• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.77-94
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• 2011

The purpose of this study was to think about 'the nature of the mind' through the extraction of contents related to the 'mind' which is contained in "Non-eo(the Analects of Confucius)" and to devise a 'Non-Eo' counseling program intended for elementary school students by finding out counseling elements related to the growth of the mind. The 'Non-Eo' counseling program developed in this study was 10 lessons of forty minutes each and divided the group counseling procedure into three phases as introduction, progress, and wrap-up. The subjects of this study were 40 elementary school students in upper grades in a specific county: 20 students in the control and experimental group respectively. The 'Non-Eo' counseling program was applied to the experimental group twice a week for five weeks and it was not applied to the control group. Two measurement tools were used in order to verify the effects: the self-esteem measurement test adopted by Gong, Tae-Su(1998) which was originated from the selfesteem measurement test for children developed by Coopersmith(1967) and the friendship measure test adopted by Jo, Seong-rye(2001) which originated from the friendship measure test developed by Furman and Bierman(1983). The results were as follows; Firstly, there was a significant difference between the growth of self-esteem of the students in the experimental group and that in the control group; in general, the p-value of the experimental group was .032. Secondly, there was a significant difference between the growth of friendship of the students in the experimental group and that in the control group; in general, the p-value of the experimental group was .046. The fact that this study carried out a new counselling approach called 'Non-Eo' counseling based on the contents related to 'the growth of the mind' in "Non-eo" is of great significance.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.83-105
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• 2021

In this paper, we analyzed the misconceptions and errors incurred during factorization learning. We also examined whether online individualization classes had a positive effect on students' mathematical achievement. The experiment was conducted for 4 weeks (16 times in total) on middle school juniors in rural areas of Gyeonggi Province, where the influence of private extra education was small. In the class, the 'Google Classroom' was used as a LMS, the video lecture was uploaded to YouTube, and the teacher interacted with the students through "Zoom" and "Facetalk". In the online class situation, students' assignments and test answers were checked in real time through 'Google Classroom', and immediate feedback was provided to the experimental class group's students. However, for the control group students, feedback was provided only to those who desired. A total of 7 achievement evaluations were conducted in the order of pre-test, formative evaluation (5 times), and post-test to confirm the change in students' ability improvement and achievement. Through the formative evaluation analysis, it was possible to grasp the types of errors and misconceptions that occured during the factorization process. Students' errors were divided into four types: theorem or definition distortion error, functional errors such as calculation, operation, and manipulation, errors that do not verify the solution, and no response. As a result of ANCOVA, the two groups did not show any difference from the 1st to 4th formative assessment. However, the 5th formative assessment and post-test showed statistically significant differences, confirming that online individualization classes contributed to improvemed achievement.

• The Mathematical Education
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• v.62 no.2
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• pp.175-194
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• 2023

Despite the importance of pattern learning for elementary school students, few studies have investigated in detail the understanding of patterns of lower-grade students. This study aimed to analyze the understanding of patterns of second-grade elementary school students. Since the patterns in the second grade are taught through the unit called Finding Rules, students' understanding of patterns was compared and contrasted before and after they learned the unit. To this end, a written instrument to measure students' understanding of patterns was developed on the basis of previous studies on pattern learning for lower-grade students. A total of 189 students were analyzed. As a result of the study, the overall correct answer rates in the post-test were higher in most items than those in the pre-test, illustrating the positive effect of the specific unit. However, students found it difficult to find rules in which two components would change simultaneously either in geometric or numeric patterns, find patterns that would be similar in structure, represent geometric patterns into numeric patterns, find empty terms in increasing patterns, and reason the specific terms in patterns that can be differently interpreted. Based on these research results, this study sheds light on students' understanding of patterns and suggests implications to improve their understanding.

• Journal of Yeungnam Medical Science
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• v.13 no.2
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• pp.279-294
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• 1996

This study was carried out to develop a Korean language version of Zung's self-rating anxiety scale(SAS) from august, 1994 to September, 1996. The subjects consisted of 205 normal control subjects from the general population group, and 97 subjects with anxiety disorders. These 97 subjects were chosen from a group by the structured clinical interview for DSM-IV of in patients and out patients. Both normal control subjects and anxiety disorder subjects were drawn utilizing a cluster of sampling methods. In order to analyze the data on anxiety scores, Pearson's product moment correlation coefficient method was carried out, as well as reliability, factor analysis and discriminant function analysis, utilizing the SPSS/PC+ program. The results obtained were as follows: The mean average of the total anxiety scores were 32.36 + 6.35 for the normal control subjects and 50.53 + 7.67 for anxiety disorder subjects. Test-retest reliability(coefficient r=0.98, p < 0.001), and internal consistency(coefficient r=0.96, p < 0.001) were satisfactory. Factor analysis using oblique technique rotation yielded four factors. The normal control subjects scored higher concerning the symptoms such as sweating, restlessness, apprehension, insomnia and dyspnea, and lower for faintness, mental disintegration, paresthesia, dizziness and tremor. On the other hand, for the anxiety disorders, apprehension, restlessness, sweating, dyspnea and insomnia scored higher, and lower for faintness, paresthesia, nightmare, dizziness and tremor.

