• The Mathematical Education
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• v.42 no.1
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• pp.19-39
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• 2003

The purpose of this study is to find out effective ways to take care of the 8th and 10th graders' disposition causing math. disliking. To accomplish this goal, we proceeded as follows : First we categorized the 11 factors recognized as the reasons of math. disliking into 4 math. disliking causes such as psychological f: environmental cause, conceptual cause, relational cause and application related cause. Second, to take care of these tow causes, we developed materials which are closely related with the contents of the 8th and 10th graders' school mathematics. Third with these materials we taught the students who had proved to have the math. disliking trend, for one semester. As a consequence of this experiment we arrived at the following results. As for psychological & environmental causes, 35.7% of the 8th graders and 17% of the 10th graders proved to have been improved significantly. This result shows that the curing of the psychological & environmental causes is more effective in the 8th graders than in the 10th graders. i.e., the curing effects of the students' psychological & environmental cause for disliking math. decline as they get older. As for conceptual causes, 35% of the 5th graders and 30% of the 10th graders proved to have been improved significantly. In case of the 8th graders this ratio was similar to that of the other causes. But as for the 10th graders this ratio was a little low compared with that of the case of relation causes and application related causes. As for relational causes, 35% of the 5th graders and 49% of the 10th graders proved to have been improved significantly. Especially the 10th graders improved greatly. Among the four factors that compose this cause, especially hierarchy and connection factors were effectively cured. On application related causes, 47% of the 5th graders and 57% of the 10th graders proved to have been cured significantly. And among the four types of causes listed above, this was the most successfully cured one. Of the two factors of this cause, the basic application factor appeared to have been improved in all experimental groups. In connection with teaching methods, we found out the followings two facts. First, the more teachers push students to solve their tasks with their own efforts, the higher is the ratio of owe. Second, the more teachers teach students personally, the more effective are the teaching results.

• Korean Journal of Biological Psychiatry
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• v.13 no.4
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• pp.260-266
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• 2006

Objectives : Synapsin III near VCFS region on chromosome 22q affects. It could be an interesting candidate gene for schizophrenia. D22S280 is a highly polymorphic genetic marker residing in synapsin III. We examined association of D22S280 marker on synapsin III with Korean patients with schizophrenia. Methods : The subjects were 46 male Korean patients with schizophrenia and 60 male normal controls. Using polymerase chain reaction, gel electrophoresis, ABI 310 genetic analyzer, and GeneScan Collection 3.1 software, we confirmed genotypes of D22S280 marker. We examined Hardy-Weinberg equilibrium and case-control association using SAS/Genetic 9.1.3. Results : Genotypes of both schizophrenia and control groups were in Hardy-Weinberg equilibrium. We could not find any significant statistical differences in allele-wise(${\chi}^2$=10.4, df=6, p=0.098) and genotype-wise (${\chi}^2$=22.1 df=19, p=0.258) analyses of D22S280 marker between schizophrenia and normal controls. Individual allele analyses with df=1 showed significant differences in A1(p=0.025) and A7(p=0.034) allele, which were not significant following Bonferroni corrections(A1:p=0.177, A7:p=0.235). Conclusion : We couldn't find any association between schizophrenia and the synapsin III gene. Given the small number of subjects studied, further investigations are needed.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• 대한공업교육학회지
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• v.33 no.1
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• pp.23-43
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• 2008

The purpose of this study is to provide some necessary baseline data to the information prodigy related research through the study on the brain left/right tendency of information prodigies. Subjects were 298 gifted students(59 information, 79 mathematics, 80 science, 40 invention, 40 social science) and 114 general students summing up 412 in the schools of Daejeon metropolitan area. 'Brain Tendency Test' developed by Torrance and modified by Ko in Korean was used as a tool to measure the prodigies' brain tendencies. Data analysis has been done with the $x^2$ test of frequency with the alpha = .05. The results of this study are as follows. 1) The information gifted students have tendencies of utilizing right brain hemisphere at the most, both left/right brain(whole brain) utilization at the second, and left brain utilization at the last. 2) There was statistically no difference between information prodigies and general students in the left/right brain tendency. 3) There was statistically mild evidence to support the notion that there are some differences in the brain tendency between the group of information prodigies and the group of other area of the prodigies. The degree of inclination to utilize the whole brain hemisphere for the prodigies of the other area was the highest compare to other left/right brain utilization while the information prodigies tend to utilize the right brain hemisphere at the most. 4) The female information prodigies have tendencies of utilizing while brain area at the most, right brain utilization at the second, and left brain utilization at the last contrary to the brain utilization tendencies in the male information prodigies which are the same as the brain utilization tendencies of the information prodigies. However there was no difference in brain tendencies statistically between the two groups since the female subjects were too small.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.35-55
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• 2013

The purposes of this study were to development and verify the effect of educational program apply on STEAM for the mathematical prodigy. To accomplish these purposes literature review on development of the program and qualitative study were conducted. The mixed-model design was applied for this qualitative experimental study. The conclusions of this study were as follows. First, the program for mathematical prodigy education applied on the conceptual model of STEAM integration approach was developed. Second, a learning satisfaction about constitution of the workbook was lowly. Third, principal of STEAM was the best interest and difficult of the program applied on STEAM. Fourth, the creativity and problem solving ability was founded about angle and velocity of mathematical domain and making the Angrybirds Game on GeoGebra environment. In spite of difficulty about principal of the Angrybirds Game, confidence and satisfaction were founded about a result product.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.743-765
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• 2010

