• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.49-62
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• 2017

This paper aims to deeply investigate the interactive patterns between a robot teacher and a participating gifted student who assembled GoGo Bumper car and controlled it with GoGo Monitor commands. Two days of classroom activities for the GoGo Bumper car project were videotaped between July 29 and 30 in 2013. Extra video-based recall interviews were also conducted three times between Nov 2013 and Jan 2014. The qualitative analysis of video data, GoGo Monitor codes and interview data revealed several unfolding patterns of computational thinking. The participating student while interacting with a robot teacher often contemplated and coded on his own ways as he worked with GoGo board testing and assembling a GoGo Bumper car. The overall process of coding and testing his own ideas by finding out relevant commands and arranging them attuned to his computational strategies seems to be cyclic.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.99-119
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• 2013

This study investigated the schemes to apply key competencies to middle school math teaching. Key competencies (KCs, hereafter), however, have been discussed only at the national-level general curriculum. Through the survey with mathematics educators, we selected key competencies that can be better developed through mathematics subject. We investigate ways to apply key competencies into math teaching and learning with the math-talented students who usually lack interpersonal skills and communication skills. Along with KC goals, we selected graphs (or graphing skills in math contents) as learning goals, and we designed and implemented competency-based instruction for the gifted. Through participant observation of math teaching and learning, we identified students' improvement in interpersonal skills and communication skills. We also identified students' skill development in other key competencies such as creativity, problem solving, information processing skills, etc., which can be developed through mathematics teaching and learning. Through this study, we found out that key competencies can be developed through mathematics teaching and we need in-depth studies on this matter.

• Journal of The Korean Association of Information Education
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• v.22 no.6
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• pp.613-628
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• 2018

The purpose of this study is to analyze the teaching and learning process of physical computing using coding block for elementary gifted students in science. In order to obtain implications for teaching physical computing, we set the learning objectives from the Computer and Information Literacy Evaluation Standards developed by the International Association for the Evaluation of Educational Achievement(IEA) and developed a teaching and learning program for physical computing through collaboration between science education and computer education experts according to learning objectives. The developed program was related to the use of the coding block MODI(TM) and 32 classes of physical computing instruction were conducted for 15 students of the 4th to 6th grade who belong to an education institute for the gifted in science affiliated to the University. In the physical computing class, the teaching and learning process was analyzed by collecting data such as classroom videos, class observation logs, teacher and student questionnaires, and interviews. Based on the results of the study, the implications of the teaching and learning process of physical computing using the coded blocks in the school education field were suggested. And we also explored the strategy of expanding the computational thinking through the activities of coding instruction to realize creative ideas.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.57-68
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• 2018

The purpose of this study is to categorize learning style groups and to analyze students' learning interest and self-regulated learning abilities, according to their learning style and giftedness. One hundred and twenty-three (123) science-gifted student and 296 regular students participated in this study, responding to learning style, self-regulated learning, and learning interest questionnaires. Data were analyzed, using 2-stage cluster analysis, $x^2$ test, two way-MANOVA test, and $Scheff{\acute{e}}$ test. The results are as follows: First, by 2-stage cluster analysis, four groups were categorized: 'high-score thinking style,' 'external-liberal,' 'executive-conservative,' and 'low-score thinking style.' In the gifted group, high-score thinking style (51.2%) was the most popular, then executive-conservative (30.2%), external-liberal (17.1%), and low-score thinking style (1.6%); in the regular student group, the executive-conservative group was the biggest, then high-score thinking style (20.6%), external-liberal (11.6%), and then the low-score thinking style (8.7%). Second, in terms of learning interest, the analysis by thinking style showed that the high-score thinking style group had higher learning interest compared to the executive-conservative and the low-thinking style group. The high-thinking style group's thoughtful interest also scored the highest compared with the others. The gifted students' thoughtful interest and investigative interest also were higher than regular students '. Third, in terms of the self-regulated learning, the analysis by thinking style showed that the high-score thinking style group showed higher scores on all sub-variances than other groups, especially having highest control-belief scores. Also, gifted students had higher scores on control-belief and searching information. Based on these results, the ways for effective education and support were discussed.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.45-50
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• 2021

In order for SW education to be established in the era of non-face-to-face caused by COVID-19, research on the efficiency of SW education according to face-to-face and non-face classes is needed. Therefore, this study classified the operation status of the curriculum of 30 SW gifted classes nationwide in 2020 according to the class method(face-to-face, non-face, and blended). Subsequently, the results of class time and production per person were compared and analyzed through quantitative analysis. According to the study, the type of classes that performed the most classes compared to the planned number of hours was non-face-to-face(90.9%), followed by face-to-face(84.2%) and the least was blended(80.5%). The average number of products per student was the highest in the face-to-face class(0.504), while the blended class(0.421) and non-face-to-face class(0.42). Based on the results of this study, the non-face-to-face approach is advantageous in securing the number of hours, but various measures should be prepared to solve this problem because teachers and students find it difficult to guide the output.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.527-538
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• 2016

The purpose of this study is to select the factors of 'Group scientific creativity' and to find out how 'Group scientific creativity' turns out in the creative problem-solving process of students. To select the factors that affect 'Group scientific creativity', this research extracted 27 influencing factors on the group creativity from the prior study and organized them according to opinions of education experts. To select factors that affect 'Group scientific creativity' in the creative problem-solving process of students, this research analyzed the group problem-solving process that has been done on 72 gifted students for two days. Main results of the study is as follows: First, nine elements such as scientific thinking, scientific knowledge, scientific information-processing capacity, motivation, challenge, age and gender, existence of diversity, creativity educational experience, and the group cohesiveness were selected as human factors. Four elements such as scientific communication skills, scientific inquiry process, autonomy, and leadership were selected as the combining factors. Also, three elements such as the learning environment, teacher types, and compensation were selected as the Environmental factors. Second, it was possible to find that the group scientific creativity influence factors affecting the creative process by analyzing the gifted students in creative-problem solving process. Based on these results, this study described additional points on the factors improving 'Group scientific-creativity.'

• Journal of Creative Information Culture
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• v.7 no.2
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• pp.91-98
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• 2021

As the amount of time that elementary school students spend online increased due to Corona 19, the amount of posts, comments, and chats they write increased, and problems such as offending others' feelings or using swear words are occurring. Netiquette is being educated in elementary school, but training time is insufficient. In addition, it is difficult to expect changes in student behavior. So, technical support through natural language processing is needed. In this study, an experiment was conducted to automatically filter profanity sentences by applying them to a pre-trained language model on sentences written by elementary school students. In the experiment, chat details of elementary school 4-6 graders were collected on an online learning platform, and general sentences and profanity sentences were trained through a pre-learned language model. As a result of the experiment, as a result of classifying profanity sentences, it was analyzed that the precision was 75%. It has been shown that if the learning data is sufficiently supplemented, it can be sufficiently applied to the online platform used by elementary school students.

• 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.

• 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.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.