• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.485-491
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• 1998

In this study, the achievement of Korean biology gifted-students was compared with that of International Biology Olympiad(IBO) participants to explore international achievement level of biology and to suggest the need of teaching program for biology gifted-students. Korean thirty gifted-students were selected through test by Korean Biology Olympiad Committee. They examined theoretical test two times in January and March. 1998. Theoretical part consisted of eight domains as follows; cell biology. anatomy and physiology of plants, anatomy and physiology of animals, ethology. genetics and evolution, ecology, systematics, and microbiology. As a result, Korean biology gifted-students had lower achievement than IBO participants in eight domains. and especially much lower achievement in ethology and systematics. Though thirty Korean gifted-students were found to had much lower achievement than lBO participants, four higher rankers of them are in prospect of winning bronze medals. Thus, it is necessary to develope an appropriate teaching program for biology gifted-students with theoretical lectures and inquiry activities.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.26-47
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• 2006

Environmental problems became bigger and widely known among all parts of the society in the last decade. The broad and sustainable study of the environment is the most basic and primary solution to the problems. For this reason, International Environmental Project Olympiad (INEPO) was organized in 1993. Many countries have participated in this organization. Therefore, the purpose of this study was to revitalize the environmental education and to realize the value of environmental education by making students aware of the environmental problems through the INEPO and Korean Environmental Olympiad (KEO). To achieve these goals, we conducted as follows First, we introduced aims, major contents and rules of the INEPO and grasped problems related to the applying method of students who want to participate in the INEPO in Korea. In addition, we introduced both results of domestic contest for participating in the 14th INEPO and of the 14th INEPO itself opened in 2006. Second, we analysed participants' themes according to project types such as environment-biology, environment-chemistry, environment-physics, environment-health and environment-social sciences from Previous INEPOs. Third, we had interviews with several participants to gather their thoughts on motivation and impression of participation, the reason of theme selection, and the method of environmental education in school, by visiting each booth of INEPO. Finally, we suggested sustainable methods of the KEO to revitalize environmental education, and proposed various methods to revitalize the environmental education through the KEO and INEPO in the primary and secondary schools.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.627-633
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• 1998

Achievements of Korean delegate students who attend on the 9th International Biology Olympiad(IBO) were compared with those of IBO participants for the 4th, 5th and 7th theoretical tests. It was predicted that four Korean delegates won medals in the 9th IBO on the basis of the average percentages of correct answer and the shifting patterns of achievement. And achievemens of four delegates during delegates training period were compared with that in the 9th IBO. Mean perecntages of theoretical part of them were 78.15%, 77.16%, 80.97% and 76.99% respectively, and total mean percentage was 78.32%. Their achievement was level for silver medalist. It was 86.56% on the average that they had achieved in the 9th IBO. This result was more than achievement in delegates training. Their percentages of achievement order were 90.84%, 97.71%, 82.44% and 70.99% respectively. One of them won gold medal and the others won silver medals. It was needed to develop effective teaching program for biology gifted-students and training preparing for IBO.