• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.758-769
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• 2011

This study was designed to investigate the relations of motivation to related variables, and the motivation by student's variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/BAS by student's variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following:First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables were identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Journal of Science Education
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• v.35 no.1
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• pp.59-67
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• 2011

The purpose of this study was to analyze on the relations of motivation system about science learning and science achievement. TIMSS 2007 was selected and translated for science achievement test. After that, fourth-grade 496 students and eighth-grade 425 students were required to accomplish the questionnaire on behavioral inhibition/activation system about science learning(SL-BIS/BAS) and science achievement. There were negative correlation with SL-BIS and science achievement, and positive correlation with SL-BAS and science achievement. In addition, two systems account for 12% of science achievement. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Science of Emotion and Sensibility
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• v.8 no.4
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• pp.403-413
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• 2005

The purpose of the present study was to investigate the responses to positive/negative emotional stimuli for the different sensitivities of behavioral activation system (BAS) and behavioral inhibition system (BIS). We recorded If-channel EEG data for 8 BAS sensitive subjects an48 BIS sensitive subjects. EEGs were analyzed with LORETA (Low-resolution electromagnetic tomography) From scalp-recorded electrical potential distribution, LORETA computes the three-dimensional intracerebral distributions of current density for specified EEG frequency bands. hs results , significant differences between the BAS sensitive group ant the BIS sensitive group appeared LORETA alpha activities over the prefrontal lobe and the cingulate gyrus. Prefrontal regions and limbic system including cingulate gyrus are involved in emotional processing. Moreover, subjects with the high BAS sensitivity. responded more sensitively to the positive stimulation than subjects with the high BIS sensitivity. Therefore, our results suggest the possibility of correlation between BAS/BIS sensitivity and positive/negative emotional stimuli.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.625-640
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• 2012

The purpose of this study was to investigate the behavioral characteristics of elementary second graders depending on SL-BIS/BAS (Behavioral Inhibition/Activation System about Science Learning) in science learning situation. For this study, 20 second grade students participated. This study followed a phenomenological research method, a form of qualitative research. As the results show, students who have a sensitive motivation system to SL-BIS directly expressed their disappointment of the result and easily get distracted in class when they failed in science learning activity. They participated in group work passively, for example, they interacted less in the group or avoided answering questions. Even though the students have a lot of questions that were usually simple, empty or repetitive words. They have within themselves the good will of challenging difficult experiment that was their only expression of passive will. The students have a tendency to be dependent on their friends in an experiment, making it unlikely that they preferred group work from the beginning. Otherwise, students who have sensitive motivation system to SL-BAS endured science learning activity to the end regardless of the negative result. In particular, they were enthusiastically working on home-school materials. When the students succeeded in the experiment, they responded to the cheers and openly expressed their feeling. They were satisfied with their achievement. The students have more desire for in-depth activity. Their questions were more progressive, specific and expanded. They showed a strong desire to challenge difficult experiment and preferred to interact with their group members to help each other. Based on the results, they were limited but we could find that the behavioral characteristics of second grade students in science learning situations can be predicted with a score of SL-BIS/BAS t.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.107-125
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• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.

• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.723-726
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• 2007

국내의 응급의료체계는 119구급대와 1339 응급의료 정보센터간의 이원화된 체계로 구축되어 있다. 하지만 두 기관간의 긴밀한 연계체계의 부족으로 응급의료기관이나 의료기관으로의 이송된 자 중 이송의료 기관 선정이 부적절한 경우가 상대적으로 높게 된다. 또한 각각의 환경에 맞게 구축된 병원 정보시스템의 이질성으로 응급환자의 효율적인 이송체계 수립이 어려운 실정이다. 멀티 에이전트의 자율적이며 독립적은 성향은 이질적인 병원 정보 시스템에서 효과적으로 상호운용할 수 있는 가능성을 높여주며 점점 복잡해지는 응급 의료 상황에 대하여 동적으로 행동할 수 있게 해준다. 따라서 본 논문에서는 응급환자의 정보를 통해 실시간으로 응급환자에게 가장 적절한 후보 병원을 결정하여 동적으로 응급환자의 병원 이송체계를 수립할 수 있는 의사결정 지원 시스템을 제안한다.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

• Science of Emotion and Sensibility
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• v.8 no.4
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• pp.415-422
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• 2005

