• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.413-444
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• 2010

The purpose of the present study is to develop an instrument of mathematical learning motivation and causal attribution for students and to analyze the results of the instrument. Based on the literature review, mathematical learning motivation is the cumulative effects of self-assessment and self-regulation in mathematical learning and achievement experience. Three factors of mathematical learning motivation is identified as self-regulatory efficacy, task difficulty and mathematical anxiety with 17 self-regulatory efficacy items, 9 task difficulty items and 9 mathematical anxiety items. Three factors of causal attribution for success is identified as ability/effort, luck, and other person with 6 ability/effort items, 4 luck items and 3 other person items. Also, four factors of causal attribution for failure is identified as ability, effort, luck, and other person with 3 ability items, 7 effort items, 3 luck items and 4 other person items. The instrument of mathematical learning motivation and causal attribution for success and failure was administered to 919 middle school students from eight different middle middle schools in Seoul, Gyeonggi-Do, Busan, jeolla-Do area. The correlation of three factors of mathematical learning motivation was calculated. As a result, a positive correlation between self-regulatory efficacy and task difficulty was appeared but mathematical anxiety has a negative correlation with self-regulatory efficacy and task difficulty. This study also examined the differences about mathematical learning motivation's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of self-regulatory efficacy and task difficulty was higher than that of lower level group. Students of lowest achievement level showed significantly higher mathematical anxiety degree than that of middle and high group. Students that have higher degree of self-regulatory efficacy and task difficulty preference were attributed into ability/effort cause toward success of mathematics achievement. Also, Male students preferred more difficult task and higher degree of self-regulatory efficacy in mathematics learning than female students. On the contrary, Female students showed higher mathematical anxiety level than male students.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.993-1009
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• 2011

The purpose of this study was to find the effects of RSM-based astronomical observation program about Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students. For this purpose, this research developed RSM-based astronomical observation program. This program was totally consisted 10 lessen. there was 3 part in this program. It contained Preparation Stage (step 1-2), Observation Stage (step 3-8), Clean up Stage (step 9-10). To find the effects of RSM-based astronomical observation program on Astronomical Spatial Concept and Self-Directed Learning for Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Astronomical Spatial Concept was used to find the effect of the Astronomical Observation program based RSM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, RSM-based astronomical observation program was a positive effects on Astronomical Spatial Concept of the Scientific Gifted Students (t=3,875, p=.001). Second, RSM-based astronomical observation program was a positive effects on Self-Directed Learning of the Scientific Gifted Students (t=5.783, p=.000). According to this research, RSM-based astronomical observation program was verified to improve Astronomical Spatial Concept and Self-Directed Learning on the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of Gifted/Talented Education
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• v.11 no.1
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• pp.81-98
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• 2001

The purpose of this study was to indicate the ways to identify the gifted child in the sports, and the research direction in this area in the future. The most of researches related to the early development of the children who showed the gifted talents in the certain sports skills were published from the European area such as the old East Germany or Soviet Union. Those research papers or articles were main focus of this study to be analyzed. The analysis in this study will be assistant to provide the direction of the research in the future about the method to identify appropriately on the children with the gifted sports skills. -Related to the period of selection of the children with sports skill gifted, the divided selection procedure will be good such as the 1st selection and 2nd selection. In the 1st selection, the goal will be to test the potentials of the children with the sports talents in the public school with creating the special group, and the 2nd selection will be to examine the qualification of the admission to the special schools for the children with the sports talents. -Related to the method of selection of the children with sports talents, the special item on the developmental procedure should be considered on the each field as well as the potentials focused. And, the physical factors, the condition of growth and development, psychological factor, and environmental factor should be comprehensively considered. -The system of promotion in the period of the primary school will be appropriate in the special group for the children with the sports talents, and the special school will be good from the middle school. The system outlooks will be adequate if shaped as the hierarchical structure. -The curriculum for the children with the sports talents will be proper that the basic fitness for the earlier ages and the professional skills will be recommended if getting older. -The continuous research is strongly required for the judgement and promotion of the children with sports talents, therefore, the multiple intelligences approach will be helpful for the development of the bodily-kinesthetic intelligence, and in other words, the new era of the genetic method will be another prospective area such as the DNA analysis in the identification of the talented children for the sports filed.

