• The Journal of Korean Academy of Sensory Integration
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• v.7 no.1
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• pp.1-12
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• 2009

Objective : This study is to verify effect of a sensory integration (SI) intervention on sensory processing of children with sensory modulation disorder (SMD), and to explore how the SI intervention affect play, socialization, occupational performance and occupational satisfaction of those children. Method : Five children with developmental disabilities living in metropolitan were diagnosed as SMD by the Sensory History Interview (SHI) and Short Sensory Profile (SSP). The SMD children undergone the 48 sessions of 50 min intervention twice in a week for six months and took the Revised Knox Preschool Play Scale(RKPPS), Social maturity test, Canadian Occupational Performance Measure(COPM), and Japanese Sensory Inventory Revised(JSI-2) before- and after the intervention. The result data analyzed by the Wilcoxon matched-pair signed rank test. Results : All data of post-intervention differed significantly; RKPPS(Z=-2.023, p=.043), Social maturity test(Z=-2.023, p=.043); occupational performance(Z=-2.023, p=.043); satisfaction(Z=-2.032, p=.042); and tactile system of JSI-2(Z=-2.032, p=.042). Conclusions : The results advocate that sensory integration intervention is effective in improving tactile processing, play, socialization, occupational performance, and occupational satisfaction of child with SMD. It is found that sensory integration intervention improves not only one's occupational performance but also underlying components of the performance. In order to generalize this conclusion, further studies need to be done with more number of subjects and consideration of environmental factors. Striving for more reliable and valid methods of data collection is also suggested.

• Journal of Korean Society of Transportation
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• v.36 no.2
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• pp.112-128
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• 2018

We are implementing pedestrian priority zone policy to certain districts to reduce greenhouse gas and to develop eco-friendly city which has more focus on pedestrians' walking environment. This policy has contributed to citizens' satisfaction level with improved public transportation service as well as more spacious streets for walk. Despite highly positive influence of pedestrian priority zone policy to the walking environment, we need to anticipate the impact of this to traffic environment as it may have bad effect to the overall traffic flow around the zone where the policy is implemented. This research has analyzed the change of characteristics of traffic accidents around the eco-traffic area of Hang-Gung dong, Suwon city, to understand impact of the pedestrian priority zone policy to the traffic surroundings, with pre-post analysis methodology. As a result, number of accidents related to pedestrians showed decrease as pedestrian priority zone is designed operated with focus to pedestrians. But accidents related illegal U-turn and violation of the traffic signal showed (significant) increase as there was a restriction of turns and decrease of overall traffic speed. To prevent the accidents above, we need to notice drivers to pay special attention before the pedestrian priority zone event, and information from this research should be given to the drivers through safety signs and mobile application at the place near to the event.

• Journal of Science Education
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• v.41 no.1
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• pp.60-79
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• 2017

The purpose of this study was to develop a program for the history of science and technology in order for the technical high school students to understand the nature of science (NOS). The program was composed of the six topics based on the textbooks such as convergence science and physics I, and was taught to 290 10th graders at a technical high school located in the metropolitan area. The questionnaire about NOS was asked the students before and after the instruction, so as to investigate the effect of the program on improving their understandings of NOS. The analysis followed t-test and ANOVA using SPSS 23.0 for Windows program. The questionnaire based on the conceptual framework of the four themes of the NOS (Lee, 2014). The research findings were as follows. First, the program was effective in improving their understanding of NOS since the t-test result was significant statistically for the overall domains of NOS (p<.01). Second, there was no significant gender differences in the understanding of NOS among technical high school students (p<.05), neither did their majors (p<.05). Third, all domains in NOS were statistically correlated (p<.01), and in a particular, each domain was consistently correlated with the aspect of the nature of the interactions among science, technology, and society. Hence, the further studies should be conducted to examine how the history of science and technology effects the understanding of the NOS and how the domains in NOS affected each other.

• Journal of Music and Human Behavior
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• v.12 no.2
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• pp.19-36
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• 2015

The purpose of this study was to examine the effects of rhythmic auditory stimulation (RAS) on gait parameters, with and without the presence of a melody, for adolescents with traumatic brain injury (TBI). Three adolescents with TBI received a total of ten individual RAS training sessions. At pre and posttest, spatiotemporal parameters including cadence, velocity and kinematic parameters were measured using the VICON 370 Motion Analysis System. The results showed no significant difference in gait velocity between the two conditions, thus the presence of the melody condition did not impact the outcome of RAS gait training. On the other hand, all participants showed improvement in gait function after RAS training. The cadence, velocity, stride length, and symmetry were increased and the stride time was reduced after training. The motion analysis demonstrated that the movement patterns of hip and knee joints improved, as they were more similar to normal gait, which indicates that the walkings tance became more stable. The research findings indicate that rhythm is the primary factor in mediating gait functions via RAS training. This study also supports that RAS training can effectively improve the gait function for adolescents with TBI.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.271-284
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• 2017

