A number of middle and high school students are selected at the Korea Astronomy Olympiad (KAO) in every year. In the first stage of the selection, the resume, school transcript, and recommendation letters from teachers are referred. In the second stage, after video lectures and weekend observation classes, students are tested with on-line homeworks, and interviewed through internet. For 118 students who have gone through the second stage of the 2012 KAO, we have conducted a questionnaire survey, which asks the students the motivation and preparation for the KAO. The survey has also included inquiries for the selection process and education program of the 2012 KAO; the replies will be used as feedbacks for the next year's KAO. The survey has revealed that the first stage worked well, while the second stage needs to be improved in terms of fairness and objectivity. We have found that most students received private tutorings for the KAO, so we suggest efforts should be made for students to be able to prepare the KAO without receiving private tutorings.

We have carried out a follow-up study on the students who have participated or are going to participate in either the International Astronomy Olympiad (IAO), the Asia Pacific Astronomy Olympiad (APAO) or the International Olympiad on Astronomy and Astrophysics (IOAA) from 2002 to 2011. The survey questionnaires returned from ten high school students including five who are to participate in 2011 as well as fourteen college students have been analyzed in various aspects of their backgrounds and personal characteristics. In family life, their parents tend to have high educational background along with high expectations for their children. In regard to the academic environment, most students express a general satisfaction in school life, including their relationship with teachers and classmates. In personal characteristics, they describe themselves as inquisitive, perseverant, competitive, creative, self-motivated and goal-oriented, in addition to many other traits. Most students have a strong interest in astronomy which usually begins in middle schools through exposure to astronomy books. On top of it, the astronomy olympiad has provided them with an opportunity to strengthen their self-esteem, problem-solving ability and conviction about scientific careers. Accordingly, the experience in astronomy olympiad has led a considerable number of students to continuously studying in astronomy related fields or otherwise in other science and engineering areas. In conclusion, the astronomy olympiad plays such an important role that it can make a significant contribution to astronomy as well as science in general by having positive impact on the potential career path of its participants.

The International Olympiad on Astronomy and Astrophysics (IOAA) initiated by the Thailand Astronomical Society in 2007 is an annual competition for high school students. One of its aim is to enhance the development of international exchange in the field of school education in astronomy and astrophysics. This paper first provides the overview of the IOAA in terms of key regulations based on its statutes, history and current status. Secondly, the published syllabus of the IOAA is used for content analysis according to subject areas regarding the exam questions of the IOAA in theoretical, observational and data analysis parts from 2007 to 2010. Also, a scientific inquiry framework is applied to the same questions for assessment based on scientific inquiry in the cognitive aspect with two sub-classes of scientific knowledge and scientific reasoning. Among a dozen astronomy subject areas listed on the syllabus, the theoretical part of the IOAA makes more frequent use of the Sun, the solar system, properties of stars, and concept of time. In content knowledge, a factor of scientific knowledge, the IOAA questions, especially in the theoretical part have a lesser degree in difficulty than the IAO (International Astronomy Olympiad) exam questions for the same period whose degree in difficulty is comparable to college level. With regard to scientific reasoning, the IOAA questions tend to involve convergent rather than divergent thinking. Lastly, in light of these findings, discussions are given on the outcome of Korean participation in the previous IOAAs and ways to help better in preparing Korean students for future astronomy Olympiads.

본 연구의 목적은 야외지질학습 환경에서 과학 영재학생들이 학습의 성취를 가능하게 하는 요인들을 분석하는 데 있으며, 이를 위해 2007년도 한국지구과학올림피아드 겨울학교에 참가한 19명의 참가 학생들을 대상으로 야외지질학습에 관한 인식과 태도의 유형을 분석하였다. 야외지질학습에 관한 인식과 태도의 유형을 분석한 결과 인식의 유형은 탐구적 관점에서 경험적 탐구로 이해하고 있으며, 과학철학의 관점에서 인간 중심적 견해와 실증주의적 관점, 그리고 도구주의적 관점으로 이해하고 있었다. 태도의 유형으로 학생들의 겨울학교 참여 목적은 주로 지구과학에 관한 지식 습득에 있었으며, 과학자를 희망 진로로 선택하는 경향은 부모들 보다 학생들에게서 더 높은 경향이 나타났다. 야외지질학습에 관한 학업적 자아개념은 대체로 긍정적으로 나타나며, 긍정적 정서와 부정적 정서를 모두 경험하는 것으로 나타났다.

