• Korean Journal of Culture and Social Issue
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• v.11 no.1
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• pp.143-156
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• 2005

There is a growing interest in the education of gifted children nation-wide. The present study was performed to find out characteristics of students who are receiving special education as gifted using a new psychological inventory which measures the temperament and charcter separately. We compared students who have been selected for their trlent in math and science with students who do well academically. Academic competence was operationally defined by grades or by IQ. Gifted children are usually thought to be characterized by an innate ability, and it was expected that there would be some difference between temperaments of the gifted group and those of the academically competent group. However, there was no significant difference between the two groups not only in their temperaments, but also in other sub-scales of character. This result suggests that in spite of the extensive effort and cost involved in the selection process, the children who are currently selected as gifted show no distinction when compared to academically competent students. Based on the results some practical suggestions were made in order to improve the selection of the gifted children.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.97-118
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• 2017

This paper aims to provide reference model for directions and objectives of Software(SW) gifted education. In order to achieve the goals introduced above, we conducted the research in the following steps. First, we selected the concept of ICT-based creative talented person as a base model to establish the concept of SW gifted person. The selected base model composed three core competencies which were 'knowledge and technology competencies', 'synthesizing and creativity competencies', and 'personality competencies'. Second, we developed survey tools, like questionnaires, to investigate participant's recognition of SW gifted person. The survey tools composed three components 'computational thinking', 'entrepreneurship', and 'social responsibility'. Each of the components composed seven elements. Third, after selecting the opinion poll participants as an elementary school teacher, we surveyed opinion polling. By selecting an elementary school teacher as the opinion poll participants, we wanted to identify theirs ' opinions which are thought to be the starting point for gifted education. To survey we developed on-line survey system by using Google functions. Fourth, we analyzed the collected opinion data. To identify we summarized and synthesized participant's opinions that average values and agreement level by using frequency analysis. Also, in order to compare opinions that average values and agreement level based on whether or not participant's various experiences and competencies we computed t-value, F-value, and ${\chi}^2$ verification.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.237-259
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• 2015

Teachers in music(including Korean traditional music) gifted education are a significant variable in both identifying the giftedness of students and a successful instruction. The purpose of this study is to develop the Scale for Screening the Qualified Teachers for the Gifted in Korean traditional and western Music(SSQTGM), and to examine the validity and reliability of the SSQTGM. To achieve this purpose, this study administered the SSQTGM to 175 teachers of gifted students aged between 13 and 15 in middle schools for the arts. To validate the SSQTGM, I analyzed the criteria of the SSQTGM, and conducted an exploratory and confirmative factor analysis. I also examined an internal consistency. As a result of the exploratory factor analysis, I finally collected 41 items of the SSQTGM. Futhermore, I could identify psychological constructs of the qualified teachers for the gifted in Korean traditional and western music. In consequence of the confirmative factor analysis, the model provided a good fit to observe data. As a result of the reliability analysis, the internal consistency of knowledge in the music(korean traditional music) verified cronbach's ${\alpha}=.937$, and the expertise of the class management and instruction verified cronbach's ${\alpha}=.942$. Also, the teachers' aptitude and personality verified cronbach's ${\alpha}=.963$. This result of the construct validation reflects the fact that the SSQTGM is an available scale that can be applied in gifted education field instantly.

• Journal of Hospice and Palliative Care
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• v.8 no.1
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• pp.45-51
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• 2005

Purpose: The purpose of this study is to examine the factors surrounding burnout of nurses caring for cancer patients. Methods: The sample of this study was conveniently selected among nurses who had hospice care experiences working in General Hospitals located in Seoul. This study was conducted by a self-administered questionnaire. Two hundred forty four questionnaires were retrieved and the response rate was 81.3%. The period of data collection was from February 25th to March 5th in 1994. Mean, standard deviation, T-test ANOVA, and multiple regression analysis were performed for statistical analysis. Results: The data showed that respondents reported to have burnout as many as 2.71 out of a 5.0 score. Bivariate analyses indicated that those who had hospice education reported to have a lower burnout than those without hospice education. Multivariate regression analyses revealed factors associated with burnout the nurses have had. They include being a Christian, higher job satisfaction, and experiences of hospice education. Hospice education reducing burnout for the nurses was observed by hierarchial multiple regression analyses, after controlling out the effect of coping methods, sociodemographic characteristics, job satisfaction, and job-related stresses on experience of burnout. This observation was not hue for physical and psychological burnout but for burnout in general and emotional one. But this was not confirmed among the nurses with type A personality. Conclusion: The findings of this study have a weakness in generalizability due to the sampling methodology used in this study. However, for the better hospice care further research with a probability sampling method are necessary.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.67-77
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• 2019