The purpose of this study was to provide and analyze the fundamental data on leadership skills and to analyze leadership skills among giftd elementary students according to grade, subject and gender. The main research questions in order to achieve the purpose of research are as follow. First, are there any differences of gifted elementary students' leadership skills in gifted groups? Second, do leadership program have an effect on improvement of gifted elementary students' leadership skills? The subjects for this study were 488 gifted elementary in 4th-6th grade in Busan. The students in the experiential group went thought 16 session do leadership program. After that, they had pre-tests and post-tests. the devices used to verify the effectiveness of the program were leadership skill scales. For this research analysis, MANOVA was used to investigate the first research questions and MANCOVA was used to investigate the second research question. Results from this study are as follows. Firstly, students in higher grades received fewer leadership skills points. This fact suggests that the leadership programs from the fourth grade should be implemented in 5th and 6th grade gifted education as well. Secondly, in the analysis of the results from gifted mathematics and gifted science, little significant statistical difference was shown. Thirdly, the analysis of leadership skills according to gender showed statistical significance. Finally, the study showed that the leadership education program had a positive effect. So the gifted 4th, 5th, and 6th grade students improve their leadership skills points by the end of the 16 week programs. Consequently, it is suggested that leadership education program on gifted elementary education was significant to improvement of leadership skills.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.355-371
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• 2013

While many research focused learners as those who excel in mathematics or science, the identification of learners with potential or demonstrated talent in visual art has also been the meaningful research topic. Since these learners exhibit high performance capability in intellectual, creative and artistic areas, they require services or programs not ordinarily provided by the schools. This research tried to clarify what high performance means when speaking of learners with outstanding talent in the visual arts based on the relevant literature. Also, this research introduced the recent trends in the field of art gifted and talented education. In order to demonstrate critical issues and find new directions in art education for gifted learners, this research conducted the survey, and this survey target group was arts high school students. Based on the survey analysis, this research conducted the semi-structured interviews with focal participants including the teachers and an artist. Interviewees generated many meaningful issues, and interview analysis reconceptualized art education for gifted learners as following. 1) Gifted education should consider learners' excellence, equity, troubles, and struggles that often go unnoticed. 2) We should reform the criteria, standards, and strategies in finding art gifted learners. 3) In order to facilitate meaningful and creative art education, higher education institutions need to change the current college entrance exam. 4) The goal of gifted art education is not only raising the world-class artists. 5) Meaningful art education for gifted learners is in interaction with the environment including group dynamics, parents influence, and teachers.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.11-20
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• 2021

This study extracts topics related to university education through newspaper articles and analyzes the characteristics of each topic and the reporting patterns of each newspaper. The 9 topics were discovered using LDA. Topic 1 and Topic 3 are related to university support projects for education, but Topic 3 is focused on local universities. Topic 2 is about university education after COVID-19, Topic 4 teaching-learning methods, Topic 5 government policies, Topic 6 the high school education contribution university support projects, Topic 7 the university education vision, Topic 8 internationalization, and Topic 9 the entrance exam. The Chosun Ilbo, Kyunghyang, and Hankyoreh reported a lot of articles associated to lectures after COVID-19, government policies, and comments on university education. Relevant articles since 2016 have been analyzed by newspaper type and before/after COVID-19 through which differences in the topics were studied and discussed. These findings would suggest a basic policy guideline for university education and imply that the positive and negative effects of the media need to be considered.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.175-186
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• 2021

The roles and functions of domestic public libraries are diversifying, but various problems have emerged due to internally biased book lending. In addition, due to the 4th Industrial Revolution, public libraries have introduced a book recommendation system focusing on popular books, but the variety of books that users can access is limited. Therefore, in this study, the public library unborrowed book recommendation system was implemented limiting its spatial scope to Duryu Library in Daegu City to enhance the satisfaction of public library users, by using the loan records data (213,093 cases), user information (35,561 people), etc. and utilizing methods like cluster analysis, topic modeling, content-based filtering recommendation algorithm, and conducted a survey on actual users' satisfaction to present the possibility and implications of the unborrowed book recommendation system. As a result of the analysis, the majority of users responded with high satisfaction, and was able to find the satisfaction was relatively high in the class classified by specific gender, age, occupation, and usual reading. Through the results of this study, it is expected that some problems such as biased book lending and reduced operational efficiency of public libraries can be improved, and limitations of the study was also presented.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.62-75
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• 2022

In this study, experiential STEAM program using 3D printer was produced focusing on the content elements of 'solar' in the 2015 revised science curriculum, and in order to find out the effectiveness of the STEAM program, analyzed creative problem solving, STEAM attitude, and STEAM satisfaction by applying it to two middle school 77 students simple random sampled. The results of this study are as follows. First, a solar tactile model was produced using a 3D printer, and a program was developed to enable students to actively learn experience-oriented activities through visual impairment experiences. Second, in the response sample t-test by the difference in pre- and post-score of STEAM attitude tests, significant statistical test results were shown in 'interest', 'consideration', 'self-concept', 'self-efficacy', and 'science and engineering career choice' sub-factors except 'consideration' and 'usefulness / value recognition' sub-factors (p<.05). Third,, the STEAM satisfaction test conducted after the application of the 3D printer-based STEAM program showed that the average value range of sub-factors were 3.66~3.97, which improved students' understanding and interest in science subjects through the 3D printer-based STEAM program.