• Journal of the Korean Society for Library and Information Science
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• v.56 no.2
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• pp.5-33
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• 2022

In this study, the direction and contents of public education to develop competencies that are in line with the 2022 revised curriculum and the paradigm of future education were sought, and a plan for reading education was prepared. A creative and cooperative problem-solving method and process as not only information literacy ability to read, select, and reconstruct information but also transformative competency to respond to uncertain future and diversified situations are important amid the complex, pluralistic and rapid development of information and communication technology It was intended to give an experience of exploring and communicating through reading in order to explore and derive it. Analyze the general outline and syllabus of the curriculum, international education project definitions and indicators, and organize academic theories and research to set the direction and goal of high school reading education, and organize creative and convergence class strategies and reading activities A library reading class model was developed. Accordingly, the class model was revised by applying the development research method, and the final model was developed by supplementing it through field application evaluation. In order to achieve the research purpose end, a two-round Delphi survey was conducted on 10 reading education and curriculum experts. The model modified through the Delphi survey was developed in the final school library convergence reading class model by demonstrating the class in the educational field and supplementing it through application evaluation.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.87-101
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• 2017

The analysis was carried out with meta-analysis on master's and doctoral dissertations, and academic journals that analyzed the effects of STEAM education between 2012 and 2015. From the total number of 75 dissertations and articles analyzed, 183 different effect sizes were calculated. The analysis was done to find out the kinds of differences that would be created according to the effect size of creativity, problem-solving ability, and researcher, target area, student division research design type, and level of schools. The total effect size of creativity scored 0.776, and demonstrated satisfaction in symmetry of funnel plot, with no publication biases. The fail-safe N scored 780, and since the number is smaller than 8,945, the results of this research has credibility. Furthermore, problem-solving ability shows intermediate level of effect size with a score of 0.584. It also showed satisfaction in symmetry with funnel plot, with no publication bias. With the different research methods of the sub-factors of creativity, fluency scored the highest with 0.929, flexibility with 0.881, originality with 0.838, sophistication with 0.653, abstractness with title 0.705, and resistance to termination, 0.527. This study finds its significance in the demonstration of average effect size of STEAM education through meta-analysis. According to research results, the effects of inclusive education could be determined, yet the specific effect cause or learning principles were difficult to find. It was found that the effects of STEAM education do not rise or fall depending on school age, and demonstrated differences in creativity according to the research methods or the researchers.

• Journal of the Korean Society of Radiology
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• v.12 no.2
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• pp.225-231
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• 2018

Recently, new teaching methods for communicating with teachers and students have been emerged according to the trends of decreasing the school-age population and the development of the mass media. We have applied teaching-learning model based on the flip learning to the college students in this work. As a result of the test for the customized flipped learning teaching-learning model in pre-class, the attendance rate of the major subject was 92.3% whereas that in liberal arts courses other than majors revealed 87.6%. This result for attendance rate shows that first year students in the radiology department have been actively participated in pre-class of the major subject than that of the liberal arts curriculum. From comparing the differences between the study group that was applied flipped learning in class and the non-applied group, the research group showed higher scores in knowledge, skills, and attitudes than the comparative group. In addition, more than 90% of the learners improved their responsibility, problem solving ability, creative thinking, cooperative ability, and communication ability through this learning program. From the test for the difference in the role of radiologists in the post class, the mean score was 4.40 for the group applied the teaching-learning model while that for non-applied group was 2.10. Hence, from such results, we see that this teaching-learning model is appropriate and needs to be extended to cultivate basic skills in radiology and relevant vocational education.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.825-833
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• 2017

The Korean Ministry of Education has emphasized human resource development with creative and convergent ability for future science and technology development. Korean STEAM Education aims to enhance students' interest and their understanding of science and technology as well as to develop students' creative problem-solving skills. Through STEAM R&E project, students experience self-directed research in order to solve the problem in the context of everyday life. In this study, we aim to find out whether the creative leader competency of high school students changed after they experienced the STEAM R&E project. The creative leader competency consisted of three domains: cognitive, affective, and societal domain. We measured the creative leader competency using the questionnaire scales. The questionnaire was administered to 612 high school students who participated in the 2016 STEAM R&E project. Pre- and post- test scores were collected, and we analyzed it. We compared the mean difference between pre- and post- test scores as well as the mean differences among science high school, gifted school, science core school, and general high school. From the result, we found that all student' creative leader competency improved after participating in the STEAM R&E project in all three domains. The result also showed that students' test scores of science high school and gifted school showed no significant mean differences, while student's scores of both science core school and general high school improved significantly. From the results, we concluded that STEAM R&E activities could be an effective tool in cultivating creative leader competency, especially for general high school students and science core school students. We also suggested that further researches are needed to find how we could enhance students' creative leader competency.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.231-260
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• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.

