• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.119-122
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• 2012

정보화시대에 요구하는 인재는 문제를 인식하고 이런 문제를 풀기 위해 다양한 전문가들과 함께 창의적인 사고를 통해 해결책을 제시하는 인물이다. 정보영재교육의 목표 역시 창의적 인재를 기르는 데 있으나, 프로그래밍과 알고리즘 교육은 특정 프로그래밍 언어의 사용법이나 문법 위주의 교육, 정렬 및 탐색과 같은 알고리즘 그 자체에 치중함으로서 이러한 목표에 도달하고 있지 못하다는 지적이 많다. 이에 본 논문에서는 창의적인 알고리즘을 설계하고 개발하는데 필요한 사고력, 즉 사고 과정에 대해 안내하고 생각하는 알고리즘적 사고력을 기르기 위한 방안으로 실생활 주제의 이야기 쓰기를 활용하는 교수 학습 프로그램을 제안하였다. 반성적 사고와 창의성을 기르는 데 효과적인 것으로 알려진 이야기 쓰기 활동에서 출발하여 사건 요소 추출과 시간적 질서 분석하기, 순서도로 알고리즘 표현하기, 동료 학습자와 토의하기 등의 과정을 통해 알고리즘적 사고력을 향상시킬 수 있도록 하였다.

• Proceedings of the Korean Information Science Society Conference
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• 2010.06b
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• pp.260-264
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• 2010

본 연구는 2010년 전국 정보과학기술(IT) 영재교육을 위한 학생 선발 과정을 중심으로 과거의 선발 과정과 차이점을 비교해보고, 정보과학기술에 관심이 있는 교육생을 대상으로 모집된 결과로 부터 성별, 지역별, 학교별 분포를 분석하였다. 분석결과에서 남학생과 여학생의 비율이 1 : 0.29로 나타났는데 이는 남학생보다, 여학생이 정보과학기술을 접하기 어려운 분야로 인식하고 있다는 것이다. 두 번째로, 지역별 분포비율을 조사한 결과 부산지역이 가장 많은 관심 비율을 보이고 있었는데, 이는 부산에 한국과학영재학교를 비롯한 부산광역시 교육청 산하 정보영재교육원과 같은 정보영재교육의 참여도가 많은 학생들이 지원한 것으로 보인다. 세번째, 중학생과 고등학생의 비율을 분석한 결과 중학생이 고등학생보다 약간 우위를 가지는 것으로 확인되었다. 이는 좀 더 일찍 자신의 적성에 적합한 영재교육의 혜택을 경험해보기 위해서이며, 학업의 내용이 학교 교과과정에만 관심이 있는 것이 아니라, 자기계발을 위한 학부모와 학생들에 관심이 높아지고 있음을 알 수 있다. 또한 국가적 IT 브랜드의 위상이 높아지고 IT의 발전이 학생들에게 많은 영향을 주었다고 본 연구에서는 판단된다. 정보과학기술 영재교육의 학생 선발 방식이 새롭게 전환되면서 무엇보다도 전국의 많은 학생들이 IT영재교육원의 교육 혜택을 받게 되었다는 점과, 많은 학생들이 온라인 교육을 통해서 소셜 커뮤니티를 형성하여 창의력과 자기계발 잠재력을 키울 수 있는 계기가 되었다는 점에서 큰 의미가 있다고 할 수 있다.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.15-24
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• 2019

Tools and methods for interacting with the virtual environment are essential in order for a student to perform the virtual reality education contents. However, since the developed controller has generally been constructed for adults, it is necessary to study interaction tools considering the purpose of education and the level of students. Therefore, this study analyzed elementary and middle school students' perceptions of HMD and interactive tools, which are currently widely used as an initial research for developing interactive tools. Results show that students' perceptions has increased in post-questionnaire compared to pre-questionnaire, indicating that the universal controller can be used in the education. Implications for the development of interaction tools are discussed based on interviews with students.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.511-523
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• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.129-145
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• 2012

