• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.87-103
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• 2013

This study was investigated to examine the effects of writing activities based on Polya's Problem Solving Stages on Learning Accomplishment and Attitudes. A total of 54 students were selected from two Grade 6 classes of P Elementary School in G City to form an experimental group(n=27) and a control group (n=27). The experimental group was applied to a class which was creating writing activities according to Polya's Problem Solving Stages to problem solving and inquiry activities. The control group was taught by the traditional method to the same activities. The five questions for each area were selected as a descriptive assessment of the second semester of Grade 5 in the area of the Academic Achievement pre-test, developed by the G Education and Science Research. The post-test was selected by a descriptive assessment of the content of the first semester in Grade 6. The same questions were posed for both the pre-test and the post-test of the Mathematical Attitudes assessment. We examined the pre-test at the beginning of the school term, then the students were re-examined after one semester, using the same questions as the pre-test. This research showed that there was a meaningful difference in Learning Accomplishment as a result of T-test in the 5% level of significance. Secondly, there was a meaningful difference in the Mathematical Attitudes as a result of T-tests. It shows that writing activities based on Polya's Problem Solving Stages have an influence on improving Learning Accomplishment and Attitudes.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.12
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• pp.1765-1777
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• 2002

본 연구에서는 현재 국내의 서울시내에 거주하는 모터사이클을 타는 만20세 이상의 남성을 대상으로 모터사이클복에 대한 착용실태와 불만사항들을 조사하고 이를 연령별, 모터사이클 유형별로 비교 분석하여 착용감 및 안전성이 향상된 모터사이클복 개발을 위한 기초자료를 제시 하고자 하였다. 설문조사는 2002년 1월~3월까지 3개월간 총 400부를 배부한 후 회수하고, 이 중 262부를 분석자료로 사용하여 빈도 및 백분율, 평균 등의 기술 통계치를 얻어 전반적인 착용현황을 알아보고, 교차분석을 실시한 후 X$^2$-검증을 실시하여 연령별, 모터사이클 유형별, 운행경력 별로 통계적인 차이를 비교 분석하였다. 1. 모터사이클복의 착용실태 및 불만사항 전반에 관한 조사결과, 조사대상자는 20대~40대의 운행경력은 5년 이상인 전문 라이더들이 많았으며 모터사이클의 배기량은 400cc이상이 가장 높게 나타났고, 모터사이클 유형은 로드 바이크가 가장 높게 나타났고, 이용목적은 레져.취미용, 선호하는 모터사이클복 아이템별 소재는 원피스와 슬랙스의 경우에는 피혁소재가 쟈켓의 경우에는 텍스타일 소재가 높게 나타났다. 아이템별 소유는 쟈켓과 투피스가 높게 나타났고, 보호구가 필요하다고 생각되는 신체부위는 상의에서는 가슴과 팔꿈치, 하의에서는 무릎으로 나타났으며, 무릎보호대의 소유도가 가장 높게 나타났다. 모터사이클복 주된 착용목적은 '부상방지', 모터사이클복을 착용하지 않는 이유는 '움직이기가 불편해서' '가격이 비싸서' '여름철에 더워서'가 각각 높게 나타났다. 모터사이클복에 대한 불만족도에서 동작적합성과 사이즈에 대한 불만도가 높게 나타났고, 모터사이클복소재 및 내부 장착 보호장구의 경량화가 요구되었으며, 모터사이클 쟈켓의 치수부적합부위는 소매길이가 가장높게 나타났다. 2. 전체 응답자의 연령을 20대, 30대, 40대 이상으로 나누어 연령별 차이를 비교한 결과 각각의 문항에 대해서 모두 연령대별로 유의차가 인정되었다. 3. 모터사이클복 아이템별 선호소재 문항에서 원피스와 쟈켓에서 모터사이클 기종별 유의차가 나타났는데, 비즈니스 기종에 서는 텍스타일 소재를, 아메리칸크루져 기종에서는 피혁소재를 선호하였다. 로드바이크와 오프로드 기종에서는 원피스는 피혁소재를 선호하였고, 쟈켓은 텍스타일 소재를 선호하는 것으로 나타났다.

• Journal of Science Education
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• v.34 no.1
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• pp.93-104
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• 2010

The purpose of this study was to investigate the high school students' interests and and perceptions about the soil concepts. The data were obtained from 72 boys and 82 girls at a high school in Daegu area. The questionnaires were developed 8 questions for students' interest and 10 questions for students' understanding. The results of this study were as follows. In the examination of students' interest on the soil concepts, boys showed 3.2point(64.9%) out of 5point and girls showed 3.2point(64.6%) out of 5 point. Furthermore, a percentage of correct answers for understanding on the soil concepts was 47.4%. In detail, Boys had 48.2% and girls had 46.6%, boys showed higher understanding about soil concepts than girls. And students understood soil concepts by a visible side, to approach the soil concepts from a biological point of view, rather than a geologic one. Also high school students didn't think soil concepts to consist of minerals and rocks from a geologic point of view. Correlation between interest and understanding on the soil concepts was very weak by showing r=.170(p<.05).

