• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.351-375
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• 2012

This research is a case study of the changes of students's problem solving ability and affective characteristics when we apply to general students MG-CPS model which is creative problem solving model for gifted students. MG-CPS model which was developed by Kim and Lee(2008) is a problem solving model with 7-steps. For this study, we selected 7 first grade students from girl's high school in Seoul. They consisted of three high level students, two middle level students, and two low level students and then we applied MG-CPS model to these 7 students for 5 weeks. From the study results, we found that most students's describing ability in problem understanding and problem solving process were improved. Also we observed that high level students had improvements in overall problem solving ability, middle level students in problem understanding ability and guideline planning ability, and that low level students had improvements in the problem understanding ability. In affective characteristics, there were no significant changes in high and middle level classes but in low level class students showed some progress in all 6 factors of affective characteristics. In particular, we knew that the cause of such positive changes comes from the effects of information collection step and presenting step of MG-CPS model.

• 대한치과기공학회지
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• 제35권1호
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• pp.67-76
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• 2013

Purpose: The purpose of this study is to compare and analyze the difference in chewing ability according to the malocclusion and orthodontic treatment for the university students who are adults and consider the effect of the malocclusion and orthodontic treatment on chewing ability. Methods: This study conducted the survey for 400 students of the two universities located in Daegu, Gyeongsangbuk-do, and except for the poor or erroneous surveys among 400 survey copies of the participants, total 363(90.75%) survey copies were used for the study analysis. Results: The total result of chewing ability for the food showed that middle-class students had higher chewing ability than high-class students and the students who didn't get orthodontic treatment had higher chewing ability than the students who are getting orthodontic treatment now. In the chewing ability for various kinds foods, in case of young radish kimchi, the result showed that the students who have a little crowding or normal level of teeth or normal teeth has higher chewing ability than the students who have severe crowding level of teeth, and in case of the foods including kkakdugi or galbi, the result showed that the students who have normal teeth location or the 3rd level malocclusion have higher chewing ability statistically significantly than the students who have the 2nd malocclusion. Conclusion: For the chewing ability, the middle-class students in the home economic power showed significantly higher chewing ability than the high-class students in the home economic power, and the students who didn't get any orthodontic treatment showed higher chewing ability statistically significantly than the students who are getting orthodontic treatment now.

• 한국과학교육학회지
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• 제17권4호
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• 한국학교수학회논문집
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• 제1권1호
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• pp.197-205
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• 1998

This study aims to examine how cooperative teaming of small ability level groups influences the enhancement of their scholastic achievement in mathematics. The conclusions are as follows; 1. The students which participate in cooperative learning in small ability level groups demonstrate academic improvement over those that participate in non-cooperative learning groups. 2. In particular, this method is more effective for high-level classes, than for middle or low-level students. 3. The learners' perception, interest and attitude towards mathematics has not changed through their placement in small ability groups involved in cooperative activities.

• 공학교육연구
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• 제22권6호
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• pp.64-73
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• 2019

The purpose of this study is to explore characteristics of engineering students' Interpersonal Problems, Emotional Clarity, and Empathic Ability compared with humanities and social sciences students. A total of 739 college students participated in the study (459 enginerring students and 280 humanities and social sciences students). We tested research question by employing the t-test. The result showed that engineering students have higher level of clarity of feelings, perspective taking, empathic concern and lower level of attention to feelings, personal distress than humanities and social sciences students. Moreover, engineering students showed lower level of cold, socially avoidant, exploitable problems than humanities and social sciences students. We dicussed that programs aiming at developing engineering students' emotional awareness and improving their interpersonal relationships should be provided.

• Journal of Oral Medicine and Pain
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• 제39권2호
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• pp.46-54
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• 2014

Purpose: The aim of this study was to investigate the effects of academic stress and self-control ability on temporomandibular disorder (TMD) of adolescents. Methods: Participants were 1,112 teenagers who were 1st grade students of middle and high school. After checking their academic stress and self-control ability through a self-administrated questionnaire, the students were examined their TMD by two trained dentists. We drew a comparison the level of their academic stress and self-control ability between the students with and without TMD. We divided them to four groups according to the level of academic stress and self-control. And we checked prevalence of TMD in each level. Results: The group of students with TMD was higher academic stress score level than the students without TMD (p<0.05). And they had lower self-control score level than the students without TMD (p<0.05). Even if they were under the same academic stress, the group of students with higher self-control score was less TMD prevalence than the students with lower score. Conclusions: Academic stress makes adolescents to increase TMD and high ability of self-control makes them to decrease it. And these tendencies are seemed to have a great influence on young male student.

