• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.263-271
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• 2009

Problem solving competency has always been a prime issue in education, and it is defined as core skills of a life competency or as 21st century skills that students need to successfully learn. This study aims to discover the scope and impact of digital textbooks on students' competencies. This study also examines meaningful differences brought about using digital textbooks and taking lessons specifically adapted to improve 5th grade students' problem solving competencies. The pretest-posttest control group design was adopted and a performance-based measurement tool for problem solving competency was developed and applied. The results indicate that the classes using digital textbooks achieved higher scores in problem solving competency. Also, a lesson that was specifically adapted with the aim to improve students' problem solving competency had a positive influence on students' achievement. Moreover, there was reciprocal influence between using digital textbooks and adapting instructions to improve problem solving competency. In conclusion, the effect of digital textbooks should be discussed further while also considering the influence of teachers' instructional strategies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.213-221
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• 2017

This study was conducted to identify professional self-concept, academic self-efficacy and department satisfaction among 327 nursing students to determine whether professional self-concept or academic self-efficacy has an impact on department satisfaction. Data were collected from May 29 till June 12, 2017 and subjected to frequency and percentage, mean and standard deviation, t-test, ANOVA, Scheffe's test, Pearson's Correlation Coefficient, and multiple regression analyses using SPSS version 22.0. The results revealed that purpose of admission to school, relationship with peers, and academic achievement significantly influenced professional self-concept, academic self-efficacy and department satisfaction, whereas gender, age, and religion did not. Additionally, there was a positive correlation between professional self-concept, academic self-efficacy, and department satisfaction. The factor that had the greatest impact on department satisfaction was professional self-concept, although academic self-efficacy and consideration of aptitude for major were also significant influencing factors. Overall, the results indicate that there is a need to develop and apply a variety of programs that can be used to increase professional self-concept to increase department satisfaction among nursing students. Accordingly, further studies are needed to increase academic self-efficacy among students and consider aptitude when admitting students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.195-205
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• 2018

This study was a descriptive investigation of the effects of nursing students' major satisfaction and professor-student interaction on their adjustment to university life. For this investigation, data were collected from July 22 to August 15, 2017. The collection was made through a questionnaire survey of nursing students in their 1st or 2nd year at one of eight colleges or universities located in B Metropolitan City, U Metropolitan City and G City. Participants were informed of the purpose of the study and agreed to participate in it. Of all the questionnaire sheets collected after the survey, those filled in by 205 participants were finally used for analysis here, with those by others excluded because they were considered to have been inappropriately filled out. The findings of this study can be summarized as follows. Nursing students surveyed in the study were significantly different from one another with respect to adjustment to university life depending on grade, health status, interpersonal relationships, desired career, academic achievement and family life level. Moreover, nursing students who had higher satisfaction with their major and more interactions with their professors were likely to adjust better to university life. In addition, regression analysis revealed that the nursing students' satisfaction with their major had the biggest effect on their adjustment to university life. Taken together, the results suggest that nursing students in their 1st or 2nd year of school should continue to be provided with curricular or extracurricular programs designed to improve their major satisfaction and that they should be given opportunities for communication with or counseling from their advisors or other nursing professors from the onset of university life.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.139-156
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• 1995

