• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.1-13
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• 2019

This purpose of this study is to develop and apply the physical computing lessons based on the software guidelines from the Ministry of Education (2015). In this study, I research how computational thinking occurs in class by applying the physical computing lessons to elementary students based on computational practices. The physical computing lessons and analytic methods for computational thinking in this study can be used as a sample and case-study to develop the lessons in the educational field.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.201-220
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• 2011

This study investigates levels of thinking of elementary and middle school students doing their tasks of explaining and dealing with variability. According to results, on the task of explaining variability in the measurement settings five levels of thinking were identified: a lack of understanding of explanation of the causes, an insufficient understanding of the causes, an offer of physical causes, consideration of unexplained causes as the source of variability, and consideration of unexplained causes as quasi-chance variability. Also, in the chance settings five levels of thinking were identified: a lack of understanding of explanation of the causes, an insufficient understanding of the causes, an offer of physical causes, recognition of chance variability, and consideration of causes of distribution. On the task of dealing with variability in both the measurement and chance settings five levels of thinking were identified: a lack of understanding of dealing with variability, no physical control and improper statistical control, no physical control and proper statistical control, physical control and improper statistical control, and physical control and proper statistical control.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1206-1215
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• 2004

In this study, we explored the students' perceptions on the online discussion system for physics investigation as the physics education program. With these, we explored the characteristics of online discussion system. For these, the questions and interviews were executed in order to get informations about user-friendly characteristics of on-line discussion learning system of physics investigation, asynchronicity of on-line investigation discussion, on-line investigation discussion related to writing, visual cues and physical presence of on-line investigation discussion and preference of on-line investigation discussion. The students represented that there were two advantages in the online investigation discussion. One is that they could participate in the on-line investigation discussion without the restriction of time and space, and the other is that they could enter into a dispute with sufficient consideration because of the asynchronicity characteristic of online investigation discussion. Although the online educational activity is mainly achieved by independent work on the part of students, the role of teacher and parents is more important than the technical part of online educational system for the active participation.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.183-195
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• 2020

In this study, the objective of this study is to verify the effects between lecturer's capability, education program, education service, and physical educational environment factors, and university students' interest in and attitude toward mathematics. A survey was conducted on 228 male and female students in science and engineering majors attending universities in the Pusan metropolitan area, and empirical analysis was conducted using the SPSS 26.0 program. The research results are as follows. First, among the characteristics of college mathematics maker classes, instructor competency (β=.349, t=6.380, p<.001), educational program (β=.361, t=5.650, p<.001), and physical educational environment (β=.196, t=3.281, p<.01) had a significant positive (+) effect on college students' interest in mathematics. Second, the factors of interest (β=.349, t=6.380, p<.001) in college mathematics maker classes were found to have a significant positive (+) effect on college students' attitudes toward mathematics. Third, among the characteristics of college mathematics maker classes, instructor competency (β=.340, t=6.365, p<.001), educational program (β=.352, t=5.559, p<.001), physical educational environment (β=.226, t=3.537, p<.01) was found to have a significant positive (+) effect on college students' attitudes toward mathematics. Through the results of this study, it was concluded that when the level of education program and teaching ability of the university mathematics maker class are high and the physical educational environment is excellent, it can have a positive effect not only on the university student's attitude towards mathematics but ultimately on the attitude of mathematics.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.61-77
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for middle school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited mathematics and physics were dominant. Science giftedness & creativity items were dominant. And essay type items consisted of physics items, have evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with essay type items and science giftedness & creativity. It was recommended that mathematics, physics and chemistry items with focusing giftedness & creativity could give some implications for future selection methods of science gifted education center.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.5
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• pp.211-218
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• 2016

This study focuses on the evaluation on the satisfaction of school education system based on perception levels of students corresponding to school locations. Twenty eight variables concerning with school education system were selected based on literature review and six factors such as reliability, sympathy, student supporting system, teachers' ability, principal physical environments, secondary physical environments were extracted by factor analysis. Satisfaction evaluation was performed by SERVPERP model based on perception level, and differences among respondents as well as school locations were analyzed by t-test and ANOVA. The results said there is no difference on teachers' ability factors. Especially, perception levels of students in rural area were lower than those in urban area except teachers' ability and secondary physical environments factors. Most respondents dissatisfy the school education system and they have no intention to recommend their school facilities (hardware) as well as educational programs (software) to other students in different schools.

• Korean Educational Research Journal
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• v.38 no.2
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• pp.109-125
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• 2017

The purpose of this study was to examine how group argumentations mediated individual arguments by analyzing physics teachers' group argumentation and individual follow-up written arguments. Five in-service physics teachers participated in this study, two middle school and three high school teachers. The topics of argumentation included physics topics and pedagogy of them. Findings showed that the teachers constructed much more elaborated individual written arguments than group argumentation, which seemed to be resulted from different perceptions of teachers' verbal and written argumentations. Also, in their written arguments the teachers selectively utilized their colleagues' ideas shared during group argumentation. Lastly, teachers' argumentation showed different features between topics of physics and physics pedagogy. These differences were related to their orientations toward argumentation about content knowledge and teaching. These findings shed light on a productive physics teacher professional development in argumentation.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.910-922
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• 2009

The purpose of the study was to investigate the professional level of the Korean non-physics major middle-school science teachers in 'force and motion' content knowledge. For the study, nine science teachers who majored in chemistry, biology, or earth science were sampled from middle-schools in a big city in Korea. The physics concept test-tool (subjective type), which the authors developed, were administered, and then followed by in-depth interviews. The research findings are as follows: Firstly, non-physics major science teachers' correct answer rate in physics knowledge test of secondary school level was not so high that they may have difficulty in teaching correct concepts in physics to middle-school students. Secondly, some teachers show that they can not apply some physics concepts from one to another situation. That means that they may have difficulty in teaching physics conceptual application in various situations to students.

• Physical Therapy Korea
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• v.10 no.4
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• pp.105-116
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• 2003

마사지 치료는 한국에서 가장 일반적인 치료 도구의 하나로써 물리치료에서 적용되고 있으며 방법도 빠르게 변하고 있다. 지금까지 여러 형태의 마사지 방법들이 국내 물리치료사에게 소개 되어왔지만 림프흡수 마사지는 임상결과가 이전의 연구에서 제시되어 왔음에도 제대로 소개되지 않아서 일반적인 치료적 마사지 방법의 하나로 사용되고 있지는 않았다. 이에 본 연구자들은 현재 국제 림프학회에서 공인된 보더 스쿨의 엠엘디 코스를 임상 물리치료사들에게 소개함으로 해서, 국내에서의 치료의 질을 한 층 더 높이는 기회가 되고자 한다. 공식적으로 공인된 보더 방법의 엠엘디 치료사가 되기 위해서는 보더 스쿨에서 교육하고 있는 모든 교육과정들(기초, 치료 I, 치료 II+III) 치료를 이수해야만 한다. 이수 후 지속적으로 자격을 인정받기 위해서는 2년에 한 번씩 재이수 과정을 마쳐야 하며 이런 과정을 통해 만성 부비동염, 부종, 화상, 관절염, 림프부종 등의 다양한 종류의 질환을 엠엘디를 이용하여 치료할 수 있게 된다. 결과적으로, 이 연구를 통해 보더의 엠엘디 과정을 소개함으로 해서 앞으로 국내 물리치료 분야에서 더 많은 림프와 암에 관련된 전문 엠엘디 치료사가 배출되기를 바라며 그러므로 한 층 국내 물리치료 분야의 질을 올릴 수 있는 기회가 되었으면 한다.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.83-89
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• 1986