• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.395-417
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• 2022

This study aims to analyze the correlation of creative personality, environment, process, and product as related to scientific creativity for different levels of elementary school students. We evaluated 105 fifth graders' responses to two tests: i) the scientific creativity test for creative process and product and ii) the self-report test for creative personality and environment. In the self-report test, creative personality comprises cognitive and affective personality, and creative environment constitutes home and school environments. To attain a deeper understanding of phenomena that cannot be explained by a quantitative analysis, interviews were conducted with four students who had the highest scores in creative product and four students who had the lowest scores in creative product while having higher-than-average scores in creative process. First, correlation of creative personality and environment were not significant. Second, in the interviews, students who had the highest scores in scientific creativity had common characteristics, namely, the ability to endure current difficulties to achieve future success and the propensity to listen to other people's ideas critically. Third, students who had the highest scores in creativity hailed from families that respected their opinions, whereas students with the lowest scores belonged to families that disregarded or neglected their opinions. Finally, this study specifies the criteria that should be considered for affective and environmental aspects of scientific creativity education.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.465-489
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• 2015

The purpose of this study is to suggest implications for the development and revision of future teaching materials for mathematically gifted students by using network text analysis of secondary mathematics materials. Subjects of the analysis were learning goals of 110 teaching materials in a gifted education center in science attached to a university from 2002 to 2014. In analysing the frequency of the texts that appeared in the learning goals, key words were selected. A co-occurrence matrix of the key words was established, and a basic information of network, centrality, centralization, component, and k-core were deducted. For the analysis, KrKwic, KrTitle, and NetMiner4.0 programs were used, respectively. The results of this study were as follows. First, there was a pivot of the network formed with core hubs including 'diversity', 'understanding' 'concept' 'method', 'application', 'connection' 'problem solving', 'basic', 'real life', and 'thinking ability' in the whole network from 2002 to 2014. In addition, knowledge aspects were well reflected in teaching materials based on the centralization analysis. Second, network text analysis based on the three periods of the Mater Plan for the promotion of gifted education was conducted. As a result, a network was built up with 'understanding', and there were strong ties among 'question', 'answer', and 'problem solving' regardless of the periods. On the contrary, the centrality analysis showed that 'communication', 'discovery', and 'proof' only appeared in the first, second, and third period of Master Plan, respectively. Therefore, the results of this study suggest that affective aspects and activities with high cognitive process should be accompanied, and learning goals' mannerism and ahistoricism be prevented in developing and revising teaching materials.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.817-827
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• 2015

This study compared the characteristics and perceptions of science imaginary drawings done by scientifically-gifted and general elementary students. To do this, sixth graders (n=60) at three gifted science education institutes and sixth graders (n=51) at two elementary schools in Gyeonggi province were selected and administered the questionnaires. The analyses of the results indicated that the pictures of scientifically-gifted students included and integrated more academic fields and places than those of general students. The pictures of scientifically-gifted students were also more elaborate, but less painted. In addition, scientifically-gifted students perceived more positively the educational benefits of science imaginary drawing upon cognitive and affective aspects. However, there were no significant differences between scientifically-gifted students and general students in the understanding of science imaginary drawing, distribution of the pictures by times, perceptions on educational benefits of science imaginary drawing upon aesthetic aspects, and perceptions on difficulties in the processes of scientific imaginary drawing. A few scientifically-gifted students answered that science imaginary drawing was not more useful to them than to general students. Educational implications of these findings are discussed.

• Science of Emotion and Sensibility
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• v.11 no.4
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• pp.461-480
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• 2008

There are innumerable studies on technology adoption and usage continuance; most examine cognitive factors while affective factors or the feelings of users are left relatively unexplored. Although attitude and user satisfaction are factors commonly considered in Information Systems(IS) research, they represent only some aspects of feelings. In contrast, researchers in diverse fields have begun to note the importance of feelings in understanding and predicting human behavior. Feelings are anticipated to be essential particularly in the context of modern applications, such as mobile internet(M-internet) services, where users are not simply technology users but also service consumers. Drawing on the support of consumer research, social psychology and computer science, this study proposes a balanced cognition-affect model of IS continuance. Prior works in relation to IS research have already considered the emotional factors. The common factors are enjoyment, anxiety, affect and satisfaction. The main difference in our study is that the factors that we used are the primary dimensions of affect according to Circumplex Model of Affect. The horizontal axis of the model represents the pleasure dimension and the vertical represents the arousal dimension. Other emotional factors such as enjoyment and anxiety can be viewed as a combination of these two dimensions, and they can be placed in the vector space formed by these two primary dimensions. Affect has been defined as the enjoyment a person derives from using computers. Satisfaction has different conceptualizations. It has been conceptualized as judgment based on the expectation disconfirmation theory. Thus, while prior works considered the direct and indirect effects of "feeling-related constructs"(enjoyment and anxiety) on usage behavior, our study proposes effects of "feeling-based constructs"(pleasure and arousal). The balanced cognition-affect model is tested in a survey of, M-internet service users. The results establish the validity of the model.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.641-654
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• 2012

In this study, we investigated the effects of coteaching science instruction in elementary science-gifted education upon students' concept application ability and their perception of the instruction. Fifth graders (N=37) from two science-gifted classes in two elementary schools were selected and assigned to control (n=19) and coteaching instruction (CI, n=18) groups. Two teachers prepared, executed, and evaluated together the instructions for science-gifted elementary students during twelve classes in the CI group, and so did one teacher with the same programs in the control group. After the instructions, the students in the two groups were administered with a test of concept application ability. All students in the CI group were also administered with a questionnaire on the perception of the instruction and were deeply interviewed. The results revealed that the scores of those in the CI group were significantly higher than those in the control group in the test on concept application ability. Many students in the CI group perceived the coteaching science instruction positively upon verbal interaction, class management, and cognitive/affective aspects. However, some of them also pointed a few disadvantages of the instruction. Educational implications of these findings are discussed.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1021-1040
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• 2013

In order to explore the influences of coteaching through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers' planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through mentoring positively changed the teachers' PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment curriculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.