The purpose of the study is to examine the effects of Gifted Education Isnstitute of Korea (GEIK) programs for gifted children especially in the areas of reasoning skills and creativity, thereby proving the effectiveness of the program. The subjects are 136 (103 boys and 33 girls) fourth, fifth, and sixth grade gifted children, who have participated in GEIK programs for more than six moths. They were stratified by the length of participation in GEIK programs. Ninety four children have participated for more than one year. Forty-two children have participated for less than one year. Both groups are rather homogeneous in IQ scores and school achievement levels at the time of enterance into GEIK programs. Both a Group Assessment of Logical Thinking (GAIT) and a Creativity test were used for the study on reasoning skills and creativity. GALT, developed by V. Roadranka, R. H. Yeany and M. J. Padilla in 1983, consists of 12 questions. It is classified into six subscales: conservation, proportional reasoning, controlling variables, provability reasoning, correlational reasoning, and combinatorial reasoning. The reliability of this test is .85. This test recommends to classify the stages of child development as follows according to the total test score. 0-4 point: Concrete Stage, 5-7 points: Transitional Stage, and 8 and above points: Formal stage. The Creativity Test was developed by Y. Lee and W. Chung (1971). It consists of four components: fluency, flexibility, originality, and openness. Only both fluency and openness were used in this study. In order to analyze data, T-Test, Intercorrelational Analyses, ANOVA, and Nultiple Regression were used. Followings are the results deduced from the above analoyses of the data. First, 43.48% of the subjects were on Concrete Stage, 36.78% were on the Transitional Stage, and 19.86% were on the Formal Stage in the developmental level classified by Piaget. Second, the students who have participated in GEIK programs more than one year acquired significantly higher score in GALT than the students who have participated in GEIK programs less than one year. Third, boys showed higher score in GALT than girls did. Fourth, there were statistically significant intercorrelations between six subscales of GALT. Fifth, the students who have participated in GEIK programs more than one year acquired significantly higher score in openness of creativity test than the students who have participated in GEIK programs less than one year. There were no significant differences in openness of creativity test between boys and girls. Sixth, the students who have participated in GEIK programs more than one year acquired significantly higher score in fluency of creativity test than the students who have participated in GEIK programs less than one year. Girls showed higher score in fluency of creativity test than boys did. Seventh, the students who acquired higher score in GALT showed higher score in both openness and fluency of creativity test. Followings are the conclusions deduced form the above results. First, the developmental level of reasoning skills of the fourth grade students participationg in GEIK programs is the same as that of 7th grade of normal Korean students and the same as those of 10th grade of U.S.A. and Philipoine students. Second, the GEIK programs are effective in improving reasoning skills. Third, the GEIK programs are effective in improving creativity. Fouth, reasoning skills and creativity can be improved by well planned programs. In conclusion, this study suggests that beyond reasoning skills and creativity, other areas such as areas in science skills, mathmatical skills, or verbal skills, etc., should be studied in the future.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.439-463
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• 2015

This study compared 14 programs for the economically disadvantaged or minority students with potentials in 5 countries - US, UK, Germany, Australia, and Israel, attempting contents and characters of Korean Head Start to be developed, that is the program for economically disadvantaged gifted students or students from multi-cultural families, who are gifted at risk of under-representation and under-achievement. School wide enrichment programs, which served all students with gifted programs, using RTI model in the pursuit of equity and excellence, turned out to be effective as early interventions and identification implemented for economically disadvantaged or minority students with potentials. Gifted programs for low Social Economic Status (SES) or minority students played a role as a bridge for disadvantaged students to get into a regular gifted program or even higher gifted schools and to have a competency to compete with affluent gifted students. The principles of the programs were acceleration and differentiation. Most programs also ran a parents' education and a mentor program to motivate and support disadvantaged students socially and emotionally. Collaboration among governmental offices and usage of external resources were more effective to support these students and the programs.

• Journal of Preventive Medicine and Public Health
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• v.27 no.2 s.46
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• pp.175-185
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• 1994

In order to anticipate disease pattern and health problems of Koreans in the 1st part of 21st century (by the year 2020), transition of population characteristics, mortality and morbidity data during the last 30 years Koreans have experienced were reviewed. On the actual basis of epidemiologic transition process that has undergone during last 30 years since 1960 along with socioeconomic development and successful implementation of selective national health policies (family planning, medical insurance and etc.), following changes can be expected in the 21st century in Korea, under the assumption that the current rate of progress is maintained. The population of South Korea alone will be doubled the population of 1960 by the year 2013 : aged Population older than 65 years will be increased from 3.3% in 1960 to 11.4% in 2020 with increased average age of the population from 23.6 year in 1970 to 39.2 year in 2020; urban population from 28% in 1960 to 83% in 2005. GNP/capita has increased tremendously from U.S. $120 in 1970 to $6,749 in 1992, and the government estimated it would be 519,350 in 2010 and $29,460 in 2020. Growth and developmental indices of children, educational achievement and social status of women also showed a remarkable improvement and anticipated to make futher progress. Leading causes of mortality and morbidity have shown a striking change during the last 30 years, from infectious diseases to chronic degenerative diseases and man-made injuries. Occurrence of communicable diseases may become minimal although viral hepatitis, venereal diseases Including AIDS, and well adapted herpes virus infections will maintain their endemic level. Newly evolving infectious agents, however, should be carefully monitored because of rapidly changing environments and human behaviours. Tuberculosis may increase up to the epidemic level when AIDS prevails. Ischemic heart diseases may increase steadily with increasing occurrence of hypertension and diabetes mellitus whereas cerebrovascular diseases may be decreased slowly. Musculaskeletal diseases which contribute a lot to the disability of aged people may be a major health problems due to increased aged population. Mental diseases, particularly that caused by alcohol and drug abuse, and senile dementia may become a prominent health problem. On the other hand injuries caused by traffic and industrial accidents that have shown most striking increase till now may be decreased considerably by intensive intervention. The health policies in the 21st century will be oriented to the health promotion for good quality life rather than life-savings.

