In this blog post, I will summarize my academic experiences, school activities, and examples of consideration and cooperation during high school, as well as my motivation for applying to GIST and my career preparation process.
Academic Experiences and Reflections
When I entered high school, a book I received as a gift from a relative sparked my motivation to learn. The book was *Evariste Galois: A Requiem for a Mathematical Genius*, and the image of a genius fully immersed in solving problems instilled a strong sense of admiration in me. Influenced by this, I set a goal to solve challenging math and science problems on my own, particularly those at the Olympiad level.
At first, I started with nothing but enthusiasm, but I soon ran into obstacles. Whenever I got stuck, I was tempted to rely on solutions or other people’s work, but I realized that doing so would not help me develop my problem-solving skills or creativity. So, I decided to change my study methods and improved my study habits through a planner and study groups.
Specifically, I wrote my daily study plan in my planner and set aside ample time for self-directed study. I refrained from immediately looking at others’ solutions and postponed discussions with friends until after I had thoroughly thought through the problem on my own. I established a rule to spend at least five hours grappling with a single problem, and through this process, I repeatedly practiced finding solutions by mulling over the problem from various angles.
After thoroughly thinking things through on my own, I made an effort to gain synergy through study groups and mentoring. I gained hints for various solutions through discussions with study group members and sought advice from senior mentors. This process led to experiences of exploring and researching multiple approaches to difficult problems, and above all, it was a great help in establishing the habit of solving problems on my own.
Major Extracurricular Activities and Reflections
During my time at a science high school, I strove to build scientific literacy while also cultivating a sense of the humanities. This was because, surrounded by many friends who dreamed of becoming scientists, I felt the limitations of immersing myself in just one field. Therefore, I read consistently to develop creativity, logical thinking, and critical problem-solving skills.
I utilized the school’s creative experiential activity periods to set aside time for individual reading, and I was exposed to diverse perspectives through humanities lectures and interdisciplinary curricula. I refined my thinking through Q&A sessions and peer discussions following these lectures, while also reading science-related books to cultivate a well-rounded foundation. I made an effort to maintain my interest by reading a balanced mix of specialized texts, general interest books, and introductory works.
My reading journal played a significant role in managing my studies. I recorded the time, length, and memorable parts of each book I read, and by submitting these records as part of my Creative Experience Activities report, I even received an award for my reading journal. Keeping these records made it easy to reflect on the benefits of reading and allowed me to see my consistency firsthand.
Building on my reading, I began studying math and science essay writing in earnest starting in my sophomore year of high school to develop my essay-writing skills. The background knowledge I gained through reading enriched the content of my writing and led to the experience of composing papers at the academic level. I learned how to refine my writing and research outcomes by presenting papers at school-wide TED-style lectures and receiving ongoing feedback.
On one particular occasion, a professor from Seoul National University, who served as a keynote speaker, evaluated my paper. Based on that feedback, I held numerous discussions and meetings with my team members to refine our work. I realized firsthand that the process of learning through constant trial and error—rather than getting everything right from the start—is far more important. Through the process of correcting mistakes, my problem-solving and collaboration skills grew together.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
During my sophomore year of high school, I volunteered for the Student Discipline Committee. Our school’s committee had many responsibilities, including morning patrols, lunch-time supervision, and evening activities. I was primarily in charge of arriving early in the morning to check students’ uniforms, name tags, and overall appearance, and patrolling the school grounds during lunch to enforce the no-cellphone policy.
While conducting these lunch-time inspections, I sometimes encountered friction with students. Some students tried to avoid detection by hiding their phones or writing down someone else’s name, and others insisted they didn’t have a phone even when I had clearly seen one. Since there were calls to respect students’ rights, there were limits to how forcefully I could act. So, I pondered ways to ensure compliance with the rules while also respecting students’ rights.
The solution was to conduct inspections as a team rather than individually. The Discipline Committee would move in groups of at least two or three, dividing roles so that one person recorded names, another conducted the inspection, and a third confiscated phones if necessary. During these activities, we presented a verification letter in the name of the Discipline Committee Chair to clearly establish our authority and ensure compliance with regulations.
When conflicts arose, I prioritized persuasion and explanation to prevent them from escalating into arguments. I also informed students that penalty points could be waived depending on the situation, giving them room to make their own choices. By objectively following procedures while showing consideration for others, our work proceeded much more smoothly, and I felt a sense of responsibility and fulfillment through my activities with the Discipline Committee.
Efforts and Preparation Related to Motivation for Application and Career Plans
While attending Gwangju Science High School, I steadily solidified my goal of enrolling at the Gwangju Institute of Science and Technology (GIST). I organized a study group with classmates preparing for GIST admission to prepare for my future career, and through the process of studying together and sharing information and learning methods, my aptitudes and strengths became clear.
Through my study group and essay writing experience, I confirmed my aptitude for physics and found it fascinating to apply the principles of physics to everyday life and social phenomena. Based on this, after exploring specific research fields, I developed an interest in the development of eco-friendly new materials using nanotechnology. I wish to develop new materials that can contribute to protecting human health from endocrine disruptors and pollutants, and apply them to everyday spaces such as buildings.
If admitted to GIST, I plan to major in physics as an undergraduate to build a strong foundation in basic science. Subsequently, I intend to participate in exchange programs with overseas research institutions, such as universities in Japan, or government-funded study abroad programs to develop expertise in the field of new materials engineering. My goal is to conduct interdisciplinary research by first establishing a solid foundation domestically and then complementing it with engineering application skills acquired abroad.
Ultimately, I wish to contribute to improving the quality of human life, even if only slightly, through science and technology. To achieve this, I believe it is essential to diligently study the fundamentals, cultivate a broad range of knowledge across various fields, and uphold research ethics grounded in collaboration and a sense of responsibility. I intend to continue preparing with this mindset and further refine my career path.
