• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.184-190
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• 2010

This study is to verify the effects of classes at a finishing stage using cartoons depicting certain science textbook units on scientific attitudes and academic achievements of students, compared to those of classes using experiment and observation oriented textbooks. Participants of this study were 56 fifth graders at B Elementary School in Busan, and cartoon textbooks were developed based on 'Unit 1. Mirror & Lens' and 'Unit 3. Temperature & Wind' from a science textbook for the 1st semester, the year 5 to conduct cartoon led lessons just before ending a class till the 10th lesson, for the period of 4 weeks. The result of this study can be summarized as follows: Firstly, scientific attitudes improved better from the cartoon based lesson of a final stage than from the experiment and observation method, and especially more effective in lower groups among all other academic achievement levels as well as in male students. Secondly, academic achievements scored higher when cartoons were used in lessons than when the experiment and observation type was used, with higher groups of academic achievement levels working better, despite no significant gap existing between two genders. Thirdly, the memory transfer and sustenance of lessons were more effective in finishing class stage with cartoon studies than with experiment and observation one, and among all levels and both sexes, higher academic groups and male pupils exceeded. Fourthly, when questioned about their opinions on a cartoon led lesson for a final stage, 65% of those participants responded positively, while higher groups preferred more than lower groups. responded positively, while higher groups preferred more than lower groups.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.153-162
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• 2018

This paper analyzed the current level of the middle school academic achievement in Changwon City and explored the ways for improving academic achievement of the middle school in Changwon City. The data used in the analysis were the results of National Assessment of Educational Achievement of middle school students from 2013 to 2016 which was released on the school's information website(www.schoolinfo.go.kr) First, the analysis found that the academic achievement level of the middle school in Changwon City was not higher than those of Gwangju, Daejeon, and Ulsan, where the population size is similar. Second, the level of academic achievement among middle schools in Changwon City differed by year. Third, the level of academic achievement of middle school in Changwon City differed by district. Fourth, the educational achievement gap among middle schools in Changwon City existed by public and private school, as well as by male school, female school, and male and female Middle School. The paper suggested that schools with low ratio of proficient and above achievement levels should look for ways to raise the percentage of proficient and above achievement levels, and schools with higher rates of below basic achievement should make efforts to solve the problem.

• Journal of Korean Library and Information Science Society
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• v.55 no.2
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• pp.219-242
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• 2024

This study examined the output performance of papers published in international journals in the LIS field over the past 20 years and used the Gini coefficient and Hirschman-Herfindahl (HHI) index to understand the international gap in academic paper output and its changes. In addition, the characteristics of academic publications were visualized focusing on the top producing countries of academic papers, and differences according to sub-research areas were also identified. As a result of the analysis, first, although the United States and China are leading the publication of papers over the past five years, the results produced by the Netherlands showed relatively high influence and international and industrial cooperation results. Second, a high inter-country gap index (g= 0.7-0.8) has been maintained in terms of paper production and citation volume over the past 20 years, but the concentration of top countries is showing a trend of easing over time, as CR3 (Concentration Ration 3) decreased from 63.3% to 43.2%, HHI decreased from 2,129.6 to 976.1. Third, the LS field showed the highest gap between countries and a high degree of concentration centered on the United States, while the SM field was confirmed to be the most dispersed.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.239-264
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• 2008

The gap in academic achievement owing to entrance age in elementary school has been used as important basic data to formulate policies on school entrance system and other educational policies. Other countries have made further studies to prove the effect on academic achievement of age gap between students in the same grade. This study identified the clear difference in a component ratio in the participants and the successful candidates based on the by entrance age during the entrance examination of the "K" science education center for the gifted. Also, this study analyzed the difference in success in an examination depending on the season of birth between the participants and the successful candidates during the entrance examination. It also compared the birth ratio by season of each group including common students. Some preceding studies with common or backward students show the result that students who entered the school in full age have higher level of academic achievements than students in younger age. But the results of this study proved that gifted students who entered the school in full age did not have a high level of academic achievements. Like these studies, this study show the result that school entrance age works as an important factor of selection of gifted students. Students who entered the school in full age entered much more the "K" science education center for gifted students than students in young age.

