• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.505-514
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• 2012

In this paper, a revitalization plan for IT education was studied. Currently, IT industry is the most important field of the export industry in korea. But IT education in korea has been neglected. To grasp the demand of students and parents for IT education, a survey was conducted. A majority of students and parents agree with opinion that should be strengthened IT education at school. Also, a majority of students and parents agree with a plan to set up special purpose high school for IT education. In this paper, a revitalization plan for IT education is proposed according to result of survey. It is expected to help the breeding gifted young man for IT.

• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08a
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• pp.1.2-37
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• 1994

Currently Korea encourages gifted high schoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes IS Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during a short period of time. Out of 40 candidates,' less than 10 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situation Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this training program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety copmg. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary. by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as a regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.775-788
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• 2007

This study was aimed to understand the structures of preservice secondary school teachers' alternative conceptions on radioactive isotopes in the interior of earth. The structure of their conceptions were analyzed by the suggestions of Niaz (1988) based on the Lakatosian frameworks. The survey was carried out on a group of seventeen students who were major in science education. The research method was open-ended written questionnaire. The results of this study show that students had apparent alternative conceptions. The high temperature and pressure' explanation for radioactive decay in earth's interior had most import effects on their alternative conceptions. It was also intended to survey their conceptional change by our teaching strategies of the philosophy of science in order to construct science concepts.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.729-738
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• 2019

Research and Education(R&E) program has been emphasized for scientifically gifted students since it can improve scientific research abilities and problem solving abilities because it provides scientific research experiences with professional researchers. The purpose of this study is to investigate the effect of R&E program on creative leader competency and science career orientation. For this study, 62 science high school students participated from 78 science high school students participating in an R&E program. Pre and Post surveys of creative leader competency and science career orientation were administered to the students. The results showed that R&E program improved students' creative leader competency in intellectual and affective characteristic. However, there are no differences in science career orientation because science high school students already had high science career orientation. The implications of this study were discussed.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.242-251
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• 2017

For the purposes of this research, a corpus of words was created from the English textbooks of the "First Middle School" for the gifted in North Korea, and using the corpus, their linguistic characteristics were analyzed. Although there have been many studies that identified the traits of English textbooks in the North Korea's general middle school, not much focus has been placed on the English textbooks used at North Korea's First Middle School. Initially, the structure of English textbooks of the first, second, fourth, and sixth grades that had been procured from the Information Center on North Korea was reviewed, after which their corpus was created. Then, by using Wordsmith Tools 7.0, linguistic properties and high frequency content words appeared in the English textbook of the first grade were analyzed specifically. Basic statistical data gathered indicated that while the number of vocabulary did not increase as students progress through the grades, the words used tended to diversify incrementally. In the mean time, a distribution of the high frequency content words by grade illustrated that a big difference was found between the content words used in the English texts of each grade, and it was a subject matter of the texts that determined such difference.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.49-65
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• 2013

The purpose of this study is to investigate the longitudinal impact of the engagement of private tutoring on student achievement and the influence of the engagement of gifted education on the effect of private tutoring by applying hierarchical linear growth modeling technique on the KELS (Korean Education Longitudinal Study) data. For the analysis, we used KELS data including the score of Mathematics achievement from 2005 to 2007 in order to get useful variables like whether or not to engage private tutoring, weekly time and monthly cost of private tutoring, the experience of gifted education, gender, prior achievement of 6th grade, parents' monthly income, internal motivation and self-efficacy. The sample consisted of 4,435 7th graders from Korean middle schools who were included in the KELS and have the data available to a significant dataset having no missing values include. The result suggest that the private tutoring experience predicted students' high Mathematics achievement and the interaction between grade and private tutoring time and cost has negative impact on the mathematics achievement. In contrast, it was found that the experience of gifted education has negative impact on the growth of mathematics achievement, but positive impact on the effect of private tutoring cost on the mathematics achievement. In other words, the experience of gifted education shows affirmative impact on the effect of private tutoring cost on the mathematics achievement indirectly. On the basis of this results, we discussed deeply the effect of private tutoring on the Mathematics achievement and the influence and its meaning of the experience of gifted education on the effect of private tutoring.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.135-148
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• 2011

Middle school mathematics treats axiom as mere fact verified by experiment or observation and doesn't mention it axiom. But axiom is very important to understand the difference between empirical verification and mathematical proof, intuitive geometry and deductive geometry, proof and nonproof. This study analysed textbooks and surveyed gifted students' conception of axiom. The results showed the problem and limitation of middle school mathematics on the treatment of axiom and proof.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.495-505
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• 2008

The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.347-358
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• 2020

He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.771-804
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• 2014

The concept of the center of gravity is presently being introduced in elementary school curriculums and is broadly applied to Mathematics, Physics, and the Engineering field in University education which are mostly theoretical classes much separated from actual life in the practical educational field. In 2013, ${\bigcirc}{\bigcirc}$ University of Science and Gifted Education, had developed the multidisciplinary approach program of verifying the center of gravity for gifted students, but this program was reconstructed and applied to ordinary students and the effectiveness was analyzed to lay the foundation and generalize this convergence education. Including experiments for verifying the center of gravity in an object with a hollow interior and the existence of a center of gravity outside an object, I proposed realizing the calculations by considering the weight of the lever, the Principle of the lever being a core factor when finding the center of gravity. We altered the existing 8 step program to a 4 step program for the told 65 students from elementary, Junior and High School students, letting them freely select the class lecture by themselves. The analysis attained from surveys, debates and interviews showed that by precise error analysis, students achieved a higher success experience, showing us the importance of the development of a new convergence program.