• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.147-155
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• 2020

The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.208-214
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• 2016

With the rising interest in intelligence information technology built on artificial intelligence and big data technologies, all countries in the world including advanced countries such as the United States, the United Kingdom, Japan and so on, have launched national investment programs in preparation for the fourth industrial revolution centered on the software industry. Our country belatedly recognized the importance of software and initiated the 2015 revised educational curriculum for elementary and secondary informatics subjects. This paper thoroughly analyzes the new educational curriculum for information science in high schools and, then, suggests improvements in the areas of information ethics and multimedia. The analysis of the information science curriculum is applied to over twenty science high schools and schools for gifted children, which are expected to play a leading role in scientific research in our country. In the future artificial intelligence era, in which our dependence on information technology will be further increased, information ethics education for talented students who will play the leading role in making and utilizing artificial intelligence systems should be strongly emphasized, and the focus of their education should be different from that of the existing system. Also, it is necessary that multimedia education centered on digital principles and compression techniques for images, sound, videos, etc., which are commonly used in real life, should be included in the 2015 revised educational curriculum. In this way, the goal of the 2015 revised educational curriculum can be achieved, which is to encourage innovation and the efficient resolution of problems in real life and diverse academic fields based on the fundamental concepts, principles and technology of computer science.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.591-606
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• 2016

The purpose of this study is to develop the argumentation program to build scientific concepts on natural selection for science-gifted elementary students and to know how to implement this program. For this study, nine key concepts about natural selection such as the overproduction of offspring, limited resources, population stability, competition, variation, heredity of variation, differential survival, change of the population and speciation were selected through the literature study. The programs were developed by learning cycle instructional model. Argument writings and discourses have been collected, analyzed and compared before and after the program. Two questionnaires to compare pre and post concept change consist of multiple choice questionnaire and open-ended response question were developed and applied to 19 science-gifted elementary students. Sufficiency of the explanation and conceptual quality of the explanation were used to assess the quality of their arguments before and after the program. Discourse and visual models collected from the highest and lowest group about score improvement were compared. The scores of the gifted statistically improved significantly in multiple choice questionnaire. Students' alternative conceptions about natural selection at the beginning of the program decreased and changed scientifically after the program. Visual models drawn by the students supported the results as well. This study asserts that elementary science-gifted students are able to explain evolutionary perspectives about organism change and use the key concepts of natural selection. The study means that evolutionary perspective is possible to be reflected in elementary science curriculum for the gifted.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.11-36
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• 2005

Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.102-110
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• 2019

The purpose of this study was to explore the progression levels of science metamodeling knowledge through using questionnaires for 97 students of the gifted in G science academy. As a result of the Rasch model analysis, it was confirmed that the progression levels of the scientific metamodeling knowledge is suitable for the person reliability of 0.71 and the item reliability of 0.96. The progression levels of students' science metamodeling knowledge were classified into 4 stages. First and second levels were considered model to be objective and the third and fourth stages were perceived as subjective. The first level is to view the model as a visual representation of a phenomenon as it is, and the second level is to think that the model corresponds to objective knowledge or theory and is a tool for explanation. The Third level looks at the model as a scientist's exploration tool and fourth level is to think that the model is provisional one and multiple models can coexist in one phenomenon. The progression levels of science metamodeling knowledge of science high school students derived from this study is expected to be used as a reference when constructing a curriculum for science modeling and modeling for gifted students.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.23-32
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• 2014

The nature of complex modern society inevitably creates intricate problems that can be solved by the computational and logical reasoning. The programming education in Informatics can effectively raise the ability of computational thinking. The paper proposes and evaluates a STEAM curriculum that can draw the interest and attention of students. The curriculum educates the multi-disciplinary knowledge from science, music and informatics, and it was designed to have group discussions with self-directed study. The experiments were performed with $4^{th}{\sim}6^{th}$ grade gifted students in Informatics from elementary schools. The Arduino was used as the experiment environment. The experiment results reveal that the interests in Informatics and programming have been escalated after the STEAM class; 75% of students expressed the surge of interest in computers and 93% of students responded positively to the Arduino-based class. The effectiveness of the experiment outcomes was validated with t-test.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.192-199
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• 2003

The Journal of Korean Elementary Science Education has been developed in both quantitative and qualitative aspects during twenty years since first published year 1983. This study was intended to survey the research trend of the journals, which has been published so far. It will give an orientation of science education research and suggestions towards research to improve science education. The 243 articles of the journals, which were published from 1983 to 2002 by Korean Elementary Science Education Society, were classified into 7 categories including science teaching, science learning, assessment in science, science teacher education, science curriculum, educational facilities & materials, and general science education. The results are as follows: 1. The articles published last decade are increased four times compared with the first decade. 2. The half of articles published so far concentrated on science teaching and learning. The articles on educational facilities & materials or general science education are few. 3. During the last decade, the articles on science teacher education, educational facilities & materials, assessment in science, and science learning relatively increased than the first decade. The number of articles on science curriculum was fluctuated every five years. 4. Most of articles were focused on the narrow subject areas. For example, the articles on science teaching, science learning, assessment in science, science teacher education, science curriculum, and educational facilities & materials were largely focused on the teaching strategies, pupils' conception, affective assessment and teaching practice survey, teachers' appreciation about the nature of science or instruction, analysis of science textbooks, development of the experimental materials or the audiovisual aids respectively. 5. The subject areas highlighted so far in science education, for example, inquiry or experimental activities, STS instruction, environmental education, gifted education, instruction with multimedia, problem-solving or reasoning, experimental skill assessment, etc. were not much researched.

• Journal for History of Mathematics
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• v.27 no.5
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• pp.313-327
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• 2014

Based on the importance and the necessity of the study on history of mathematics and mathemtics education using history of mathematics for finding the cultural identity and values of our traditional mathematics, we refer to two types of teaching and learning methods utilizing 'WonYongSamBangHoGu', the second theme of 'SanSulGwanGyeon' written by Lee Sang Hyuk. First, we present various cases of 'WonYongSamBangHoGu' constructed utilizing kind of mathematics learning software, GeoGebra by high school freshmen belonging to the Education Centers for the Gifted in Seoul Science Park. Second, We modernly reinterpret the questions contained in 'WonYongSamBangHoGu' and show several developed items using it.

• The Mathematical Education
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• v.47 no.4
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• pp.437-445
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• 2008

On the basis of the meaning and general process of geometric proof through transformation concept and understanding the geometric properties of linear transformation, this study showed that the centroid of geometrical figure and certain properties of a parabola and an ellipse in school mathematics can be explained as a conservative properties through linear transformation. From an educational perspective, this is a good example of showing the process of how several existing individual knowledge can be reorganized by a mathematical concept. Considering the fact that mathematical usefulness of linear transformation can be revealed through an invariable and conservation concept, further discussion is necessary on whether the linear transformation map included in the former curriculum have missed its point.