• 영재교육연구
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• 제20권1호
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• pp.131-150
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• 2010

본 연구는 영재 선발의 자료로써 활용될 수 있는 학생들의 글쓰기 능력을 파악하기 위해 초인지 사고 수준에 따른 과학글쓰기의 경향성을 분석하는 데 목적을 둔다. 이를 위해 비판적 사고력과 문제해결력을 측정할 수 있는 서술형 초인지 검사도구를 개발하고, 이를 이용하여 학생들의 초인지 사고 수준을 측정하였다. 이후 예상하는 글, 설명하는 글, 주장하는 글, 비판하는 글, 상상하는 글 등의 과학글쓰기 과제를 통해 초인지 사고 수준에 따른 과학글쓰기 경향성을 분석하였다. 그 결과 초인지 사고수준에 따라 학생들의 글쓰기 능력에 차이가 있음을 밝혔다. 초인지 사고 수준이 낮은 학생들은 생각한 것을 잘 표현하지 못하였으며, 초인지 사고 수준이 높은 학생들은 집중도가 높아 자신의 표현상 약점을 깨닫고 글의 완성도를 높이려는 경향이 나타났다. 이로부터 영재 선발의 자료로써 과학글쓰기의 활용 가능성을 알 수 있었다.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.42-61
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• 2007

This study investigated the effect of the environmental issue analysis instruction on the decision making ability of middle school students. A pretest-posttest control group design was employed. The participants for the research were 288 1st grade male students in middle school in Seoul, the environmental issue analysis lesson group consisted of 142 members and the non-environmental education group consisted of 146 members. The cognitive level of the students were divided into three groups-concrete, transition, formal-as the result of GALT test. Students take issue analysis lessons during 6 weeks, one lesson per a week. Students had studied through worksheets reconstructed and developed by researcher on basis of issue analysis suggested by Ramsey et al. (1997). The results of the research were followings: After lesson for environmental issue analysis, all of the students were improved in decision-making ability regardless of cognitive level (p<.05). Especially, decision-making ability of the transition group students was improved to a high degree. Scores of searching relevant information, generation of alternatives, identification of values for selection criteria, the evaluation of alternatives' merits and demerits, prediction of consequence were increased in experimental group (p<.05). But the ability of selection of alternatives according to value was not reached statistically meaningful improvement. The decision-making ability of the control group students was not improved but ability of selection of alternatives, the evaluation of consequence were increased (p<.05).

• 한국수학교육학회지시리즈C:초등수학교육
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• 제16권3호
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• pp.303-313
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• 2013

공간능력은 수학의 직관적 관점과 수학적 이해 및 수학적 성취도와도 밀접한 관련이 있다는 점에서 매우 중요한 능력으로 평가될 수 있다. 본 연구에서는 초등학교 4, 5, 6학년 학생 1228명을 대상으로 공간시각화능력을 조사하였다. 이를 통하여 다음과 같은 연구결과를 얻을 수 있었다. 첫째, 공간시각화 능력과 수학성취도, 공간시각화 능력과 공간시각화 검사시간 사이에 상관관계가 있다. 둘째, 공간능력은 남녀 사이에 차이가 있었으며, 남학생이 여학생보다 더 높게 나타났다. 셋째, 공간능력은 학년수준에서 4학년보다는 5학년이 높았으며, 5학년보다는 6학년이 더 높게 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.513-531
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• 2012

This study was to analyze the characteristic of scientific argumentation in the classes for the gifted of elementary school. The participants of this study were 5 fifth graders and 9 sixth graders, 14 in total, from the basic unit schools for gifted students of J elementary school in Incheon city. And it constituted small scale groups made up of 2~3 students with similar or identical ability in scientific reasoning. It had set up hypothesis for each group before the experiment, and students had a group discussion as a whole after the experiment. Classes were conducted 4 times, all courses were recorded as a sound/video. The ability in scientific reasoning of the students was inspected, making use of SRT II by means of pre-survey, and their argumentation levels were analyzed, utilizing 'Rubric for scientific argumentation course assessment.' As a result, argumentations did not incurred in every class. Analysis in argumentations of the students resulted in low level argumentation. This means argumentation cannot incur based on that with the limit in understanding the principle of experiments over the threshold of textbook no matter that he is an gifted student or not. The student both in formal operational period and transition period (2B/3A), the ability of scientific thinking in upper level, was improved of his argumentative ability in an overall aspect. However, a student of concrete operational period, the ability of scientific thinking in lower level, had argumentation with still lower level even after the experiment at the moment of discussing with the students on the upper level of scientific thinking ability.