This study investigated factors of creativity and interaction between factors that are revealed when gifted students designed scientific experiments. For this, we firstly developed items which required the written process of designing experiments to explore creativity factors. Then, we used these items as a part for letters of self-introduction to students who applied for 2011 correspondence education of general physics for the Korea Physics Olympiad. 513th letters of self-introduction which were analyzed to investigate factors of creativity in view of creativity definition after researchers' consultation, which specifically means a combination of divergent and convergent thinking. The results were as follows; (1) in the step of hypothesis building, we could not only find Originality and the Flexibility & Fluency, which were factors of divergent thinking, but also Coherency and Elaborateness, which were factors of convergent thinking. (2) in the step of the hypothesis testing, we could explore Originality, Flexibility & Fluency in divergent thinking and Coherency, Reliability, Clarity, Elaborateness in convergent thinking. (3) we also figured out three creativity types of gifted students from the viewpoint that creativity is a consequence of interaction between divergent thinking and convergent thinking; a) Type A showed divergent and convergent factors of creativity in the step of hypothesis building. However, type A did not include divergent factors of creativity on the process of the hypothesis testing. b) Type B had divergent and convergent factors of creativity on the process of the hypothesis testing, but it had not convergent factors of creativity on the step of hypothesis building. c) Finally, in Type C, only divergent factors of creativity appeared on the process of the hypothesis testing, but convergent factors of creativity could be found on the step of hypothesis building and hypothesis testing.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.677-688
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• 2001

The purposes of this study are to investigate the school science high achievers' achievements in enrichment physics, logical thinking level, and to analyze the relationship between logical thinking level and the achievement in enrichment physics of high achievers in science. The subjects were 357th and 8th graders who achieved highly in school science. To assess their achievements in enrichment physics, we developed a new test consisting of descriptive problems which were based on middle school curriculum. Those problems require one or two steps of thinking process, not simple knowledge of science. To assess logical thinking level, we used the instrument called GALT(Group Assessment of Logical Thinking) developed by Roadranka et al. The results showed that the school science high achievers' average achievement in enrichment physics was low, 56.3 out of 150, which indicated that they had not done much of enrichment learning beyond middle school science curriculum. Just only 54% of the school science high achievers are in formal logical thinking level. From the analysis of relationship between their logical thinking level and the achievement in enrichment physics, the value of the correlation coefficient was 0.174, which means that they are not almost correlated. Therefore, it is not desirable to judge science gifted children just from achievement in school science or enrichment physics, so both(logical thinking and the achievement in enrichment physics) tests should be taken for selecting gifted student.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.69-77
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• 2022

Physical experiment through MBL has been used in many schools for a long time since students can check the experiment results immediately and conduct the experiment easily. However, conducting the experiment, not knowing the principle of the device or simply concentrating on the derived data has been raised as the problem of MBL experiment. To supplement this problem, this study measured the acceleration of gravity with the picket fence method, which is often used in MBL experiment, utilizing Arduino, calculated the error rate through a comparison to the actual acceleration of gravity and discussed the educational application of the experiment to measure it. As a result of the experiment, the error rate between the acceleration of gravity calculated by the experiment and the actual acceleration of gravity was about 1%, so it turned out that relatively accurate measurements were possible. Also, the sample mean of the experimental value was included in the confidence interval of 95%, so it could be concluded that it was a significant experiment. In addition, this study showed the possibility of the educational application of the experiment to measure it through the following: It can supplement the structural disadvantages of MBL; it can consider the interaction between Physics and Math; it is possible to converge with information course in STEAM education; and it is inexpensive to be equipped with the equipment. Hopefully, the physical experiment utilizing Arduino will further be revitalized in science gifted education based on this study.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.575-584
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• 1997

So how can we develop balanced growth in our country? The national development policy of our hovemment over the past 30 years has lead to the corpulence of Seoul at the expense of the provinces. Now ironically there are policy measures introduced to control the over-expansion of Seoul. Yet the current hardware stategies to control the center requires an additional sofware stategy to create a nationwide balance for development. The Regional Elite Quota System is one such sofware stategy which can adjust the unbalanced distribution of gifted student across the national university deucation system. One obvious solution that should be utillzed is the incredible enthusiasm for high education that exists in this country, perhaps the highest in the world. This has been the backbone of our national development and should be hamessed as a catalyst to produce more balanced national growth.