'Energy and Transportation Technology' unit. Second, topics for transportation technology hands-on and problem-solving activity were selected, and the organized for designed instructional process plan and performance assessment instrument related transportation technology in the development step. Third, developed instructional process plan and performance assessment instrument were conducted in order to amend and improved by expert and have gone through the field test for further improvement. The theme of transportation technology for hand-on and problem-solving activity was 'Created a hovercraft', and were consist of instructional process plan for 8 class period and performance assessment instrument in 4 type of observation, assessment finished, portfolios and student self-assessment.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.595-606
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• 2005

7차교육과정에서의 초등 컴퓨터교육은 재량활동시간 또는 특별활동시간에 단순한 응용프로그램(워드프로세서, 엑셀, 파워포인트 등)을 활용하거나 인터넷을 이용한 정보검색 수준이다. 따라서, 문제해결 능력이나 논리적 사고력을 향상시키는데는 미흡하다. 인지능력이 뛰어난 초등학교 5, 6학년에는 이러한 컴퓨터 활용방법 교육보다 컴퓨터 기초원리 또는 프로그래밍교육이 필요하다. 본 논문은 프로그래밍교육을 재량 특별활동 시간에 학년별(5, 6학년) 또는 통합학년으로 학습할 수 있게 프로그래밍교육과정 60차시 분을 개발하여 제안하였다. 개발한 교육과정은 교수 및 학습자의 요구사항을 최대한 반영하기 위해 설문조사 등을 통해 얻은 기초자료를 참조하였다. 제안한 교육과정이 초등학교 5, 6학년에 적합하고 우수한지를 검토하기 위해 일부 차시의 교육과정으로 5, 6학년을 대상으로 재량활동시간에 직접 교수 학습한 후 자기평가, 설문조사를 실시하였다. 결과로 제안한 교육과정이 적합성과 우수성이 있다고 판단되었다.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.746-759
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• 2016

The purpose of this study was examine the effects of STEAM(Science-Technology-Engineering-Art-mathematics) activities on young children's scientific process skill ability and problem solving ability. Subjects were 34 five-year-old young children from S and H child care centers located in G city. Subjects were divided into an experimental(n=17) and a control group(n=17). The experimental group took part in the STEAM activities during 8 weeks, while the control group took part in the traditional science activities. The procedure for this study consisted of a pre-study, a pre-test, the treatment, and a post-test schedule. The results of this study were as follows: First, the experimental group showed significantly higher score than the control group in total scientific process skill ability. Second, the experimental group showed significantly higher score than the control group in total problem solving ability. These findings suggest that the experience of STEAM activities for young children can be effective teaching-learning methods for young children's scientific process skill ability and problem solving ability.