In this blog post, I’ll summarize my experiences and reflections, focusing on my academic journey, school activities, examples of consideration and cooperation, and my career preparation process during high school.
Academic Experiences and Reflections
My school allocated more time to inquiry-based learning than most other schools. Inquiry-based learning was a period during which students could engage in self-directed study while freely utilizing various spaces, such as the library, science labs, and multimedia rooms. While most students used this time to work on assignments or prepare for exams, I tried to use it more systematically for self-regulated learning.
First, to make the most of my inquiry-based learning time, I created a dedicated self-directed study schedule. Since inquiry-based learning hours differed between weekdays and weekends, I tailored my plans to the characteristics of each. On weekdays, approximately three hours were allocated after the 9th period, and I primarily used that time to preview and review the subjects covered that day and to prepare for my specialized science inquiry course. The short blocks of time on weekdays were ideal for intensive review and preparing for the next class, and consistent repetition helped me deepen my understanding.
Weekend inquiry-based learning sessions were relatively long—5 hours on Saturdays and 7 hours on Sundays—so I needed to allocate my time carefully to avoid getting bored. On Saturdays, I devoted the first two hours to completing school assignments and set aside the remaining three hours for in-depth study, including reading that I had neglected during the week, to maintain my academic focus. Structuring my weekends in this way allowed me to make effective use of even long periods of time.
On Sundays, I spent the first three hours in the multi-purpose room organizing the material I had reviewed throughout the week into my own study notes. I used the remaining time in the science lab to conduct experiments for the science inquiry course—which I had previously approached only theoretically—to develop practical skills. To this end, I went to the lab on my own and repeated the experiments with my study partners to deepen my understanding, while consistently applying self-regulation strategies to maintain my motivation throughout the long study sessions. Through this experience, I recognized the correlation between time management and motivation, and realized that self-directed learning is highly effective for long-term study.
Description of Major School Activities and Reflections
While attending the Science High School, there was a selection process for the school’s gifted class, which was conducted through gifted aptitude tests and in-depth interviews. Many students were focused on managing their academic performance and preparing their portfolios and interviews with the goal of entering the gifted class, and I also approached my studies diligently in line with this trend.
To apply for the gifted class, I needed to demonstrate not only my academic grades but also a variety of research skills and extracurricular capabilities. I systematically organized my class assignments, lab reports, and club activities to create a portfolio, and I made an effort to build a record of awards by participating in school math competitions and external science contests. Since the selection process was highly competitive, the preparation itself served as a valuable opportunity to expand my learning and research capabilities.
After receiving a recommendation from my homeroom teacher following a consultation and submitting my application, I prepared for the gifted aptitude test and in-depth interview held in December. While many students sought additional private tutoring, I prepared by delving a bit deeper into my regular studies. During the interview, I made an effort to convey my thoughts sincerely to demonstrate not only my academic ability but also my aptitude, aptitude, and potential.
As a result, I was selected for the gifted class and was able to participate in various advanced programs. In particular, through science and math research projects, I gained experience proposing unique ideas and bringing them to life to create “creative outputs.” In addition to the creative output presentation, the program offered activities that fostered a balanced development of intellect, character, and physical fitness—such as English immersion programs and local volunteer work—and I actively participated, completing more than 72 hours out of the planned 108 hours.
The most significant insight I gained from this experience is that a gifted student is not simply someone with good grades, but rather “a person who thinks differently to produce slightly better results.” My participation in the gifted class broadened the scope of my thinking and fostered an attitude of approaching problem-solving from diverse perspectives.
Examples of Compassion, Sharing, and Cooperation, and My Reflections
The school had research clubs, volunteer clubs, and academic clubs, among others. I joined the astronomy observation sub-club within the research club, where we explored advanced topics that were difficult to cover in regular classes. Our club was large, and we primarily gathered on the school rooftop to begin our activities.
There was an observatory with a sliding dome installed on the rooftop, which was a great help for our observation activities. We engaged in various observation and photography activities, including visual observation, telescope observation, CCD imaging, and photography. Visual observation involves identifying objects with the naked eye and recording their positions; I enjoyed participating in these sessions with my club members on the dormitory rooftop at night.
For telescope observation, we primarily used a Maksutov telescope mounted on an LXC-700 mount, utilizing features such as automatic polar alignment, automatic star finding, and star tracking. Through these experiences, I developed an interest in the structure and functions of observational instruments, and I became eager to learn about the differences between various models as well as techniques for internal repairs and improvements. In particular, regularly observing variable stars and binary stars, as well as capturing video footage of the lunar surface and the movement of stars using a telescope and camera, further fueled my interest in the technical capabilities of the equipment.
I also used CCD imaging to capture the states of nebulae and star clusters and to record the diurnal motion of constellations, which I then incorporated into promotional posters for the club. Taking photos and processing images myself deepened my understanding of observational equipment, and as I examined the various pieces of equipment owned by the school—such as binoculars, reflecting telescopes, and solar telescopes—I became determined to conduct research related to equipment development.
Club activities did not merely provide technical experience; they also helped me internalize the values of cooperation and consideration. Observation requires teamwork rather than working alone, and we had to handle the equipment together, helping and learning from one another. Through these collaborative experiences, I learned to recognize others’ strengths and coordinate roles, and I developed the attitude of resolving conflicts through dialogue.
Efforts and Preparation Related to Motivation for Application and Career Plans
Through my activities in the astronomy club and my experience in the gifted education program, I was able to clarify my career path. My interest in and sense of accomplishment from Earth Science and Physics led to a passion for observational instruments, and I ultimately decided to major in mechanical engineering to design and develop observational equipment or conduct research on related technologies.
Telescopes, binoculars, and astronomical cameras are crucial instruments in the aerospace field. I believe that not only the design and fabrication of these devices but also repair and maintenance skills are essential. While reviewing related articles and case studies, I became fascinated by the potential of remote repair technology using robots, and the case of a robot used to repair the Hubble Space Telescope was a major source of inspiration for me.
The robotics-related laboratories within the Department of Mechanical Engineering at Pohang University of Science and Technology (POSTECH) conduct research on intelligent mobility technologies, underwater robots, and the design and control of robotic arms, which are closely aligned with my areas of interest. The presence of the Pohang Intelligent Robotics Research Institute was also a major draw for me.
Although the laboratory’s primary research topics are underwater robots and industrial robots, I believe these technologies can be applied to the automation, maintenance, and remote repair of astronomical observation instruments. My goal is to master the technology that enables intelligent robots to diagnose their internal status and perform tasks in environments that are difficult for humans to access, and to apply this to the field of astronomical observation.
In the future, I aspire to become a researcher who proposes practical solutions through integrated research on the mechanical design and control of observational equipment and robotic systems. Based on this interest, my preparation, and my portfolio, I hope to gain the opportunity to realize my dream at the Department of Mechanical Engineering at Pohang University of Science and Technology (POSTECH).
