• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.290-296
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• 2012

This study analyzed the research papers published in three (2 domestic and 1 foreign) journals, in order to understand the recent trend of chemistry education research. We selected Journal of the Korean Chemical Society (JKCS) and Journal of the Korean Association for Science Education (JKASE) as the domestic journals, and Journal of Chemical Education (JCE) as a foreign journal. The papers published from 2000 to 2009 were analyzed. As the result, the chemistry education research theme focused on 'teaching method and education technology', 'learner's characteristics', and 'chemical concept and experiment' in the order of frequency. The research on 'curriculum and textbooks' was performed often in JKCS reflecting Korean social environment. The most researched chemistry education goal was the 'conceptual understanding/change' followed by 'achievement/grade' in JCE and 'experiment/inquiry skill' in JKCS, and 'attitude/interest/motivation' in JKASE. The research subjects were focused to 'middle or high school students' in JKCS, in contrast to the 'university students' in JCE. More concern to the higher education is required in the domestic research. The most frequently used research method was 'survey/ examination' followed by 'experimental research' in JCE and JKASE and 'data/material analysis' in JKCS. We discussed the implication on future chemistry education research.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1031-1043
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• 2010

The purpose of this study was to develop the brain compatibility index equation for the brain-based analysis method of science teaching-learning program. To develop the index equation, one sample unit in middle school science programs was selected and analyzed by the brain-based analysis frame (CORE Brain Map). Then, the index equation was derived by the CORE Brain Map. In addition, four sample units in elementary science programs were selected to validate the brain compatibleness index equation. From the random network theory of Erdos and Renyi, this study derived the brain compatibility index equation; (BCI=$\frac{L_o}{11(N_o-1)}{\cdot}{\sum}\limits_{i=1}^4l_iw_i$) for quantitative analysis of science teaching-learning program. With this equation, this study could find the quantitative difference among the teaching-learning programs through the unit and curriculum. Brain-based analysis methods for the qualitative and quantitative analysis of science teaching-learning program, which was developed in this study is expected, to be a useful application to analyze and diagnose various science teaching-learning programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.564-576
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• 2020

The study aims to verify the influence of overt narcissism and covert narcissism in adolescents upon Interpersonal Relationship through self-concept clarify. Regular middle school students were surveyed over the period from November 4 to 22, 2019. A total of 470 questionnaires were used in the analysis for this study. The data were analyzed using SPSS 23.0 and AMOS 23.0 statistics suites. The study results are as follows. First, the covert and overt narcissism of adolescents had a negative impact on the self-concept clarity. Second, the self-concept clarity of adolescents had a positive impact on interpersonal relationships. Third, the covert and overt narcissism of adolescents had a negative impact on interpersonal relationships. Fourth, in the relationship between adolescent overt/ covert narcissism and interpersonal relationship, self-concept clarity all had a significant mediating effect. This research has empirically demonstrated the influence of the self-concept clarity upon interpersonal relationship in relation to the overt and covert narcissism of adolescents, so that the study findings provide a wider understanding of the adolescents who have difficulties with Interpersonal Relationships while helping enhance expertise in the counseling and education curriculum based on the characteristics of narcissists.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.87-104
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• 2016

The purpose of this study is to suggest a pedagogic direction of home economics education that can form body image which organize self-concept of adolescents positively. To achieve this purpose, the study suggested a body image formation model of adolescents that can be applied to home economics education, and based on this formation model, analyzed contents on body image of current 12 textbooks of home economics education. The main results of this study are summarized as follows: First, to analyze textbook through body image formation model of adolescents, educational contents about body image were categorized into 4 constructs with 8 sub-categories. Second, we found the current textbooks about the child and family life field, food and dietary life field, and clothing life, are handling topics regarding body image formation model of adolescents, such as concepts and components of body image and antecedents and outcomes of body image. We conclude that although the current textbooks handles contents on body image of adolescents, those contents are sporadically presented across the three fields without an integrated perspective. Home Economics, as an entity of educating adolescents' self-esteem through daily life activities, needs to have a topic-oriented approach in developing a curriculum.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1037-1049
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• 2017

The purpose of this study is to explore how the flow of discourse move and their reasoning process in dialogic argumentation during group modeling on excretion. Five groups of three to four students in the second grade of a middle school participated in the modeling practice of a Gifted Center. Analysis was conducted on argumentation during the modeling activity in which students should explain how the waste product (ammonia) leaves the body. It was found that there was a sequential argumentative process-tentative consensus, solving the uncertainty, and consensus. There were several discourse moves - 'claim' and 'counterclaim' in the stage of tentative consensus, 'query' and 'clarification of meaning' in the stage of solving the uncertainty, and 'change of claim' in the stage of consensus. Students participated in the dialogic argumentation by constructing argument collaboratively for reaching a consensus. Critical questioning in the stage of solving the uncertainty and reasoning in the stage of consensus were the impact factors of dialogic argumentation. By answering the critical questions, students changed their claims or suggested new claims by defending or rebutting previous claims. Students justified group claims with diverse argumentation scheme and scientific reasoning to reach a group consensus. These findings have implication for science educators who want to adopt dialogic argumentation in science classes.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.375-383
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• 2020

In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8^th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.338-364
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• 2007

The purpose of this study is to investigate current trends and future directions of research in the area of gifted education through the analysis of published manuscripts on giftedness and gifted education between $2000{\sim}2006$. About 521 articles among 35 journals and 49 dissertations listed in the Korea Education and Research Information Service, including the journal of gifted/talented education and the journal of giftedness and gifted education, were mainly analyzed in the present study. The articles were examined by topics, domains, ages, and research methods both yearly and synthetically. The most widely researched topic was curriculum and program issues in gifted education, and the topic related to factors and development of giftedness was the second. Most studies have continuously focused on the mathematically and scientifically gifted students, and studies on gifted students in the areas of art, language, and other domains were scant. Issues on underachieving gifted students and underachievement were researched actively in 2005. More research has utilized elementary students as samples rather than middle or high school students. Young children under 7 have attracted much attention by researchers after 2004. Related to research methods, literature review was the most widely used, survey was the second, and experimental and correlational studies were the next. Implications related to results were discussed in depth.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.17-34
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• 2014

This study aimed to examine the research trends and to suggest future research directions in teaching-learning methods for Home Economics education, by analyzing articles published in three major academic journals in the field. From each of the research studies, the teaching-learning method, the related content area, and the learning effect measures were quantitatively codified. The data were analyzed using frequency analysis and cross-tabulations. According to the results, the number of teaching-learning method studies steadily increased since 1998 and peaked in 2010 and 2011. The most frequently studied content areas were combinations of more than two content areas, and the most frequently studied teaching-learning method was the Content-Based methods, followed by Practical Thinking/Problem Solving, and IT-Based methods. The most frequently used measures of learning effect were Knowledge/Understanding, Attitudes toward Home Economics subject, General Attitudes/Competencies, and the Attitudes toward the Instructional Method, in the order of frequencies. The results of this study are expected to contribute to the teaching-learning method research and also provide implications to the documentation of Home Economics curriculum for secondary education.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.609-620
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• 2011

This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

• 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.