• Journal of Korean Public Health Nursing
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• v.5 no.2
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• pp.5-25
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• 1991

This study was conducted from July to December 1990, in order to diagnose nurses' educational need for home care. The study subjects consisted of 145 nursing educators, and the 3 groups of nurses, namely 250 senior nursing students of diploma and collegiate program, 235 health center nurses, 521 university' hospital nurses in Seoul. Four types of questionaires were formulated by Delphi method. Two questionaires for the nursing educators were designed to measure their expectations of nurses' knowledge and of their skill for home care, and another two questionaires for the nurses to measure their actual home care knowledge and skill. The results of the study were as follows : 1) The mean scores of educators' expectation for home care knowledge were 17.68 for the care of dependence on medical equipment, 17.44 for the care of mobility impairment patient, 16.56 for the care of cardiopulmonary impairment patient, 16.40 for the care of nutrition and elimination impairment patient, '1.20 for the care of psychiatric disorder patient and 9.03 for the care of cancer and terminally ill patient,. 2) The mean scores of nurses' home care knowledge tested by 20 items were 14.36 for the care of mobility impairment patient, 13.28 for the c8;re of dependence on medical equipment, 13.78 for the care of cardiopulmonary impairment patient, 12.92 for the care of nutrition and elimination impairment patient, and those of tested by 10 items were 7.08 for the care of psychologic disorder patient, 7.80 for the care of cancer and terminally ill patient. The sum of means marked 69.23. As for the nurses' home care knowledge categorized by tasks in terms of the group, significant difference were shown in the care of mobility impairment(P=0.00), cancer and terminally ill(P=0.03), nutrition and elimination impairment(P=0.00) and psychologic disorder patient(P=0.00). No significant difference were shown in the care of dependence on medical equipment and cardiopulmonary impairment patient. 3) Regard to educational need of nurses' home care knowledge categorized by task according to the group it was found that all sampled nurses had educational need in the care of mobility impairment, dependence on medical equipment, cardiopulmonary impairment, cancer and terminally ill patient. It was found that health center nurses had educational need in the care of psychologic disorder. No educational need were found in the health center nurses whose career less than 2 years, in the care of mobility impairment, cardiopulmonary impairment and psychologic disorder patient, and in those of career with 2-5 year in the care of psychologic disorder patient. No educational need were found in the hospital nurses whose career more than 15 years, in the care of cardiopulmonary impairment patient and in those of career with 11-15 year, in the care of cancer and terminally ill patient. 4) The mean scores of educators' expectation for home care skill measured by Likert 5 points scale were 4. 21 for assessing, 4.49 for planning, 4.29 for basic care, 4.42 for curative care, 4.40 for rehabilitative care, 4.36 for emergency care, 4.53 for medication, 4.31 for nutritional care, 4.32 for other means for care, and 4.38 for evaluation. 5) Regard to nurses' home care skill measured by Likert 5 points scale of self evaluation, there was a significant difference between the nurses' home care skill and group(P=0.00l). The higher scores reported by students were vital sign checking and basic care while the scores of below medium were curative care and emergency care. The higher scores reported by health center nurses were vital sign checking, other means for care and care of specimen while the scores below medium were curative, emergency and nutritional care. The higher scores reported by hospital nurses were vital sign checking, care of specimen and basic care, while the score below medium was emergency care. 6) Regard to educational need of nurses' home care skill by nursing process activity according to the group it was found that health center nurses had educational need in all nursing skills including vital sign checking, care of specimen, health assessment, socioeconomic assessment, nursing diagnosis, care plan, basic care, curative care, rehabiitative care, psychological care, emergency care, medication, nutritional care, other means for care and evaluation. And students had educational need in all nursing skills except vital sign checking, and hospital nurses had educational need in all nursing skills except vital sign checking, care of specimen and basic care. 7) In short, the result of this study suggests that the curriculum should be organized in accordence with nurses' educational background and their career for the education of nurses for home care. It should be considered to develop the short term educational program focused on curative and rehabilitative care for health center nurse or community health nurse practitioner and which was focused on family care for hospital nurse. Concerning about this field practice for home care nurse, they are required not only community practice but also . clinical practice including emergency, curative and rehabilitative care.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.476-484
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• 2007