This study was performed to examine that convergence-based integrated simulation practice program curriculum effects the clinical decision making, problem solving competence, clinical competence and confidence of core fundamental nursing skill performance for nursing students. After the convergence-based integrated simulation practice program, there were significant increased in problem solving process(t=-3.052, p<.01), clinical competence(t=-4.279, p=.000), and confidence of core fundamental nursing skill performance(t=-2.416, p<.05). The finding of this study verified that the integrated simulation practice program curriculum can be used for improvements of problem solving competence, clinical competence and confidence of core fundamental nursing skill performance for nursing students. It is necessary to develop a scientific analytical evaluation tool and program, and it would be necessary to have a system for scientifically analyzing the integration of simulation practical courses by nursing college students by grade level and subjects.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.545-562
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• 2019

The purpose of this study is to develop cognitive scaffolding tools and to explore their effects on integrated science process skills of high school students. For this purpose, we developed cognitive scaffolding tools including one kind of classroom instruction for training integrated process skills and two kinds of individual learning materials that students can selectively study according to their level of inquiry ability. In addition, we developed hypothetico-deductive inquiry tasks as a tool to investigate the level of students on the integrated process skills for pre-test and post-test respectively. In order to verify the effectiveness of the cognitive scaffolding tools, we conducted inferential statistics on the pre-and post-tests of the experimental group and control group to examine statistical significance of students' inquiry level change depending on the usage of the cognitive scaffolding tools. We also produced Wrightmaps based on Rasch model to compare the change of inquiry ability depending on usage of the cognitive scaffolding tools. As a result, the experimental group using the cognitive scaffolding tools showed a significantly higher scores in all the components of integrated process skills namely, designing inquiry, collecting data, analyzing data, and forming conclusion than the control group. In addition, students who used cognitive scaffolding tools improved their inquiry ability and showed a distinct transition to higher level in each component of the integrated process skills. The results of this study suggest that high school students need cognitive scaffolding to alleviate or eliminate the functional barriers they face in conducting scientific inquiries.

• 재활복지
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• v.22 no.3
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• pp.189-208
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• 2018

This case study investigated the changes in speech intelligibility of patients with head and neck cancers who participated in a therapeutic singing-based intervention. Three patients received a total of twelve 30-minute individual sessions. The intervention consisted of three steps: movements for relaxing breathing muscles, vocalization for increasing the range of articulatory movements, and therapeutic singing. In order to examine the changes in speech intelligibility, the voice quality parameters, diadochokinesis (DDK) and the quadrangle vowel space area (VSA) were measured at pre- and posttest. The recording of what each patient read a written paragraph, which were transcribed by blinded assessors, were also analyzed. The results demonstrated that all of the patients showed positive changes in the voice quality, the rate of repetitive syllable production measured by DDK, and the articulatory working space measured by VSA. Along with these measured changes, increases in positive mood and rehabilitation motivation reported by the patients support that the therapeutic singing-based intervention could induce meaningful changes in terms of speech intelligibility from patients with head and neck cancers. Given that this study was conducted with a small sample size, suggestions for further investigation on the effects of the intervention were also presented.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.86-106
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• 2019

The purpose of this study is to develop an astronomy education program reflecting astronomical thinking to be used at science museum and to investigate the effect of the program on the improvement of astronomical thinking ability of high school students. After selecting the components of astronomical thinking through literature studies, we developed an astronomy education program consisting of four stages: demonstration and observation, and question and thinking, support and group discussion, demonstration and assessment. In order to verify the effectiveness of the program, we conducted a covariance analysis on the pre- and post-tests of the experimental group and control group to examine the level of students' thinking before and after using the program in teaching and learning. As a result, it was confirmed that the astronomy education program reflecting astronomical thinking was effective in promoting students' astronomical thinking ability. In particular, this program was effective in enhancing the ability of modeling by reconstructing the observed astronomical phenomenon from the viewpoint of the universe with respect to spatial thinking in the astronomy domain. It was also effective to improve the ability of organizing the system by grasping the relationship between the elements constituting the astronomical system in relation to the system thinking in the astronomy domain. This study is significant in suggesting a specific teaching and learning program to develop students' astronomical thinking.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.37-46
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• 2019

The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.