• Title/Summary/Keyword: teachers of science-gifted

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Exploring Students' Ability of 'Doing' Scientific Inquiry: The Case of Gifted Students in Science (과학탐구의 '실행' 능력 탐색하기: 과학영재학생 사례 중심으로)

  • Park, Young-Shin;Jeong, Hyun-Chul;Lee, Ki-Young
    • Journal of the Korean earth science society
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    • v.32 no.2
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    • pp.225-238
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    • 2011
  • The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

The Effect of Peer Review to the Improvement of Gifted Elementary Science Students' Open Inquiry (동료평가가 초등과학영재의 개방적 탐구 개선에 끼치는 영향)

  • Kim, Sue-yeon;Jhun, Youngseok
    • Journal of The Korean Association For Science Education
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    • v.36 no.6
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    • pp.969-978
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    • 2016
  • The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.

An Analysis of Ecological Factors Affecting Student-Life Satisfaction in Korea Science Academy (한국과학영재학교 학생의 학교생활만족도: 생태학적 접근)

  • Kim, Ae-Hee;Yoon, Chong-Hee
    • Journal of the Korean Home Economics Association
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    • v.48 no.2
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    • pp.51-62
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    • 2010
  • The primary purpose of this study was to employ an ecological model to analyze relative magnitudes of significant predictors affecting school life satisfaction in Korea Science Academy. The instruments used for this study were school life satisfaction Scale, Self-Efficacy Scale, Relationship Skill Scale, Internal Control Scale, Emotional Intelligence Scale, and FACE IV Scale. Data were collected by purposive sampling of 180 students of the Korea Science Academy in Busan, Korea. The data were analyzed by frequency, percentile, mean, standard deviation, Cronbach' ${\alpha}$, Pearson's productive correlation, hierarchical regression and stepwise regression, using SPSS 15.0+WIN program package. The results were as follows: 1. The level of school life satisfaction in Korea Science Academy was found to be high(Mean = 4.24, SD = 0.57). 2. Model IV was the most powerful. It explained 49.7% of the school life satisfaction. 3. Relationship with friends(${\beta}$ = .443), with teachers(${\beta}$ = .273), and self-efficacy(${\beta}$ = .201) were significant factors in explaining the school life satisfaction. The three variables explained 49.9% of school life satisfaction.

Development of Assessment Tools for Scientifically Gifted and Talented with Lower Grades in Elementary School (초등학교 저학년 학생을 위한 종합적 과학재능 검사 도구의 개발 -수행형 검사 수행을 위한 시사점 도출-)

  • Seo, YoonKyung;Jhun, Youngseok
    • Journal of The Korean Association For Science Education
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    • v.40 no.3
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    • pp.347-358
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    • 2020
  • He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

Teachers' Recognition of the Problems in Mathematics Education and Development of Math Textbooks from the Perspective of Learner-Centered Education (학습자 중심 교육의 관점에서 교사들의 수학교육의 문제점 인식과 수학 모델 교과서 개발)

  • Lee, Ji Yoon;Kim, Sun Hee;Lee, Hwan Chul
    • Communications of Mathematical Education
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    • v.30 no.4
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    • pp.499-514
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    • 2016
  • As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

Overview on Research Trend in the Journal of Korean Elementary Science Education (초등과학교육 연구의 동향)

  • Jang, Byung-Ghi
    • 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.

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A study on the Learning Polyhedra using 'Polyhedron' ('Polyhedron'을 활용한 다면체 학습에 관한 연구)