The purpose of this study is to examine the misconception profiles of the scientifically-gifted and non-gifted children in terms of basic physics concepts and to compare them in terms of the types of differences in misconception as well as in their understanding of the concepts themselves. The subjects of this study were 75 scientifically-gifted children attending the Educational Center of Gifted Children in DNUE and 148 non-gifted children in elementary schools in Daegu city. For the purposes of this study, the basic concepts of physics (heat, electromagnetism, force, and light) which should be learned in an elementary school were selected with a review of related previous research and with an analysis of the 7th science curriculum. Next, a questionnaire was made which was made up of 20 multiple choice statement based items. Analysis of the results of the statement sections in the test, it was hoped, would reveal the difference between the scientifically-gifted and the non-gifted children's understanding, while the responses in the multiple choice items would suggest the differences between the two groups in terms of the misconceptions regarding physics concepts. The results of this study are as follows: First, although both the gifted and non-gifted children showed a low level of understanding of the concepts of heat, electromagnetism, force, and light, the gifted children' level of understanding of those physics concepts was proved to be significantly higher than the non-gifted, so it seems that the scientifically-gifted children have fundamentally understood the concepts in physics and have a higher level of understanding of them. Additionally, both the scientifically-gifted and non-gifted children' level of understanding of all the concepts was lower in the order of electromagnetism, heat, force, and light. This shows that both the scientifically-gifted and the non-gifted children have no difference in the level of understanding of any specific physics concept, but have similar levels of difficulty in every concept. Second, both the scientifically-gifted and non-gifted children showed similar types of misconceptions. However, the scientifically-gifted children had fewer misconceptions than the non-gifted. We suggest that scientifically-gifted children's misconceptions were not fixed yet, so there remained a possibility of them being corrected easily with appropriate instruction.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.762-774
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• 2007

The purpose of this study was to investigate misconceptions about plate tectonics which spread widely among freshmen at high school with drawing. For this, we chose 6 conceptions about plate tectonics by analysis of 7th curriculum and of 11 kinds of science textbooks. Questionnaire of drawing about plate tectonics were developed depending on them. Data was collected from 134 students who was freshmen at high school in Daegu. The result of this study was as follows. First, In structure of plate, 'upper mantle type' and 'crust type' misconceptions were more than half of the respondents. Second, In distribution of plate, 'cracked earthquake zone type' and 'earthquake frequency type' misconceptions were more than half of the respondents. Third, In formation of ocean ridge at oceanic crust- oceanic crust divergent plate boundary, 'divergence type' and 'collision type' misconceptions were more than half of the respondents. Fourth, In formation of mountain ridge at continental crust- continental crust convergent plate boundary, 'collision type' misconceptions were more than half of the respondents. Fifih, In formation of mountain ridge at oceanic crust- continental crust convergent plate boundary, 'subduction type' and 'fault type' misconceptions were more than half of the respondents. Sixth, In transform-fault at oceanic crust- oceanic crust transform-fault boundary, 'direction type' and 'section type' misconceptions were almost half of the respondents. In this study, students' drawings about plate tectonics showed similar misconceptions. This imply that drawing conceptions can be used by the strong evidence of misconceptions which spread widely among students. Furthermore, this study has a significance that this conclusion is useful to teachers as basic teaching-teaming materials of plate tectonics.

