• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.25-36
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• 2011

The purpose of this study was to analyze the effects of educational programming language(EPL) using the meta-analysis method. In order to achieve the purpose of this study, t-test and F-test were performed for the effect size differences between the variables. The results of the study were as follows: First, EPL turned out to be highly effective in improving learning effects. The total mean of effect size was as big as 1.01 and the value of $U_3$ was 84.38%. EPL increased the learning effect by 34.38% compared with the control group. Second, the moderator variables such as subject, publication type, and learner's school age there was no statistically significant differences. By designing the experiment nonequivalent control group pretest-posttest design showed statistically significant effect size compared with single group pretest-posttest design. Third, the mean effect sizes of the dependent variables were as follows: Creativity 1.90, problem solving ability 1.25, logical thinking ability 1.18, learning motivation 0.81, and achievement 0.59. EPL showed positive effect than traditional teaching and learning method comprehensively.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.35-50
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• 2014

The current curriculums for the gifted and talented students in informatics are not practical and systematic in teaching methods because it is hard to provide the gifted and talented students with appropriate education individualized at their own levels. Furthermore, there are still some problems in previous curriculums for the gifted and talented students in informatics as follows. First, there are not sufficient on previous curriculums for the gifted and talented education in informatics in middle and high schools. Second, previous curriculums in use do not contribute to cultivating the creativity, problem-solving, logical thinking abilities and insight for the gifted students. Third, there is no curriculum, which reflects on individual's ability and aptitude, for the gifted and talented education in informatics. Therefore, in this paper, we suggest stepwise enrichment curriculums that enables the gifted and talented students to be equipped with creative problem-solving skills and computational thinking abilities. In this regard, at first, The problem with existing research and educational institutes for the gifted and talented in informatics were analyzed. Next we developed a concrete stepwise enrichment curriculum in accordance with the practical educational objectives of the gifted and talented in informatics.

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.81-91
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• 2014

STEAM education has been introduced to resolve the existing problems of science education since 2011. However, as ICT develops rapidly, the future of the schools with various educational technologies is demanding for a new type of STEAM education. Therefore, the current research suggests CT-STEAM (Computational Thinking & STEAM) education, the new approach to provide integrated thinking based education with all sorts of computing devices. Firstly, the instruction model was developed as a fundamental step to introduce CT-STEAM in the real education scene. Then, lesson plan was developed as a implementation strategy, and it was tested for validity by computer education experts. It is hoped that the results of this study can enhance the understanding of CT and STEAM Education, also to provide baseline information to develop various teaching methods for integrated CT education.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.133-144
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• 1999

This study aims at identifying the effect of problem posing on the academic achievement in high school mathematics. As subjects of the study, two classes of first grade in high school were selected. One of them was treated with problem posing learning, the other was treated with learning-in-a-body. Each has 40 students and was also divided into two groups(high- level and low-level) according to their learning-level. Two instruments were used for this study. One was the teaching-learning method developed by the researcher. The other was TTCT(Torrance Test of Creative Thinking). The 't-test' was used for this study and the significant level of test was within 5 percent. The results of this study are as follows: 1. The group with problem posing learning showed significantly higher academic achievement(learning-ability) than the one with learning-in-a-body. 2. There was no significant difference in the academic achievement(creativity) between the two groups. But there was significant difference in the creative factors. 3. There was no significant differences in the academic achievement between high-level-groups in each group. 4. There was significant difference in the academic achievement (learning-ability) between low-level groups in each group. And there was significant difference in the creative factors. On the basis of the results above, the following conclusions could be made. The problem posing learning method was more effective in the academic achievement in highschool mathematics than learning-in-a-body. Especially low-level group was more effective than high-level group. These facts implies that it is more effective for a teacher to adopt the problem posing learning considering the students' learning-levels.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.111-119
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• 2020

The purpose of this study is to suggest how to use digital textbooks to cultivate digital citizenship of elementary and secondary students. We analyzed domestic and international research on digital citizenship and analyzed the definition and elements of digital citizenship. Based on the analysis, we formed a council where field teachers, education experts, and government agencies participated. This study devised the elements and competence models of digital citizenship for elementary and secondary school students, and suggested teaching methods using digital textbooks. As a result, we derived five elements of 'Digital Literacy', 'Digital Communication', 'Digital Ethics', 'Digital Responsibility', and 'Digital Creativity & Collaboration', and devised a 'Triangle competency model' for the school site application.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5396-5402
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• 2013

In this study, one for grades 1 Institute of Foundation Engineering Practice training to enable the creativity of problem-based learning as an alternative (PBL: Problem-Based Learning) training system was applied. The reason for the development of education systems engineering knowledge and practice skills related to the University no basis for first year students in the theory and practice based on the characteristics of the materials used and the tools to use, how to use the machine was to be accomplished. Hands-on training for existing structured learning plan driven by the faculty and students conducted hands-on training in the uniform limits on the ability of the practice has been shown. However, in this study on the basis of PBL learning materials, and the students themselves leading learner-centered practice problems derive and small unit exercises the ability to decide how to proceed on improving the educational process proposes. As a result of these studies, about 30% more than traditional hands-on training to improve the ability of learning respectively.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.1-17
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• 2000

The purpose of this research was to apply and conduct a class with Gordon’s Creative Problem Solving Method(Synectics) to the area of ’human development and family relations’among male students in a jr. high school. Subject matters which were appropriate for applying Gordon’s Creative Problem Solving method were selected from ’human development and family relations’area, with problem circumstances set to reflect to the highest degree the interests of individuals and families. An 8 hour teaching instructional guide was constructed with $\boxdr$strategy 1$\boxul$of Gordon’s Creative Problem Solving method in order to solve creatively the established problem. This was practically implied to 70 students(each class had 34 and 36 students respectively) in K middle school located in Seoul. The period of this application was for 3 months during March through May of 1999. The perception of this method was examined by the teachers and students through open-ended questions. The record of perception showed that 56 students out of 70(with no response from 5 students) through that the class done by the creativity problem solving method was good. The majority of reasons mentioned for the positive answers were ’being able to receive different thoughts which were unusual of daily life’. In addition the students who participated in the class were able to foster a joint experience which improved their understanding of relationships and sens of community. moreover students who did not do well n the class or were diffident were encouraged to participate which in result showed that there was even an internal effect.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.19-30
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• 2004

Korean traditional paper is more than paper itself to the Korean people because of its excellence, compared to western paper, in keeping records, flexibility, strength. air permeability. and blocking ultraviolet rays. It has been used for various purposes such as book-making. covering for walls. windows or floors. making clothes and living appliances. and so on. Notwithstanding these merits. mass-produced paper has been substituted for Korean paper. Recently, however, there is a growing tendency to re-evaluate Korean paper because of its physiochemical properties. traditional beauty. eco-friendliness. and applicability to crafts. Korean paper deserves widely received re-evaluation as teaching materials for the education of ecology. creativity. and traditional arts. The purpose of this study was to find out a way of using Korean paper as sewing materials in Practical Arts classes for the elementary school. Previous researches on what properties Korean paper has and how many kinds of crafts have been made of Korean paper were reviewed. Concrete methods of utilizing Korean paper as sewing materials. especially for the finishing skills of sewing. were also proposed.