  • Kwon Sung-Yong
    • The Mathematical Education
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    • v.45 no.2 s.113
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    • pp.191-204
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    • 2006
  • Computer technology has a potential to change the contents of school mathematics and the way of teaching mathematics. But in our country, the problem whether computer technology should be introduced into mathematics classroom or not was not resolved yet. As a tool, computer technology can be used by teachers who are confident of the effectiveness and who can use it skillfully and can help students to understand mathematics. The purpose of this study was to investigate the effective way to introduce and utilize computer technology based on the status quo of mathematics classroom setting. One possible way to utilize computer technology in mathematics classroom in spite of the lack of computer and the inaccessibility of useful software is using domain specific simulation software like 'Polyhedron'. 'Polyhedron', as we can guess from the name, can be used to explore regular and semi regular polyhedra and the relationship between them. Its functions are limited but it can visualize regular polyhedra, transform regular polyhedra into other polyhedra. So it is easier to operate than other dynamic geometry software like GSP. To investigate the effect of using this software in mathematics class, three classes(one in 6th grade from science education institute for the gifted, two in 7th grade) were chosen. Activities focused on the relationship between regular and semi regular polyhedra. After the class, several conclusions were drawn from the observation. First, 'Polyhedron' can be used effectively to explore the relationship between regular and semi regular polyhedra. Second, 'Polyhedron' can motivate students. Third, Students can understand the duality of polyhedra. Fourth, Students can visualize various polyhedra by reasoning. To help teachers in using technology, web sites like NCTM's illuminations and NLVM of Utah university need to be developed.

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Development Teaching Material for the Korea Information Olympiad Preliminary Round Test -Focusing on Elementary Students- (기출문제 분석을 통한 한국정보올림피아드 경시부문 지역 예선 교재 개발 -초등부를 중심으로 -)

  • Kim, Tae-Hun;Hyun, Dong-Lim;Kim, Jong-Hoon
    • The Journal of the Korea Contents Association
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    • v.11 no.1
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    • pp.448-457
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    • 2011
  • In this study, the teaching material has been developed based on Polya's Problem Solving Techniques for preparing Korea Information Olympiad qualification and studying principle of computer. the basis of discrete mathematics and data structures were selected as the content of textbooks for students to learn computer programming principles. After the developed textbooks were applied to elementary school students of Science Gifted Education Center of J University, the result of study proves that textbook helps improve problem-solving ability using the testing tool restructured sample questions from previous test. We need guidebook and training course for teachers and realistic conditions for teaching the principles of computer.

A Case Study on Science Education for Students with Special Educational Needs and the Change of Pre-Service Science Teachers' Attitude Towards Disability and Inclusive (특수교육 대상학생을 위한 과학교육의 실천 사례와 예비과학교사들의 장애학생과 통합교육에 대한 인식 변화)

  • Im, Sungmin;Cha, Jeongho;Kim, Hak Bum
    • Journal of The Korean Association For Science Education
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    • v.38 no.1
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    • pp.87-96
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    • 2018
  • In this study, the trend of research and practice of science education for students with special educational needs was discussed in consideration of the aim of science education. Since the 1980s 'science for all' has been suggested as an important goal of science education and it has been pursued in the National Curriculum of Korea with differentiated teaching and learning approach. The meaning of 'science for all' should be expanded to science education for all students including minorities. However, comparing to 'normal' students, there have been relatively little researches and practices for those who need special educational supports as to meet their special talents or as to meet their special mental or physical challenges. Especially, the efforts for handicapped students or students with special educational needs (SEN) have been deficient in comparison to that of talented or gifted students. In this study the authors introduced the history and procedures of a 'Science Fair of Hope' with SEN students as an example of practice of science education for all, and then described the change among pre-service science teachers' attitudes towards disability and inclusive education, so as to discuss the practice and significance of science education for all students including SEN students.

The Analysis of the Level of the Argumentation of Small Group According to the Students' Characteristics (학생 특성에 따른 소그룹 논증 수준 분석)

  • Wee, Soo-Meen;Cho, Hyunjun;Kim, Sun-Hong;Lee, Hyonyong
    • Journal of Science Education
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    • v.33 no.1
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    • pp.1-11
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    • 2009
  • The purpose of this study was to investigate how the argumentations were affected by the students' characteristics in the small groups. The level of self-concept and science related attitude were examined to the eleventh grade high school students in Daejeon city, and the twelve students were participated for this study. The participants were divided into homogeneous groups and heterogeneous groups. The argumentations under the condition of the interpretations about the experimental results in each small group were recorded by VCR. The recorded data were transcribed, then argumentation levels from transcripts in each small group were analyzed through Mitchell's parameters of argumentation. The results of this study were that the group which had higher level of both self-concept and science related attitudes achieved higher level of argumentation. Therefore, it is necessary for teachers to induce students to ask questions and present activities appropriately in order for those who have low self concept and science related attitudes to participate in argumentation.

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