• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.224-232
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• 1996

The present study was conducted to investigate cognitive characteristics of children with dyslexia and/or attention deficit/hyperacidity disorder. Cognitive characteristics were evaluated by using KEDI-WISC, the Basic Achievement Test, TOVA, MFFT, and neuropsychological tests. ADHD group showed significantly lower level of performance in response time for correct responses and presented variability for correct responses in TOVA. Dyslexia and mixed group showed lower performance in Reading I and Reading II, Writing subtest in the Basic Achievement Test than those of ADHD group and in Information subtest of KEDI-WfSC. In order rd determine the diagnostic effectiveness of each psychological tests, discriminant analysis was conducted. In this analysis, 11 subtests of KEDI-WISC and 4 variables of TOVA, 4 subtests of the Basic Achievement Test, and MFFT, WCST were included as independent variables and each diagnostic roups were dependent variables. Discriminant analysis indicated that overall percentage of correct classification was 93.88%. The clinical implifications and limitations of the present study were listed and discussed.

• Proceedings of the Korean Society for Information Management Conference
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• 1996.08a
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• pp.41-44
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• 1996

본 논문은 시소러스의 구축에있어 시간, 비용, 노력의 최소화를 위해 외국 시소러스를 번역하는 방법이 언어, 제도, 사고방식, 문화 등의 이유로 어떤 문제점이 발생하는지를 고찰해 보고자 한다. 연구 대상으로 ERIC 시소러스를 번역하여 구축한 [KEDI 교육 시소러스]와 [ERIC 시소러스(7판)]를 선정하여 비교 분석하였다. 번역에 의존하는 한글시소러스 구축 방법은 권장할만한 방법이 되지못하며, 단지 우리말 시소러스 구축을위한 Discriptor를 추출하는 수단 이상을 기대하기란 어려우리라 여겨진다.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.99-107
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• 1989

이 글은 1989년 9월 4일부터 9일까지 홍콩대학에서 있었던 국제회의 결과 보고서이다. 유네스코가 후원한 이 회의에는 20여개국에서 28명이 참석하였으며, 모든 참석자가 country paper를 발표하고 주제에 관련된 토의를 거쳐 최종 보고서를 작성하였다. 학교교육 밖에서 과학기술의 대중화를 위한 방안을 모색해보는 새로운 내용이라서 그 전문을 소개한다.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.77-98
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• 2007

It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.

• Journal of the Korean Society of School Health
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• v.33 no.1
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• pp.19-27
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• 2020

Purpose: This study is to confirm the effectiveness of the character education program applied to high school students. Methods: The study used a one-group pretest-posttest design with a sample of students aged 15 (n=263, male), the members of eleven 10th grade classes in a high school in Seoul, from March 1st, 2019 to February 28th, 2020. In order to confirm the effectiveness of the program, the Korean Educational Development Institute (KEDI) character questionnaire was used, and a paired t-test was performed using IBM SPSS statistics 25 statistical program. Results: In this study, character levels were significantly higher after the character education program than before. The pre-post differences in character levels were measured for Sincerity (t=5.63, p<.001), Self-respect (t=2.78, p=.011), Decorum (t=3.97, p<.001), Responsibility (t=5.35, p<.001), Consideration and communication (t=5.89, p<.001), Citizenship (t=5.28, p=p<.001), Self-regulation (t=6.25, p<.001), Justice (t=2.62, p=.011), Wisdom (t=5.75, p<.001), and Honesty and courage (t=7.11, p<.001). Conclusion: In this study, and were found to be significantly related to improvements in character.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.485-510
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• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.70-82
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• 1994

Present study was to evaluate the validity and the clinical utility of the Korean version of Luria-Nebraska Neuropsychological Battery for Children(LNNB-C) in various groups including normal, brain damaged attention deficit hyperactivity disordered(ADHD), and psychiatrically disordered. The Korean version of LNNB-C and BGT were administered to clinical groups consisted of 51 patients(19 brain damaged, 16 ADHD. and 16 psychiatric controls), and to normal group composed of 147 children between the age of 8 and It Also KEDI-WISC was administered D clinical groups as a part of comprehensive psychological assessment There were significant differences between the brain damaged and the normals on all scales of LNNB-C, and between the normals and the ADHD on 11 clinical scales and 3 summary scales, which indicate the clinical validity for the scales of the Korean version of LNNB-C. The significant differences between the ADHD and the brain damaged on 3 summary scales were found, suggesting that the summary scales might play an important role id discriminating between two groups. Multiple discriminant analysis showed that the Korean version of LNNB-C significantly discriminates 3 groups - normals, ADHD, and brain damaged. Percentages of correct classification were ranged from 62.5% in the ADHD to 98.6Ta in the normals. For further evaluating the discriminant validity of the LNNB-C, the discriminant power of each items were calculated, and 131 of the 147 items discriminated significantly between the brain damaged and the normals. The scales of LNNB-C significantly correlated with the error scores of BGT and the most of scales of KEDI-WISC. These results put together : strongly support the concurrent and the discriminant validity of the Korean version of LNNB-C in diagnosing brain damage. The limitations of present study and several issues for the luther study were discussed.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.459-471
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• 1999

This study is to develop a mathematics assessment framework based on the mathematics assessment framework and content strands suggested by KEDI, NCTM, NAEP, TIMSS, Oregon State, New Zealand. According to the literature review, there has been more emphasis that students themselves 'communicate' what they 'understood' and how they 'thought' during the situation of 'solving problems'. As a result, communication ability is considered one of the most important factors in assessment situation, which always accompany the abilities of understanding, thinking, problem-solving, etc. In conclusion, the framework related to mathematical knowledge consists of content and behavior domains. The content domain is categorized into 6 content areas of the 7th mathematics curriculum, and the behavior domain is divided into computation, understanding, inference, problem-solving, and communication.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.165-166
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• 2016

방송통신고등학교는 국가수준 교육과정의 개정 시기를 맞아 방송고 학습자 특성을 반영한 온라인 콘텐츠 설계를 위해서 콘텐츠 질 분석, 수업 구조 분석, 화면 로그인 경로 분석 등을 통해서 시행하고 방송고 온라인 콘텐츠 교수설계 모형을 도출하였다. 이에 따라 본 연구에서 도출한 온라인 콘텐츠 교수설계 모형은 먼저 크게 수업 설계, 수업 실행, 수업 평가로 구성되어 있다. 수업 설계는 학습자 분석, 교수환경분석, 교수 분석, 교수 전략개발의 단계를 가지고 있다. 수업 실행은 수업에 대한 동기 유발, 선수학습 회상, 수업 목표 제시, 수업 내용 제시 및 학습 안내 제공, 수행 행동 유도 및 피드백 제공, 목표 수행 평가, 파지 및 전이 단계를 가지고 있다. 수업 평가는 최종 수업 평가 및 최종 피드백 제공 단계를 가지고 있다.