The International Astronomy Olympiad (IAO) was established by the Euro-Asian Astronomical Society in order to disseminate astronomical knowledge, promote international cooperation in astronomical education area and recognize the importance of astronomy in far-reaching field of science and human culture. The first IAO competition was held at the Special Astrophysical Observatory of the Russian Academy of Sciences located in the north Caucasus of Russia in 1996. Since then, it has been held every year. This paper describes the present status of the IAO main regulations regarding its operation and major results by year, related institutions, and organizations. We created a scientific inquiry framework to analyze past IAO problems in the recognitive aspect in order to measure levels of the scientific knowledges and the scientific thinking abilities. Through this analysis, we can understand the current status of the IAO, and examine the future direction of Korea Astronomy Olympiad. Also, we can make preparation for the IAO competition and the education of delegates.

We carried out a follow-up study on the students who participated in International Astronomy Olympiad(IAO). We surveyed home and school environment, personal characteristics with regard to four high school student and five college students who participated in IAO from 2002 to 2005. In the home environment variable of science elite students who took part in the IAO, we found out significant corelation between science elites and their parent's educational career. In their personal characteristics, we found out considerably their motivation capacity, intelligent curiosity, flexible and creative thinking ability. This study illuminated that the experience of IAO participation offered the opportunity for the students to gain mare self-esteem and positive confidence on scientific study. The IAO experience is construed to effect greatly the students' future. Through the IAO experience, the participating students are expected to major in astronomy and become excellent astronomers in the future. We expect that the interest of student will increase greatly in the area of astronomy and it will contribute to the substantial development of Korean astronomy. In this respect, with the constant support to the IAO participants, the effort to cultivate outstanding astronomers and follow-up study on those participants of the IAO should be continued.

본 연구에서는 한국 지구과학 올림피아드 문항의 질 향상 방안을 모색하고자 1회와 2회 예선 및 본선 문항을 다양한 측면에서 분석하였다. 문항 분석을 위해 내적 및 외적 문항 분류틀을 구안하여 적용하였다. 고전 검사이론을 적용하여 문항의 난이도와 변별도, 상관계수, 그리고 신뢰도를, 일반화가능도 이론을 적용하여 일반화가능 도를 각각 추정하였다. 문항 분류틀 적용 결과는 다음과 같다: (1) 내용 차원에서는 지질 영역과 천문 영역에, 지식 및 탐구과정 차원에서는 자료 분석 및 해석에 집중되는 경향을 보였다. 또한 맥락 차원에서는 거의 대부분의 문항이 교과서적인 상황을 토대로 한 것이었다. (2) 요구 사고 수준에서 예선과 본선간의 차이를 발견할 수 없었다. (3) 문항 표현 범주에서는 그림의 사용 비율이 가장 높았고, 문항 유형 범주에서는 예선은 선다형과 단답형의 비율이, 본선은 서술형의 비율이 높았다. 또한 문항 형식 범주에서는 중학부와 예선은 단독형의 비율이 높고, 고교부와 본선은 복합형의 비율이 높았다. 문항을 분석한 결과는 다음과 같다: (1) 중학부는 대체로 난이도가 낮고, 변별도는 적절하였다. 그러나 고교부는 일반고와 과학고간에 상당한 차이가 있었다. (2) 중학부는 대기 영역과 총점과의 상관이, 고교부는 천문 영역과 총점과의 상관이 가장 높았다. (3) 양호한 문항이 가장 많은 일반고부의 문항 내적 일관성신뢰도와 일반화가능도가 가장 높았다. (4) 일반 고는 출제된 문항 수로 적정 수준의 일반화가능 도에 도달되나, 중학부나 과학고는 출제된 문항보다 2배 이상 많은 문항수가 필요한 것으로 나타났다.

국제천문올림피아드(International Astronomy Olympiad, IAO)는 유로-아시안 천문학회에서 청소년들에게 천문학지식의 확산, 교육 분야의 국제교류 증진, 과학과 인간 문화의 모든 분야에서 천문학의 중요성을 인식시키기 위하여 국제천문올림피아드를 설립하고 국제올림피아드 설립에 관한 규정을 공포하였다. 1996년, 제1회 국제천문올림피아드를 러시아 북 코카서스 지방에 잇는 러시아 과학원 전문천체물리천문대(Special Astrophysical Observatory of the Russian Academy of sciences, SAO RAS)에서 시범 개최한 이후, 매년 개최하고 있다. 본 논문에서는 국제천문올림피아드의 역대 결과 및 기구, 조직, 실행에 대한 국제천문올림피아드 규정을 중심으로 논의한다. 또한 국제천문올림피아드 문제에 대한 인지적 측면에서 과학지식과 과학적 사고력으로 분류하였다. 과학적 지식의 하위요소로 내용지식, 방법지식, 지식본성 이해로 분유하고, 과학적 사고력의 하위 요소는 수렴적 사고력과 발산적 사고력으로 분유하고 각 세부 요소를 고려하여 실행하였다. 이 분석을 통하여 국제천문올림피아드에 대한 이해화 한국 천문 올림피아드의 방향을 설정할 수 있었다.