• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.296-307
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• 2014

As an educational trial for pursuit of educational excellence in the disadvantaged gifted, this study was to explore learning styles and task preferences by student's grade and gender. Furthermore, this study sought to present the practical basis to develop programs for disadvantaged gifted students. Total 153 disadvantage gifted students responded items of the Learning Styles Inventory-III and the Task Preferences Scale, which responses were analyzed by student's grade and gender in using MANOVA. As the results, the 1st grade disadvantaged gifted students preferred Direct instruction, Technology, and Learning games to the higher grade level students. There were significant differences in task preferences by students' grade level. The 4th grade disadvantaged gifted students preferred Creative tasks and Difficult tasks more than other grade level students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.637-639
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• 2020

본 논문에서는 소외계층 영재학생을 위한 온라인 학습 멘토링 운영 방안을 도출하였다. 소외계층 영재학생에게 필요한 맞춤형 과제, 실생활 문제, 학업 관리를 지원하기 위하여 맞춤형 과제와 피드백, 학업 상담으로 이루어진 온라인 학습 멘토링 운영 방안을 도출하였다. 맞춤형 과제에서는 소외계층 영재학생의 수준에 따라 실생활 주제를 활용한 과제를 제시하였으며, 피드백을 통하여 과제의 결과물을 평가받을 수 있도록 구성하였다. 학업 상담에서는 학업 계획 및 관리 능력을 향상시키기 위하여 전문가와 함께 상담을 진행할 수 있도록 하였다. 후속 연구에서는 온라인 학습 멘토링을 소외계층 영재학생에게 운영하고, 온라인 학습 멘토링의 효과를 분석하는 연구가 진행되어야 한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.235-236
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• 2022

본 논문에서는 인공지능 교육에서 소외계층의 지원 방안을 도출하기 위하여 소외계층과 일반 학생의 인공지능 교육과 관련된 여러 요인의 실태를 조사하였다. 실태 조사 결과를 소외계층과 일반 학생을 비교하여, 소외계층의 인공지능 교육에서 시사점을 도출하고자 하였다. 연구를 위하여 인공지능 교육 관련 실태를 조사할 수 있는 설문을 구성하였으며, 온라인을 통해 설문을 진행하였다. 연구 결과, 소외계층 662명과 일반 학생 1,482명이 설문에 참여하였다. 소외계층은 일반 학생보다 인공지능에 대한 관심이 높았으며, 프로그램이 언어나 피지컬 컴퓨팅을 경험한 학생 비율이 높았다. 또한, 인공지능 직&·간접적 경험의 비율은 일반 학생과 비슷한 수준이었다. 하지만 인공지능 교육 경험 비율은 일반 학생이 약 20% 높았다. 이러한 내용을 종합하였을 때, 인공지능 교육에 대한 관심은 높지만, 인공지능 교육을 받는 학생의 비율은 낮은 것을 확인할 수 있었다.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.175-183
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• 2010

The purpose of this study was to examine about effect for class of disadvantaged gifted student. For this, twenty-one item-questionnaires were giver to fifty three students at third graders in four elementary gifted schools located in Ulsan. The result of this study were as follows: First, the elementary school cognitive aspects of disadvantaged gifted class from the result of the effectiveness, 3rd grade students surveyed were all positive. Most of the students about help in learning, record enhancement, presentation skills, resources utilization, problem solving, study skills, creativity and confidence in learning in 77.3% of students answered that they had a positive influence Second, the elementary school affective aspects of disadvantaged gifted calss from the result of the effectiveness, 3rd students surveyed were all positive. Most of students about study habits, attitude, interest in studying, studying aspects related to the confidence and positive in 67.3% of students answered that they were affected. Third, the elementary school social and cultural aspects of disadvantaged gifted class from the result of the effective, 3rd students surveyed were all positive. Most of the students about teachers, students, parents, and efficient use of time for study 70.9% of students answered that they had a positive influence. Fourth, the elementary school private aspects of disadvantaged gifted class from the result of the effective, 3rd grade students surveyed were all positive. Most of the students about reliance on private tutoring classes, interest, record enhancement in 65.1% of students answered that they had a positive influence.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.399-400
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• 2022