• Korea Trade Review
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• v.43 no.4
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• pp.131-153
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• 2018

This paper evaluates Korea's achievements in implementing the WTO Information Technology Agreement (ITA1), which has been referred to as one of the most successful stories in trade liberalization. ITA1 and other agreements for trade liberalization were evaluated based on quantative statistics, and the implication that is not shown as numbers has often been ignored. Based on in-depth interview methods, results of this paper provides academic importance in filling the gap in knowledge regarding the success of trade liberalization from a qualitative perspective. As well, it has practical importance in exploring implications for continuing the success in implementing the ITA2 and further implementing other agreements for trade liberalization.

• 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.

• Informatization Policy
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• v.28 no.4
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• pp.3-18
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• 2021

The 'digital divide' is regarded as a latent dysfunction that impedes the intrinsic role of information to contribute to social equality. Therefore, it has drawn great attention inside and outside of academia. The growing interest in the digital divide has been driven by the realization that it can create a serious crisis that threatens a social system compounded by existing economic, social, and cultural inequality, rather than being limited to an uneven distribution of information. In this paper (1) studies on the digital divide published since 1970 are reviewed, (2) studies noteworthy of discussion are selected to assess their academic significance, and (3) the tasks and prospects of digital divide research are explored. Although meaningful achievements have been amassed through continuous interest and efforts of the academic community, two limitations are raised; the gap between pure research and policy research that hinders the working of synthetic imagination, and the intellectual lag falling behind a rapidly changing society. In addition, it is suggested that the operation, curation, and augmentation gaps would emerge as new agenda for digital divide research in the intelligent information age.

• Korean Journal of Social Welfare Studies
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• v.41 no.2
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• pp.217-245
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• 2010

This study attempts, using qualitative research methods, to identify a series of complex processes and mechanisms that turn the differences in the parents' education levels and occupational statuses into the gaps between their children's academic achievements. The highly educated parents with high occupational status are obsessed with top universities while the less educated parents with low occupational status tend to be less interested in educational capital. The highly educated middle-class parents themselves have strong educational aspirations. They also try to inspire educational aspirations and academic enthusiasm in their children by the early and deep involvement in a long-term educational strategy. They repeatedly teach their children to have aspirations toward higher professional status as well as a competitive attitude in academic performance. In contrast, the less educated working class parents do not emphasize the importance of high education and 'a good educational background' to their children. The differences in the educational aspirations and parenting practices between the two social classes primarily derive from their varying life experiences in the social structure. The middle class interviewees said that their obsession with 'a good education background' was closely related to their sense of fear that their children could fall from the middle class. In contrast to the middle class interviewees, the working class parents had no memories of painful experiences related to their lack of higher education. They claimed that they rarely ever felt inferior and that they rarely regretted their lack of high education. In addition, they did not believe that their lives were more difficult due to their 'low education'.

• Korean Journal of Heritage: History & Science
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• v.52 no.2
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• pp.38-61
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• 2019

Up until the early twentieth century in Germany, there were two research trends: 1) emphasizing objectives and making detailed observations of archaeological artifacts and sites, 2) tracing the remains of specific nations or ethnic groups and defining their temporal-spatial boundaries by conducting research on material culture in terms of nationalism or ethnocentrism. After the Second World War ended and Germany was divided, West German archaeology focused on observations of artifacts and sites, cataloging them, and doing research on chronology and distribution following their own traditional methodologies. East German archaeology attempted to prove the developing process of history and its Marxist principles based upon material culture and to examine the historic value of inherent specific cultural heritage based on criteria regarding how it corresponded to socialism and contributed to the development of socialism. Nevertheless, East and West German archaeology shared traditional archaeological methods inherited from German archaeology since the nineteenth century, and contact between archaeologists in West and East Germany continued to a degree. Furthermore, East German archaeology produced significant archaeological achievements acknowledged by West German and European archaeologists. These facts provided the momentum to complete rapid incorporation of the archaeologies of West and East Germany in spite of a one-sided process imposed by West German archaeology. In the case of Korea, it seems necessary to make an effort to share common research history and traditions and to encourage mutual academic exchange (e.g. joint excavation and archaeological research). Furthermore, it is also imperative to have open-minded attitudes toward accepting substantial results and interpretations achieved by North Korean archaeologists under scrutiny when and where necessary, despite seeming to have been fossilized by Marxism and Juche ideology. Any efforts to narrow the gap in archaeological research and conservation of cultural heritage between the archaeologies of South and North Korea should be made immediately. The case of Germany demonstrates how such a project could proceed efficaciously.