• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.96-106
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• 2022

The purpose of this study is to investigate the effect of science-centered convergence class program using realistic contents such as virtual reality and augmented reality on class satisfaction, scientific attitudes and the perception of the gifted students in middle school. After developing the convergence class program including realistic contents using smart devices, we applied it to the gifted students. We analyzed the class satisfaction, scientific attitude and perception of the gifted students through questionnaires. In addition, a survey was conducted on the pre-teachers to investigate and analyze the class satisfaction, scientific attitude of the science class program to students and the perception of science classes using realistic contents. As a result, both students and pre-teachers were positively aware of class satisfaction by science class program using realistic contents. In particular, it was positive in that the class can induce learning motivation and interest. On the other hand, it was pointed out that the low-quality App and lack of infra for smart devices were disadvantages. In addition, pre-teachers lack confidence and information about class using the realistic contents, but they recognize the need of classes using realistic contents for students and education for pre-teachers. Based on this, it obtained suggestions on the preparation of facilities and equipment in schools for future education, development of contents that can be used for convergence class, development of programs and teaching·learning materials using realistic contents, and education for pre-teachers.

• East Asian mathematical journal
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• v.30 no.2
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• pp.123-148
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• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.231-242
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• 1999

The focus of this development program is to input multimedia materials into learning according to the trend of recent social changes and to maximize the learning effect for improving problem-solving by offering familiar teaching materials. The expecting effects of this study are as follows: 1. This program helps students acquire mathematical concepts and principles about circular equation through concrete examples using a variety of media - text, voice, sound, and animation and so on - , makes it possible individual learning which was difficult for students to expect at the existing multitude class as progressing learning each unit on the screen and the perfect learning by offering FEED BACK 2. This program varied the difficulty of learning contents to learn according to learning abilities of learners by using animation and making the most of merits of computer and was able to improve learning effect by studying in a mutual way with managing learning procedure nonsuccessively. 3. Class using CAI program about developed circular equation unit has a positive effect on improving problem-solving by becoming from teacher centered class to student centered one. 4. This program makes students understand the contents of auxiliary learning in multimedia computer more efficiently, and cultivate abilities to adopt in accordance with changes in the future society by forming familiar computer mind.

• Fourth Industrial Review
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• v.2 no.1
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• pp.9-17
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• 2022

Purpose -In general, elementary school is the time to take the first social step away from family relationships with parents or siblings. Recently, AI technology has been widely used in everyday life and society. The purpose of this study is to propose a program that can cultivate AI literacy and self-expression for elementary school students according to the trend of the times. Research design, data, and methodology - In this study, prior to developing a self-expression class program for cultivating AI literacy, we looked at the related literature on what AI literacy is. In addition, the digital learning program was analyzed considering that the current AI literacy is based on the cutting edge of digital technology and is located in the same area as digital literacy. Result -This study developed a curriculum for self-expression and AI literacy cultivation. The main feature of this study is that the education program of this study allows 3rd, 4th, and 5th graders of elementary school to express themselves and to express their career problems by combining culture and art with AI programs. Conclusion -Self-expression activity education for cultivating AI literacy should be oriented toward holistic education and should be education as a way to express oneself in order to improve the quality of life of learners

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.61-65
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• 2010

As an activity of one working group for the Good Practice program at Kumamoto University, we proposed a questionnaire survey on the degree in which students understand the uppermost points of importance in their classes in addition to the usual type of class questionnaire. Each class lists three uppermost points of importance which are essential for understanding the class content. The degree of understanding is classified into four levels: full, most, insufficient, and not at all understandings. Through the analysis of questionnaire replies, the degree of understanding for bachelor students in the Department of Engineering was discovered to be meaningfully affected by the degree of difficulty, the effectiveness of audiovisual aids, self-study time, and class attendance.