일반 학생과 소외계층 학생은 컴퓨팅 기기에 대한 접근성은 큰 차이가 존재하지 않지만, 컴퓨팅 기기를 활용하는 역량에서는 큰 차이가 존재한다. 이러한 문제는 소외계층과 일반 학생 사이에 컴퓨팅 사고력 차이를 유발하였으며, 공교육에서 이루어지는 소프트웨어 교육의 효과 차이를 초래하였다. 이러한 문제를 해결하기 위하여 본 연구에서는 소외계층의 컴퓨팅 사고력을 분석하는 연구를 진행하였다. 소외계층 학생을 대상으로 설문 조사를 진행하고, 설문 결과를 요인에 따라 분석하는 연구를 진행하였다. 연구 결과, 소외계층 학생은 학교급이나 성별에 따른 컴퓨팅 사고력의 차이는 존재하지 않았다. 반면에 경험한 프로그래밍 언어에 따른 컴퓨팅 사고력의 차이가 나타났다. 특히, 소외계층 학생은 프로그래밍 언어 경험이 많을수록 컴퓨팅 사고력이 높은 것을 확인할 수 있었다.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.55-72
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• 2019

The purpose of this study is to find out what kind of difficulties teachers face in the management of the elementary gifted institutions in the rural area of Chungbuk province. In this study, rural area was defined that the area where gifted education is difficult to access due to geographical accessibility or where gifted education service is restricted. The participants of the this study were three elementary gifted teachers who manage elementary gifted education institutions and is teaching science to disadvantaged gifted students. We collected data about the difficulties and support needs for the management of the gifted institutions in the rural area through the questionnaire and the interview. The results of this study are as follows. First, the common difficulty that teachers expressed was the lack of parental attention and awareness of gifted education. Second, the teachers who participated in this study perceived different difficulties according to their area, experience, and environment. Teacher A is the lack of awareness of the managers, teacher B is the difficulty of student selection, teacher C is the most difficult factor in teacher quality management. This difference in perceptions also led to differences in the support improvements required by gifted class teachers in the rural area. Third, the three teachers commonly referred to difficulties to access due to geographical accessibility, and demanded the integrated management of the gifted class in the rural area and the support for the expansion of the class.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.167-191
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• 2006

The purpose of this study was to explore logical thinking abilities and metacognitive characteristics by student's giftedness and grade level. Furthermore, this study sought to present the practical basis for the promotion of students' abilities in self-driven learning as well as cognition. Average-ability students(n=199), economically disadvantage gifted students(n=133), and gifted students(n=111), who were sampled by two-step sampling procedures, responded the logical thinking ability test(Cho et al, 2006) and the questionnaire asking self-perception for 'metacognitive knowledge' and 'metacognitive control' abilities(Cho & Han, 2004). As the results, average-ability students showed less logical thinking abilities(in language, mathematics, and space) than gifted students. The logical thinking abilities had affected by giftedness, grade level and these interaction. And gifted students showed higher metacognitive control abilities in planning, monitoring, priority, and strategies of learning than average-ability students. However, there were no significant differences in metacognitive knowledge and metacognitive control abilities between economically disadvantaged gifted students and gifted students.

• The Journal of Asian Finance, Economics and Business
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• v.5 no.2
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• pp.129-137
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• 2018

The present paper study investigates the relationship between social exclusion and donation intention among specific social groups in Korea. Social exclusion refers to non-participation in social experiences by the socially disadvantaged. Data were analyzed using two sources; first was the evidence of behaviors arising from social exclusion of the university students and then socially excluded reactions of the elderly responses from the survey were compared with the first research findings. The reason of using multi-sources of data is that the outcome from the experimental design of the university student is imperative to clarify what the conclusions will be the same result with the other demographic characteristic of the elderly. The research design was three excluded elderly individuals of a self-excluded group and two other excluded groups divided such as "ignored" and "rejected" individuals to compare the differences among three groups of different sources of exclusion. The conclusion of this study is that those with high social exclusion exhibited a more negative donation intention than those with lower social exclusion, but that those who perceived themselves as self-excluded were more likely to give donations than those excluded by others, regardless of the level of their social exclusion.

• Research in Mathematical Education
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• v.25 no.3
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.