The purpose of this study was to identify significant differences in dietary guidelines, emotional intelligence, resilience and violence according to the frequency of family meals for middle school students in Daegu. To achieve the purpose of this study, 241 data collected through self-administered questionnaires were analyzed. The collected data were analyzed using the SPSS (v25.0) program for frequency, percentage, standard deviation, reliability, one-way ANOVA and Duncan comparison. The results of this study were as follows. There was a significant difference in the level of the dietary guidelines practice, emotional intelligence and resilience according to the frequency of family meals of middle school students. Implications and suggestions based on the results of this study were as follows. First, family meal frequency is significantly related to middle school students' dietary guidelines practice, emotional intelligence, and resilience (p<0.05). Accordingly, personal efforts and social and institutional arrangements are required to increase the family meal frequency. Second, some of the core competences required in the 2015 revised curriculum were consistent with sub-areas of emotional intelligence and resilience, which can be predicted by the results that family meal experience of middle school students is also related to the development of core competences. In conclusion, increasing family meal frequency is important considering the trend of education, and is required for personality education.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.645-660
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• 2020

This study attempts to look at the role that modern Christianity should play on an educational level in order to effectively prepare for the future society in the era of the fourth industrial revolution. In the coming era, various areas of human life, including human labor, are expected to be replaced by AI robots. As new alternatives, the ability to empathize effectively and educate creatively to help develop personality qualities are proposed in a rapidly changing world of uncertainty. Modern Christianity, however, has the responsibility to help solve the problems facing this era in the public as a member of the community beyond the boundaries of the church. The purpose of this study is to examine what education the modern Christianity can present to the world as a public discourse and how that should be done. This study suggests the following points on the proper education for which Christianity will participate in the era of the fourth industrial revolution. First, it is necessary to emphasize a sense of belonging through a sense of community. Second, serious considerations and preparations for education that develops creativity are needed. Third, it is necessary to establish an educational direction that encompasses the entire generation. Fourth, practical education through digital utilization should be implemented in the local community. Finally, Christianity in the era of the fourth Industrial Revolution needs to be more integrated. As the Christian community recognizes that the agenda of the community is its task, it will be able to create a co-existing and symbiotic society.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.385-391
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• 2014

We use a scale mainly for quantification when we study the psychological characteristics that we cannot observe. The utilization of a scale is frequent in scientific educational studies. The convenience offered by Likert scale, which is among the most frequently used, enable us to grasp characteristic attitude or recognition in students, and evaluate them against an affective domain. But a lot of errors occur, and has been noted as well in the case of utilizing Likert scale in the process. A central tendency in the utilization of Likert scale appears in this study, and the trend analyzes according to study objects and study contents, but we intend to find a way to utilize Likert scale. The results of study made on our countryside students show that the answers tend to get concentrated and a central tendency appears. Our countryside students were aware of the eyes surroundings them, have respect for elders through social experiences, and have had troubles with differentiated expression or personality in the group and cultural environments. According to the object of study, the central tendency appears more among older students than younger students, more among general students than gifted students. In the contents of study, the central tendency has been given more appearance in scope and their exposure has relatively been in large domain. Therefore when utilizing Likert scale in scientific education study, an error of central tendency appears as if they are results of the study. So, when applying the Likert scale to scientific study, we need to consider sociocultural environment, characteristics of an object and contexts of study. This enables avoiding dependence on numerical value of the utilization results, and interpret them correctly.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.440-454
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• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.247-258
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• 2021

The purpose of this study is to investigate whether character education program using Youtube PSAs affect psychological and social maturity of pre-service teachers. For data collections, questionnaires and semi-structured interview are used by 23 sophomores majoring in teacher education. The results are as follows. First, the participants showed highly significant improvement on each of two maturities as well as entire psychological and social maturity. Second, the score of factors of social maturity was lower than that of those of psycho maturity. it could be estimated that college students live in nuclear family and individualization is valued more. Third, while pre-test scores of entire psycho-social maturity are not statistically significant, post-test scores of each of psycho-social maturity indicated statistical significance. In particular, unlike pre-test, there is a strong positive correlation in post-test due to mutually positive impact of two factors. Fourth, there was no statistically significant sex difference. Lastly, according to the result of interview, participants had strong views on the effects of personality education associated with use of Youtube PSAs on motivation and focus in class, caring for others, and leading to positive behaviors.