• Communications of Mathematical Education
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• v.26 no.2
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• pp.177-203
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• 2012

The purpose of this research was to look at whether small group drawing activities can be applied to learning content that combine mathematics and art, by analyzing the changes in $10^{th}$ grade students' interests in mathematics and particular features of their strategic thinking that were reflected in small group drawing activities using graphs and inequations. The results of the study are as follows: 1. The small group drawing activity using graphs and inequations demonstrated that students interests in mathematics could experience positive changes. 2. The small group drawing activity using graphs and inequations was effective in stimulating the students' strategic thinking skills, which are higher level thinking activities necessary for creating problem solving. As the students went through the whole process of accomplishing a complete goal, the students engaged in integrated thinking activities that brought understandings of basic graphs and inequations together, and were also found to use such higher level thinking functions needed in achieving creative problem solving such as critical thinking, flexible thinking, development-oriented thinking, and inferential thinking. 3. The small group drawing activity using graphs and in equations could be expected to constitute learning content that integrate mathematics and art, and is an effective solution in boosting students' strengths in mathematics by way of activities that consider students' unique cognitive and qualitative peculiarities and through integration with art.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.27-39
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• 2016

It is necessary for us to be equipped with problem-solving ability, logical thinking ability, and convergence thinking ability in the digital information age. To have these abilities, modern people in the $21^{st}$ century should be educated to develop the computational thinking ability. However, it is difficult to cultivate the computational thinking ability in current computer education curriculum. Therefore, this paper aims to propose a programming-based computer educational program to make students better understand the principles of computer science and enhance student's computational thinking ability escaping from current fragmentary and limited computer education. In order to verify the effectiveness of the educational program, students in total 42 middle school (22 students in 1st and 2nd grades and 20 in 3rd grade) were applied to the educational program for twenty-four hours on 12 weeks and then we obtained a positive result that might bring improvement on the logical thinking ability and creative problem-solving skills. As a result, this study presents the possibility of its field applications of computational thinking-based programming learning and analyzed the effectiveness. therefore, it has a notable point of presenting the development direction of a variety of education programs for enhancing the computational thinking in the future.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.271-280
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• 2010

Education focus on cultivating creative talent in the rapidly changing knowledge and Information society. Algorithms of computer science students to logical thinking and problem solving to find the best solution is an effective learning content. But the algorithm often educate at the University of reality when considering the level of elementary school students' cognitive structure and it is very important for teaching. In this study, based on the principle of the algorithm with an educational content for students to understand the principles of their own problems as the best way to resolve the situation with the ability to want to kidney. Content that contains elements of the game interesting for students to participate actively interested in effective teaching methods to the understanding of the principles of the algorithm will be a big help.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.319-328
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• 2021

The purpose of this study is to develop core competencies for gifted education by utilizing Delphi survey methods and to present behavioral element selection and scale questions based on the definition of competencies. First, the core competence for gifted education was selected through literature analysis, and the first Delphi survey was conducted to verify that the definition of each competency is suitable for the competency name. Subsequently, through a second Delphi survey, detailed questions were developed and verified by expressing the capabilities required to develop core competencies as behavior elements. Through two rounds of Delphi surveys, eight key competencies were finally selected: attitude and practice willingness, communication and collaboration, information processing and tool utilization, creative problem solving, convergence and application, higher-order inference, community spirit, and learning achievement orientation. This study is meaningful in that it selects core competencies and behavior elements for gifted education that are necessary to pursue goals that meet social needs and it presents tools to measure the degree of competency improvement for gifted education.

• School Mathematics
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• v.7 no.2
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• pp.169-192
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• 2005

The purpose of this study is to provide the conformity for developing project-based teaching$\cdot$learning materials for the mathematically gifted students. And this study presents development procedural model in order to improve the effectiveness, analyze its practical usage and examine the verification of the developed materials. It made the following results regarding the development of project-based teaching$\cdot$learning materials for gifted children in mathematics. First, it is necessary to provide appropriate teaching$\cdot$learning model to develop the materials, and the materials should be restructured to be available to other level students. Second, it is suggested to develop a prototype in order to develop teaching$\cdot$learning materials for gifted children in mathematics, further the prototype needs to be restructured until it satisfies theoretical frame. Third, an introduction should be made before the activity to perform the projects effectively. Fourth, a teacher's guidance should introduce children's examples corresponding to the objectives of learning, the examples of topics examined by students, and teacher's manual and attention for teaching. This study has a point of presenting the detailed guidelines with regards to development of teaching$\cdot$learning materials for gifted students in mathematics. This study has a point of presenting the detailed guidees with regards to development of teaching$\cdot$learning materials for gifted students in mathematics.