• Korean Journal of Psychosomatic Medicine
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• v.24 no.1
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• pp.83-93
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• 2016

Objectives : The Center for Epidemiologic Studies Depression scale-Revised is a recently revised scale which has been reported as a valid tool for the assessment of depressive symptoms. It encompasses cardinal symptoms of depression described in the Diagnostic and Statistical Manual of Mental disorders, fourth edition. In this study, we assessed the reliability, validity and psychometric properties of the Korean version of the CESD-R(K-CESD-R). Methods : Forty-eight patients diagnosed as major depressive disorder, dysthymia, depressive disorder NOS according to the DSM-IV criteria using Mini International Neuropsychiatric Interview and 48 healthy controls were enrolled in this study. They were assessed with K-CESD-R, K-MADRS, PHQ-9, KQIDS-SR, STAI to check cross-validation. Statistical analyses were performed using calculation of Cronbach's alpha, Pearson correlation coefficient, Principal Component Analysis, ROC curve and optimal cut-off value. Results : The Cronbach's alpha of K-CESD-R was 0.98. The total score of K-CESD-R revealed significantly high correlations with those of K-MADRS, PHQ-9, KQIDS-SR(r=0.910, 0.966 and 0.920, p<0.001, respectively). Factor analysis showed two factors account for 76.29% of total variance. We suggested the optimal cut-off value of K-CESD-R as 13 according to analysis of the ROC curve which value sensitivity and specificity both equally. Conclusions : These Results showed that the K-CESD-R could be a reliable and valid scale to assess depressive symptoms. The K-CESD-R is expected as a useful and effective tool for screening and measuring depressive symptoms not only in outpatient clinic but also epidemiologic studies.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.

• The Transactions of the Korea Information Processing Society
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• v.2 no.4
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• pp.499-508
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• 1995

Domain Analysis is an activity to identify commonalities and variabilities which similar application areas in order to reuse analyzed information easily in new software construction. Most of domain analysis output is represented by various diagrams without common standard, and its manual reuses result in low reusability. Domain analysis language can be used to represent domain analysis information and make it possible to automate reuse and test the specifications. In this paper we designed and implemented a processor to reuse domain analysis information represented by domain analysis language and applied our approach to a rental domain and got new specification instances. In addition, we compared reuse of a data flow diagramming tool with reuse of a domain information processor and found combining and found combining of each approach can increase the reusability of both.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.29-42
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• 2000

Hypothesis is defined as a single proposition proposed as a possible explanation for the occurrence of some observed phenomena. The purpose of this study was to analyze and categorize hypotheses generated by students on the cause of difference between the structures of muscles of the fishes and the terrestrial animals. A hypothesis-generating test was administered to 23 three college students who were majoring in science education. The study showed that college students generated manipulative and theoretical hypotheses as proposed explanations for the structural difference between muscles of the fishes and the terrestrial animals. Furthermore, students generated several hypotheses which were categorized by the quality of abductive process based on the degree of likeness between experienced knowledge and current phenomena. This study also discusses the implications of these findings for teaching and research in science education.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.343-364
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• 2017

Despite the significance of functional thinking at the elementary school level there has been lack of research on teachers who play a major role in making students be engaged in functional thinking. This study surveyed 119 elementary school teachers to investigate their knowledge of functional thinking for teaching. A written assessment for this study was developed with a focus on the knowledge of mathematical tasks and instructional strategies to teach functional thinking. The results of this study showed that many teachers were able to design tasks corresponding to both the additive relationship and the multiplicative relationship, and to justify some strategies to promote functional thinking. However, some teachers had lack of understanding with regard to the core ideas of functional thinking. Based on these results this study is expected to suggest implications on what aspects of knowledge are further needed for elementary school teachers to promote students' functional thinking.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.39-59
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• 2012

This study has two purposes: The first is to compare gifted with non-gifted about learning styles and examine differences in the preference of learning styles between group characteristics depending on gender. The second is to examine differences between gifted and non-gifted about the preference of learning styles. The participants were 152 students from the middle schools in A City. 76 students of them belonged to the gifted group and the rest were non-gifted group. LSDI Learning Styles Diagnostic Inventory has been employed as measurement tools. Besides descriptive statistics, ANOVA, ${\chi}^2$ analysis were used to measure items. The results from data analysis are as follows. First, there was difference in learning styles between gifted and non-gifted. Second, there was not difference in the preference of learning styles between groups depending on the gender. Finally, this study discussed the results and their implication, the direction of future research in understanding and interpreting of learning styles for their practical usages.