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.229-259
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• 2012

The purpose of the present study is to develop instrument of mathematical belief of middle school and high school students and to analysis results of test using the instrument. Based on the results of literature review, mathematical belief is the cumulative effects of self-assessment and self-concept in mathematical learning and achievement experience. Four sub-components of mathematical belief is identified belief of school mathematics, belief of mathematical problem solving, mathematical self-concept, belief of mathematical teaching and learning. The instrument was developed to investigate mathematical belief by reflecting Korean middle school and high school students' psychological characters. To develop the appropriate items for the mathematical belief, after reviewing literature thoroughly, first version of the instrument was developed and exploratory factor analysis and confirmatory factor analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Correlation Analysis and 1-way ANOVA was performed. Also, using multiple group confirmatory factor analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for middle school students is consisted 7 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 10 items of belief of mathematical teaching and learning. Instrument of mathematical belief for high school students is consisted 9 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 11 items of belief of mathematical teaching and learning. This study examined the differences about mathematical belief's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of most factors ware the highest excepting stereotype of belief of school mathematics. Also, Male students preferred more positive in mathematics belief than female students.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.885-893
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• 2015

In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.585-602
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• 2009

The purpose of this study was to compare the 5 OEs of Korean gifted elementary students and non-gifted and to find out the gender difference in gifted and non-gifted to clarify the best predictor of giftedness in gender group. The total subjects of this study were 372 Korean third, fourth, and fifth grade elementary school children. One hundred sixty six children of them belonged to a gifted group, and 206 were non-gifted group. Two hundreds one out of 372 subjects were boys and 171 were girls. The Overexcitability Questionnaire II(OEQII) used in this study was developed by Falk, Lind, Miller, Piechowski, & Silverman in 1999. The OEQ II is consisted of 50 Likert-type items, classified into five subscale: psychomotor, sensual, imaginational, intellectual, and emotional. And it was translated into Korean. It was administered in group sessions during the winter of 2008. Data were analyzed with SPSSWin 12.0. MANOVA was conducted to determine statistical differences by giftedness and by gender. The results revealed that the level of 5 OEs of gifted elementary children was higher than non-gifted(normal) children. The intellectual OE showed the most powerful explanation among the 5 forms of OEs. This study also found the gender difference within the gifted group as well as with the whole subjects. The mean scores of sensual, imaginational and emotional OEs were higher in girls than in boys. Based on the gender difference within the gifted group and the whole group, it is assumed that imaginational OE may be the best predictor of gifted girls among school-age children.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.1-13
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• 2000

The purposes of this study were to survey the elementary students' conceptions of electric circuits and of electric currents, and to explore the relationships between them. The questionaire were developed into matched forms which corresponds to each conceptions of electric circuits and electric currents. The elementary students were selected from 4th and 5th grade in a elementary school in a large local city, which of the total numbers of students were 163. The student who have well-developed conception in electric circuits are superior in conceptions of electric currents to other student who have not in each items of questionnaire required to draw a simple basic electric circuits for lightening the bulb, to select the basic elements of circuits, to identify the arrangement of batteries and bulbs. So we concluded that the scientific conceptions of electric circuits could contribute to the scientific conceptions of electric currents, as expected in elementary science textbooks.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.67-101
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• 2016

The purpose of this study is to explore and propose policy alternatives by examining students' educational experiences at Chungbuk National University (CBNU). Some of the outstanding research findings of the study as follows. Students at CBNU think that they are capable of team-working and utilizing internet while less so with foreign language skill. With regard to academic achievement, students responded that they have seen a relatively low outcome in foreign language competency. In terms of their job placement, CBNU students highly recognize their logical thinking skill, creativity, and activity, whereas lower satisfaction with social service, study abroad, and internship experience. For further development of the survey analysis, this study suggests additional items included to make a sophisticated analysis possible such as scholarship, part-time job, educational outcome. This is expected to allow researchers to tab into the effect of finance of CBNU students. More detailed information on students' characteristics also need to be added; collaborative learning, student faculty interaction, co-work with students from diverse background, etc., which would allow the analysis of the impact of extra-curricula activities.

• Journal of the korean academy of Pediatric Dentistry
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• v.39 no.2
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• pp.120-128
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• 2012

The purpose of this study was to evaluate the attitude and knowledge level of a group of elementary school teachers in management of traumatic dental injury. The sample consisted of 231 elementary school teachers in Jeon-Buk province, and data was collected by means of a self-administered questionnaire. The questionnaire surveyed the teachers'general information, attitude on the dental trauma education, knowledge of management of tooth fracture, luxation, avulsion and tooth storage media. Only 15.2% of the teachers had received dental first aid treatment education, but 97% were favorable to receiving education. Although there were differences among the questions, insufficient knowledge and awareness of the management of traumatic dental injury were shown in the majority of teachers. It is recommended that education strategies and programs for improving the awareness of immediate management of traumatic dental injuries are necessary for elementary school teachers in Jeon-Buk province.