The purpose of the present study was to investigate the differences of nonlinear characteristics of electroencephalogram (EEG) depending on different sensitivities of behavioral activation system (BAS) and behavioral inhibition system (BIS) of young and elderly groups. The EEGs from Fpl and Fp2 electrodes were recorded during resting condition. The young and elderly groups consisted of 19 and 31 healthy right-handed volunteers, respectively. We estimated 1/f scaling exponent which reflects the nonlinear dynamical complexity of EEG. As results, we found the differences of 1/f scaling exponent between young ant elderly BAS sensitive groups. The 1/f scaling exponent of young BAS sensitive group showed significantly higher values than those of elderly BAS sensitive group at the left prefrontal area (Fpl). The young BAS sensitive group had also a tendency to higher 1/f scaling exponent at the right prefrontal area (Fp2). Decrease of the 1/f scaling exponent indicates the increase of complexity and the decrease of the amount of information related to the statistical distribution. Therefore, the elderly BAS sensitive group has higher complexity than young BAS sensitive group, though they were all classified as BAS sensitive group by BAS/BIS scale. Our results suggest the possibility of correlation between BAS sensitivity an4 age.

• Journal of Korean Academy of Nursing
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• v.5 no.1
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• pp.48-58
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• 1975

대부분의 정신과적 위기 (자살시도.도주 공격적 파괴적행동.싸움 등)는 노여움이 원인이 되는데 심한 불안. 초초나 또는 규칙등을 위반하였을 때에. 고지식한 병원직원들의 마구 다툼에 의해서 자신의 권리나 존엄성을 모욕 받았다고 생각될 때 그것에 대한 반응으로 일어나게 된다. 이러한 환자들의 흥분및 공격적 파괴적 행동들에 대해서 우리 간호원들은 과연 겁내야 하며 곧 진정제를 투여하거나 강박의를 입혀야 하는가 하는 것이 이 연구의 촛점이다. 본인은 이러한 환자들의 위기상황에 성급한 행동들이 주어지기에 앞서 과학적이고 체계적인 간호적 이해가 따른다면 환자들의 태도는 휠씬 달라질 수 있을 것이라는 가정하에 국립정신 병원에서 1973년 6월 1일부터 9월30일까지 실험군 10명. 통제군 10명의 환자에게 관찰기 (5일). 간호기(5일). 후반기 (5일)로 나누어 실험군에는 간호기에 유효적절한 과학적 체계적 간호를 실시하고. 통제군에는 실시하지 않음으로써 그 효과도를 검증하였다. 환자의 치료에는 간호적 치료이외에도 약물요법, 정신치료. 충격요법 등 관계 요인이 많으므로. 이러한 기간동안의 환자의 행동변화가 간호적 치료 (Nursing Therapy)에 의해 변화된 것인가를 확인하기 위해 검증하였다. 그 결과는 다음과 같다. (P<.01) 표6. 7에서 관찰기. 간호기. 후반기 동안의 정신과 응급 행동의 빈도는, 실험군에서는 15.4. 7.0. 2.9 로 감소되어 p <.01의 수준에서 의미 있는 변화임이 밝혀졌고, 통제군에서는 10.6. 6.9. 6.6으로 행동빈도가 감소되었으나 p >.05의 수준에서 의미 있는 변화가 아님을 보이고 있다. 위의 결과들로 미루어 본 연구는 다음과 같은 결론을 내릴 수 있을 것이라고 생각한다. \circled1환자의 위기 행동에 관한 사전의 이해없이 무조건의 안정제 투여와 강박의 사용은 금해야 할 것이다. \circled2유효 적절한 자학적 체계적 간호치료 (Scientific & Systematic Nursing Therapy 로서 정신과적 위기는 해 결될 수 있을 것이다. \circled3간호원은 치료적 요원의 역할을 담당할 수 있을 것이다. 본 논문을 시종 지도하여 주신 이부영선생님과 조언을 주신 이은옥 선생님. 이귀향 선생님. 그리고 국립정신병원의 김종해선생님, 보건대학원의 이영환 선생님께 진심으로 감사를 드리며. 아울러, 실험에 협력하여 주신 모든 분들께도 감사를 드립니다.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.427-459
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• 2010

The personal introduction of 2009 academic year Korea Science Academy (KSA) freshman, 143 persons, recommendation that is filled with giftedness cases and observation recording through observing the students by guidance teacher and professor, and Observation recording paper about students that is made by parents, were analyzed in order to investigate behavior characteristics of the Scientifically Gifted by Computer Assisted Qualitative Data Analysis System (CAQDAS). We could divide behavior characteristics of the Scientifically Gifted to 5 main categories by study results. As well as this study may make up for foreign researches and existing researches dependent on quantitative research about behavior characteristics of the Scientifically Gifted, This can be used as a useful data for development of instrument for identifying the scientifically Gifted and teaching-studying program by supporting understand behavior characteristics of the Scientifically Gifted as a specific area of giftedness.