• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.547-557
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• 2017

This study analyzed the differences depending on gender differences, the years for graduation, college majors, and grades by the level of students' learning process about the student engagement of college students. Subjects were 684 students who responded to a student engagement survey questionnaire among the students attending the regular curriculum at the K-college located in Geoje-si. For measurement, the college students' learning process analysis scale was modified and supplemented prior to use. Frequency analysis was adopted to search individual backgrounds of college students. One-way ANOVA and Post-hoc test were conducted in order to find differences according to gender differences, the years for graduation, college majors, and grades by the level of learning process. The study results are as follows. First, the college students' learning process on gender had significant differences in involvement in and out of instruction, teaching-learning outcomes, and college facility system and service. Second, the college students' learning process according to the years for graduation had significant differences in involvement in and out of instruction, class satisfaction, and college facility system and service. Third, the college students' learning process according to major differences had significant differences in involvement in and out of instruction, study interactions, academic achievement, and college facility system and service. Fourth, the college students' learning process according to grades had significant differences in total sub-components (involvement in and out of instruction, class satisfaction, study interactions, academic achievement, and college facility system and service). Lastly, the study discussions and implications are described.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.347-363
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• 2016

The purpose of this study was to analyze the trends in domestic and international gifted education in the last six years (2010-2015) by utilizing social network analysis methods. For papers of gifted education in Korea, two KCI (Korea Citation Index) rated journals, the 'Gifted/Talented Education' (The Korean Society for the Gifted) and 'Gifted and Talented Education' (The Korean Society for the Gifted and Talented Education) were selected and 457 pieces published in two journals were collected. The papers of 347 published in SSCI rated journals, 'The Gifted Child Quarterly,' 'Journal for the Education of the Gifted,' and 'High Ability Studies' were selected. English keywords were extracted from 457 papers from Korean journals and 347 papers from foreign journals and the Social Network Analysis (SNA) way was utilized for keyword frequency and central network analyses. It was appeared that the trends of paper keywords from domestic and foreign countries showed common keywords, 'academically gifted', 'science gifted', and 'gifted' as center keyword frequency, and keywords, 'achievement', 'identification', 'intelligence' appeared as the most frequent ones. For domestic papers, keywords, 'creativity', 'gifted education', and 'gifted education teacher' were the highest frequent keywords while keywords, 'foreign countries', and 'student attitudes' were most frequent ones for the foreign countries. For the analysis of papers from five journals as one group, it was found that keywords, 'identification', 'intelligence', and 'achievement' were the most important common ones and keywords, 'cognitive', 'motivation', and 'self-concept' were appeared as important keywords. The trend of gifted education in Korea seems to be different from ones of foreign countries, domestic papers of gifted education rarely included keywords of 'foreign examples', 'student attitudes', and 'gender differences.' Consequently, the trend of gifted education in Korea called for various research perspectives.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.577-595
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• 2014

The purpose of this research was to investigate the possibility of peer recommendation and to provide a diverse perspectives identifying for gifted elementary school students. The subjects were 355 elementary school students who were either fourth, fifth, and sixth grade from D elementary school located in Gyeonggi province, 165 elementary school students who are either fourth, fifth, and sixth grade from J elementary school located in Gyeonggi province, and 16 teachers who were home-room teachers for students surveyed. This research investigate the difference of creative personality, achievement motivation, problem solving patterns, and task preference inventory between students recommended by peer and students not recommended by peer. The results of this research were as follows. Firstly, the students recommended by peer showed the significantly higher creative personality, achievement motivation, problem solving patterns, and task preference than the student not recommended by peer. Secondly, as a result of comparing the students recommended by peer and students not recommended by peer for each grade, fifth and sixth grade students showed a significantly higher score in the test than other graders. Fourth grade students showed significantly higher score in every sections in the test, except for the section of creative personality. Therefore, the peer recommandation method can be applied to fifth, and sixth graders. Thirdly, the student recommended by both teacher and peer showed significantly higher problem solving patterns, and task preference scores than the student recommended only by teacher. Therefore, peer recommendation method can be an useful data for complementing teacher recommendation and it can identify gifted elementary school students.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• Journal of Science Education
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• v.38 no.3
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• pp.569-584
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• 2014