• 대한공업교육학회지
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• v.32 no.1
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• pp.153-171
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• 2007

The purpose of this research was to investigate the degree of perceptional change of career education through overseas training of specialized high school teachers who take the leading role in applying Korean vocational education to reality. To accomplish this purpose, the following method were employed: 25 specialized department teachers of Keyngido educational institute who visited career education institute in USA and Canada were selected, and pretest and posttest were taken. Collected data were analyzed by Windows Korean version SPSS 14.0. M, SD, t-test and significant level p<.05 were employed for statistical analysis. The result of this research was as follows: There was significant difference in the degree of perceptional change of vocational education by overseas training of specialized high school teachers. But There was no significant differences in the management of vocational education curriculum(${\alpha}=.327$), reinforcement of preparatory training for technique contest(${\alpha}=.327$) in the statistical significant level(p<.05). The perception level of the trainees varied respectively in these domains. And means of posttest were relatively low in the comparison with those of pretest in the domains of visit of educational institute, educational facilities, scholarship and financial support, and reinforcement of preparatory training for technique contest. It is attributed to the Korea's uniqueness of culture, emotion, school system, educational facilities and financial support different from U.S.A. and Canada. The vocational education program of vocational education training institute in U.S.A. and Canada is mainly composed of industrial department, so there was no statistical significant difference(p<.05) in some questions taken by subjects of agricultural and commercial department. In conclusion, The overseas training program is very helpful for the perceptional change of vocational education and it is desirable to be expanded continuously.

• 대한공업교육학회지
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• v.40 no.1
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• pp.1-22
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• 2015

The purpose of this study was to select and organize educational contents needed to achieve systematic education of Invention intellectual property in secondary vocational education and ultimately to provide basic data for development of national-level curriculum. For this, the study, based on literature research, selected and organized educational contents of Invention intellectual property and learning elements in secondary vocational education, which served as the first draft. Then, the study verified its validity through experts' meeting and prepared its final draft. The experts' meeting comprized three teachers engaged in education of Invention intellectual property, two researchers (including a professor) and one person in charge of intellectual property. This study had following findings. First, the first draft of selection and organization of educational contents of Invention intellectual property in secondary vocational education as per the literature research suggested nine subject and 39 educational contents. The result of validity analysis for the suggested first draft turned out to be generally valid at 4.4 on average. Opinions modified and added by the experts' meeting were 30 in total with 5 altered, 20 modified and 5 added. Second, the result of validity analysis of learning elements in educational contents by the subject turned out to be generally valid. Average validity by the subject was revealed as Basics of invention 4.4, General invention/patent 4.5, Invention & problem solving 4.3, General intellectual property 4.5, Invention & design 4.6, Particulars of patents 4.4, Patent drawings 4.5, Patent & own business 4.5. Third, the final draft of educational contents of Invention intellectual property in secondary vocational education selected and organized eight subjects and 40 educational contents. The finally-suggested subjects included Basics of invention, General invention/patent, Invention & problem solving, General intellectual property, Invention & design, Particulars of patents, Patent information, Patent & own business.

• 대한공업교육학회지
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• v.38 no.1
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• pp.163-194
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• 2013

This study aims at giving examples that can be applied in the real education field, and it develops theme-based integrative education program for Industrial Specialized high school students. It analyzed the models of many scholars about the development of education course, and devised developmental models and procedures of the theme-based integrative education program of engineering specialized high school from those. As a result, it used and reorganized ADDIE model which is the systematic education course development model and the theme-based integrative education development model of Frazee and Rudnitski(1995) as the basic structure, and came to devise theme-based integrative education program of engineering specialized high school while referring to creative engineering design education program development model by Lee Chang-hoon. This study that is theme-based integrative education program for engineering-specialized high school students and is the result of this study has the following characters. First, This theme-based integrative education program that is developed for engineering-specialized high school students can be applied and the initial example that approach the Theme-Based. Second, This Education Program included the Activity project that is "Making Maglev" for the third grade at the engineering-specialized high school and One of the Program's aim is to bring up their attitude that engaged to in the class having the Interest. Third, Theme-based integrative education program for engineering-specialized high school is composed the workbook for the students and the teaching guidance plan for the teachers. Workbook for the students is composed four Units;"Brief about the Maglev","Basic principles about the Maglev","Intensive principles about the Maglev", Activity project about the Maglev". And each unit is made by Learning Purpose, Introducing, Learning Contents(Deepen Learning, Reading Magazines), Assesment etc. Teaching guidance plan for the teachers include that Summary, Purpose, Time Planing & Streaming Map for the class, contents associated Maglev, prerequisite learning, constructure of the education program, flow chart, learning activity, assesment(self-appraiser and peer review).