• School Mathematics
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• v.12 no.4
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• pp.473-491
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• 2010

In the TIMSS assessment goal and open TIMSS 2007, Singapore recorded a lower overall achievement level compared with Korea; however, the excellent results shown by Singapore furnished an opportunity for various countries to research into the education in Singapore. This paper conducted a comparative analysis of the "Proportion, Proportional Expression, and Percentile" area out of the three topics involving "Fractions and Decimals", "Proportion, Proportional expression, and Percentile", and "Measurement", in all of which Singapore exhibited a higher percentage of correct answers than Korea. The paper was able to discover the following differences through a comparative analysis of how Korean and Singaporean textbooks deal with the open questions of TIMSS 2007 after looking into them according to four assessment goals. First, the Singaporean textbook introduced the concept of proportion one year ahead of the Korean textbook. Second, the Singaporean textbook repeatedly coped with the topic of "Proportion, Proportional Expression, and Percentile" in depth and by academic year, and its volume was larger than that of the Korean textbook. Third, there was a difference in the introduction and definition of the concept of proportion. Fourth, the way of introducing a proportional expression was also different, and the Singaporean textbook proposed many more questions that utilize this expression in ordinary life. Based on these differences, the paper suggested implications that could be applied to the Korean curriculum and textbook.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.919-929
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• 2015

This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.1-24
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• 2013

The OSTG (Observation Scale for Teachers of the Gifted in Korean Traditional and Western Music) is one of the tools for screening of the Gifted in Korean traditional and Western music. So the validity and reliability of the OSTG-2 has an influence on securing validity of the whole identification process. The purpose of this study is to examine the validity and reliability of the OSTG-2 that input screening processing, and to suggest systematization of identification processing for the Gifted in Korean traditional and Western Music. For the achievement of this purpose, this study administered the OSTG-2 to 195 teachers of gifted students aged between 13 and 16 in the middle or high school for the arts. To validate the OSTG-2, I analyzed items of the OSTG-2, and conducted the exploratory and confirmative factor analysis. I also examined the internal consistency. As a result of the exploratory factor analysis, I collected 22 items of the OSTG-2 finally. Furthermore, I could identify psychological construct of the Gifted in Korean traditional and Western Music. The consequence of confirmative factor analysis, the model provided good fit to observed data. As a result of reliability analysis, the internal consistency of musicality verified cronbach' ${\alpha}$=.852, and the creativity verified cronbach' ${\alpha}$=.894, the task commitment verified cronbach' ${\alpha}$=.924. This result of validity study reflects the fact that the OSTG-2 is a valid scale and is able to input to gifted educational field instantly.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.233-244
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• 2020

The purpose of this study is to explore this music class activity and its effectiveness based on design thinking and using applications class. To this end, the effectiveness study was conducted based on the researchers' prior study of 'Development of Music learning program Using Applications Based on Design Thinking'. Under the study, two first graders who are attending P Middle School in Gyeonggi Province were selected as experimental(29) and control groups(29). The experimental group conducted the class using this program and the control group conducted a general music class. The pre-post-examination was conducted to find out the effects of this class on students' creativity, empathy, teamwork, and problem-solving skills. The course of the study was developed for seven weeks, a program pre-post-survey, and a response sample t-test was used to analyze the results. The study found that experimental groups show significant differences in creativity, empathy, cooperative spirit and problem-solving skills, while control groups that conducted general music classes had similar results in advance-postmortem. The group's students found that their ability to empathize with others in the problem situation was enhanced, their sense of rapid problem solving and achievement was high, and their ability to create creative ideas and enhance creativity in the process of solving the problem was improved. In the future, we look forward to using this music class activity in the field where new, creative, and diverse classroom models are needed.