The Purpose of this study was an analysis of high school student's understanding level about concepts of special relativity through in-depth interview. The 8 participants were 10th grade students in H high school in Ulsan city, who were interviewed and analyzed in the results of the interview about basic concepts of special relativity using achievement checklist in 6 situations(principle of constancy of light velocity, principle of relativity, relativity of simultaneity, garage paradox, rocket paradox). As results of the checklist, the participants showed high achievement in the content level of simple phenomena and simple concepts related to special relativity. But they showed low achievement in the concept level for fundamental understanding of special relativity. As results of the interview, it was found that the participants decided the order of events depending on their intuition and had a difficulty to apply the coordinate system to real situation, even though they mathematically understood it. In addition, some participants who could not understand the inertial coordinate system explained paradoxes of relativity depending on their intuition and had learner's chaos. Finally, though high school students usually being in formal operational stage, some students had difficulty to draw phenomena of space and time in two dimensional plane.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.10
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• pp.2952-2958
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• 2009

This study was to examine the effectiveness of brainwave training by observing the pre and post brainwave measurement results of about 48 (experimental group 24, comparative group24) subjects who have shown resistancestress and student assessment. The study took place at neuro-training center in P city I, during Jul. 2008 and Dec. 2008. As the brainwaves are adjusted by Brain Quotient, the tool used to measure the student assessment was 5Likert Scale questionnaire. The result confirmed the differences of both resistance stress quotient and student assessment. The result of the study suggest brainwave technique's possibility in positively affecting the subjects" resistance stress quotient and student assessment. This study revealed meaningful relation between neurofeedback training and stress among several categoties, while suggesting follow-up researches figuring out more detailed explanations.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.807-825
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• 2010

Educational interest has been paid to ADHD students. Because of being easily distracted, lacking concentration, and committing hyperactive acts, they lag much behind other students in academic grades and their teachers have many difficulties in teaching them. This study aims to provide a case of enhancing an ADHD student's fraction-related achievement. To do this, we investigated his mathematical abilities in a preliminary study, devised an individualized teaching for the fractions unit, and applied them to him. And analyzing the results from observations and interviews of the student we can induce the following results: First, the ADHD student showed such types of errors in relation to fraction as lack of the concept of dividing into equal parts, lack of the concept of numerator and denominator, and errors in adding or subtracting fractions anc mixed fractions whose denominators were the same. And secondly, the fraction-related achievements of the ADHD student have improved thanks to the systematic teaching plan based on the accurate understanding of his academic gap relative to other students, his learning attitude, and his time difference. In addition, this study suggests several implications for ADHD students' learning of fractions.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.177-197
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• 2007

This study discussed the climbing learning method which studied and practiced by Professor Saito Noboru. This is the learning method which is devised to know not only the relationship of the learning factors but the systemic or structural connection of whole studying contents- affects children's math learning ability through practical class to both the lower and the higher grades. To achieve the purpose of this study, these following issues were set; A. Develop the teaching and learning course of mathematics by applying the climbing learning method. B. Execute the mathematics lesson according to the climbing learning method and analyze the learning achievement. C. Analyze the difference between application of the climbing learning method and that of the learning method by student's level in mathematics. D. Analyze what the climbing learning method gives a shift of the recognition of learning mathematics. In order to accomplish these study issues, we analyzed the text book of math not only for children but also for teachers and developed the teaching and learning course applied the climbing learning method with advice of experts. It was chosen two different homogeneous groups each, third year for lower grade group and fifth year for higher grade group. It was done the experimental group lesson applying the climbing learning method and general lesson for the control group. After then, t-test against independent samples was done depending on the result of the student's assessment(T1, T2). These two groups' students were divided into smaller groups based on result of achievement level regardless of gender. These subgroups were confirmed the difference of learning ability between upper and lower level group. As regarding the result making out grades of faith and attitude for math, t-test was used on independent sample. At the same time, experimental groups were tested using learning attitude with the learning structure chart. Through this study the following results are obtained and the conclusion was drawn. Firstly, although applying the climbing learning method to the lesson does not have significant effect to the lower grade of elementary school student's achievement it has significant influence on the higher grade student's achievement. Second, as a result of analyzing the difference between the climbing learning method and the learning method by student's level in mathematics, it is of no beneficial effect to the lower grade both upper level and lower level. However, it has appreciable effect to the higher grade classes both upper level and low level. Especially, upper level students have higher effect than low level students. Third, climbing learning method does not affect to the faith and attitude of the lower grade students positively, but it has affirmative effect to the higher grade students'. As a result of the survey of the experimental groups which were applied to the climbing loaming method, the lesson by using the learning structure chart proved to be helpful to the both the lower and higher grade. The best advantage of using the learning structure chart, children say, is easily understood whole contents of studying and is useful for review. Furthermore, using the learning structure chart is more efficient compared with previous learning method and is given the successful result to self-directed learning. In conclusion, keeping up with the current of the thought of education, we suggest a scheme as a new teaching method from the constructive learning method which emphasize the self-directed learning.