• Bulletin of the Korean Chemical Society
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• v.32 no.2
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• pp.613-619
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• 2011

Colloidal silver nanoparticles (AgNPs) have been commercialized as the typically stabilized form via the addition of a variety of surfactants or polymers. Herein, to examine the effects of stabilizing AgNPs in suspension, we modified the surface of bare AgNPs with four type of surfactants (NaDDBS, SDS, TW80, CTAB) and polymers (PVP, PAA, PAH, CMC). The modified AgNPs was applied to compare suspension stability and nanotoxicity test using Escherichia coli (E. coli) as a model organism. Modification of AgNPs surface using chemical stabilizer may be not related with molecular weight, but chemical structure such as ionic state and functional group of stabilizer. In this study, it is noteworthy that AgNPs modified with a cationic stabilizer (CTAB, PAH) were importantly toxic to E. coli, rather than anionic stabilizers (NaDDBS, SDS). Comparing similar anionic stabilizer, i.e., NaDDBS and SDS, the result showed that lipophilicity of chemical structure can affect on E. coli, because NaDDBS, which contains a lipophilic benzene ring, accelerated the cytotoxicity of AgNPs. Interestingly, none of the stabilizers tested, including biocompatible nonionic stabilizers (i.e., TW80 and cellulose) caused a reduction in AgNP toxicity. This showed that toxicity of AgNPs cannot be reduced using stabilizers.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.91-108
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• 2008

The goal of this study is to examine the sociality and school adjustment of elementary school lower-class students. The following research hypotheses were set up and addressed: Hypothesis 1: There would be significant differences in sociality of the elementary school lower-class students according to activity - making friends group counseling Program. Hypothesis 2: There would be significant differences in school adjustment of the elementary school lower-class students according to activity - making friends group counseling Program. The subjects for the study were 20 first grade students attending N elementary school in Daejeon area. The students were assigned to the two groups-experimental group(N=10) and controlled group(N=10). The experimental group received 10 sessions of the activity - making Friends group counseling program for 40 minutes by 2 times every week, and the controlled group didn't do anything. To verify the hypotheses, two tests(sociality and school adjustment tests) were administered for the pretest and post-test. Means and standard deviations obtained from these tests were analyzed with factorial covariance test using SPSSWIN(10.0). The results were as follows: Hypothesis 1 was confirmed. The scores of experimental group were significantly higher than those of controlled group in sociability, cooperation and independence, but not in observance. Hypothesis 2 was confirmed. The scores of experimental group were significantly higher than those of controlled group in teacher-student relationship, student-student relationship and classes, but not in the keeping rules. The conclusion of the result is that the program have a good effect on the elementary school lower-class students' sociality and school adjustment. Above all, along with long-term adaptability of the research, continuous studies are required.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.217-228
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• 2018

The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

• Journal of Science Education
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• v.37 no.1
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• pp.52-67
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• 2013

The purpose of this study was to examine the effect of educational science magic program on creative problem solving ability, inquiry skill, and scientific attitude in elementary school science. For this, two classes of 3th grade were chosen in the J elementary school located in Suwon city as the experimental class(30 students) and the comparative class(30 students). The two groups were selected through a diagnostic examining program. Instruction using educational science magic program was applied to the experimental class. The results of this study were as follows. 1. the creative problem solving ability of the experimental class has statistically meaningful differences and improved, compared with the comparative class(p<.05). 2. the scientific inquiry skill was improved, but it has no meaningful difference statistically. However, science tasks applied educational science magic program had valuable significance to ability of measure(p<.05). 3. the scientific attitude score also was improved, but it has no meaningful difference statistically. However, science tasks applied educational science magic program had valuable significance to endurance(p<.05). 4. the results of survey showed that educational science magic program influence students' interests and concerns in science, class participation, pleasure in class, and comprehension of what is said in class positively. Therefore, a educational science magic program applied in this study might be useful to improve the creative problem solving ability, interests and concerns in science, class participation, pleasure in class, and comprehension of what is said in class.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.51-59
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• 2012

The purpose of this study was to examine the effects of Future Problem Solving Program on creativity and scientific attitude. For this study the 4 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with FPSP, and the comparative group had the class with teacher centered lectures for 9 classes in 10 weeks. The FPSP was focused on finding problems, finding key problems, creating solutions, selecting the standard of judgement, making alternative solutions, and learning creative steps of solutions consisting of development of action planning. To prove the effects of this study, creativity was split up according to fluency, originality, abstractness, accuracy, and openness. Also, scientific attitude consisted of honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. The results of this study are as follows. First, the science class with FPSP with finding problems, finding key problems, and creating solutions had the effect of developing the scientific creativity; fluency, originality, abstractness of the title, accuracy, and openness. Second, the FPSP had the effect of developing the scientific attitude. Students made ideas and solved the problems through divergent thinking and convergent thinking. During the class it had the effect of developing the scientific attitude; honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. As a result, the elementary science class with FPSP had the effects of developing scientific creativity and scientific attitude. It means the science class with FPSP has potential possibilities and value to develop scientific creativity and scientific attitude.