• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.353-361
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• 2015

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.393-417
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• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• Magazine of the Korean Society of Agricultural Engineers
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• v.26 no.1
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• pp.38-51
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• 1984

Mononobe-Okabe에 의해서 옹벽에 대한 동적 토압계산법이 개발된 이래 본론두중 옹벽의 과동에 의한 변위에 대해서는 많은 연구가 이루어졌으나 Mononobe-Okabe식이 원래 옹벽 자체의 관성을 고려치 아니하였고 또 동적 하중의 작용점을 제시하지 않으므로서 전도모멘트를 계산할 수 없게 하므로서 옹벽의 전도에 의한 변위에 대해서는 연구가 되지 아니하였다. 본 연구의 목적은 해석적 방법과 모형실험을 통해서 지진 및 폭파 등의 동적 하중에 의한 옹벽의 전도에 의한 변위를 고찰하고자 하는 바 그 결과를 요약하면 다음과 같다. 1. 활동에 대한 항복가속도가 있는 것과 마찬가지로 전도에 대한 항복가속도가 있다. 이 항복가속도는 옹벽의 안전율이 증가함에 따라 증가한다. 2. 이론치와 실험치는 경향으로 보아 일치한다. 실험치가 이론치보다 작은 것은 모형실험에서 옹벽측면과 컨테이너 사이의 마찰에 기인한 것으로 보아지며 마찰을 줄임으로써 이론치에 더 접근시킬 수 있을 것이다. 3. 옹벽의 회전각도의 크기는 지반가속도가 클수록, 옹벽저면이 작을수록 그리고 흙의 내부마찰각이 작을수록 크게 증가한다. 4. 실용적인 규격의 옹벽의 변위는 활동에 의한 것보다 전도에 의한 것이 훨씬 크며 전체 변위의 대부분을 차지한다. 5. 옹벽 상단의 횡적 변위는 옹벽 설계를 결정짓는 중요한 요소가 될 수 있다.

• The Bulletin of The Korean Astronomical Society
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• v.43 no.2
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• pp.47.4-48
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• 2018

밀러-유리 실험은 1950년대 처음으로 초기 지구의 대기 방전 실험으로 아미노산을 합성한 실험이다. 생명의 기원에 대한 내용이 교과서나 책에 실릴 때마다 빠지지 않고 등장하는 실험으로, 학생들의 탐구 활동 연구주제로 실험을 설계하여 진행하였다. 실험실 설계부터 시작하여 실험 과정인 유리기구 세척, 진공 만들기, 기체주입과 방전실험을 소개한다. 실험 장치가 완성 된 후, 실험 시간 23시간 중 약 4시간 동안 방전하여 갈색 용액을 얻는데 성공하였다. 아민기와 반응하는 ninhydrin 반응에서 양성반응을 보여 아미노산 수용액임을 확인하였다.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.289-307
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• 2013

This study was designed to examine the effects of integrated physical expressive activities on creativity in young children. Subjects of this study were 38 preschoolers at the age of 4 who consisted of both the experimental group of 18 children and the control group of 20 children. To measure the creativity of young children, this study adopted Figural Test A of Torrance Test of Creative Thinking (TTCT) as pre-and post-tests with both experimental and control group. The results showed that effects of integrated physical expressive activities varied by sub-dimensions of creativity; children's participation in integrated physical expressive activities was effective to improve openness, abstractness of titles, and elaboration even if overall creativity and fluency increased after their program participation. Also, originality was the only sub-dimension that was not improved. It implied that integrated physical expressive activities have partial positive effects on some sub-dimensions of creativity.

• The Journal of Korean Academy of Sensory Integration
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• v.11 no.1
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• pp.1-9
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• 2013

Objective : This study was to investigate effects of sensory integration intervention with oral activity on breathing and oral diadochokinetic movement of child with developmental disability. Methods : A subject of this study was 6years and 7month old boy, living in G city which was diagnosed as developmental disability. The study performed from November, 2012 to February, 2013. Research design used in this study is AB design for single-subject research. The experimental period was divided into two phase: 3 sessions for baseline phase (A), 16 sessions for treatment phase (B). There was sensory integration therapy on the baseline phase, and sensory integration intervention with oral activity was conducted on the treatment phase. Breathing measured a Spirometer, oral diadochokinetic movement was measured by measuring the time secondly when repeating "phathakha" ten times. Results : In comparison with the baseline phase, the child's breathing and diadochokinetic movement increased during the treatment phase. Conclusion : Sensory integration intervention with oral activity brought positive results to child's breathing and oral diadochokinetic movement.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.33-42
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• 2007

The purpose of this study is to develop and applicate the computer science teaching-learning program to raise the next newest talented students in IT field. The experiment was conducted to analyze the effects of learners variables such as learning achievement and attitude at K elementary school in Chungcheongbuk-do during 8 weeks and samples were 74 students. The summary of results of this study are as follows : First, significant differences were not observed in part of achievement of learning between comparative group and the experimental group who used computer science program consisted of specific manipulative activities. However, the higher mean score means that teaching-learning based on specific manipulative activities have a positive effect on understanding contents of computer science. Second, it is found that students in experimental group respond more positively about computer science than comparative group.

• Journal of agriculture & life science
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• v.43 no.6
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• pp.45-52
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• 2009

The purpose of this study is to verify the effect of raising plants at home on elementary school students' emotional intelligence. The experimental group in the post-test showed significant differences in all the domains of emotional perception, emotional expression, emotional empathy, emotional control, emotional application, compared to the control group, which indicated that the activity of raising plants at home has positive effects on the emotional intelligence of high graders in elementary school. Even in the change of students' emotional intelligence according to their gender, male students in the experimental group had higher average values more than the control group, showing significant differences in all the domains of emotional perception, emotional expression, emotional empathy, emotional control, emotional application. Female students in the experimental group had the same tendency. Accordingly, as a result of this study, it was found that the activity of raising plants at home has positive effects on the improvement of elementary school high graders' emotional intelligence.

• Journal of agriculture & life science
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• v.45 no.5
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• pp.9-16
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• 2011

This research was done in an effort to look into the influence on self-esteem and achievement motivation by putting the horticultural activity program into practice targeting the elementary school students in rural areas. This research conducted the program on the 4th graders of C elementary school located at a rural area in Gyeongnam by dividing them into an experimental group and control group for one session every week (3 hours each) for 12 weeks. First, it was found that the experimental group, which went through the horticultural activity program, improved in their self-esteem more than the control group and there appeared a statistically significant difference as well. In addition, the experimental group, as compared to the control group, was found to improve more in their achievement motivation and there appeared a statistically significant difference as well. Accordingly, this research was able to confirm that the horticultural activity program was effective in promoting the self-esteem and enhancing the achievement motivation of the elementary school students in rural areas.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.215-223
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• 2021

The purpose of this study is to investigate the effect of computerized cognitive therapy on cognitive function and Instrumental Activities of Daily Living for elderly people with mild cognitive impairment living in the community. 22 MCI elderly people were randomly assigned to 11 experimental group and 11 control group. For a total of 10 weeks, 3 times a week, 30 minutes per session, the experimental group received CoTras and the control group received traditional cognitive rehabilitation. Neurobehavioral Cognitive Status Examination(NCSE) and Korean Instrumental Activities of Daily Living(K-IADL) were used to investigate the changes in cognitive function and performance of instrumental activities of daily living before and after the intervention. As a result of the study, the experimental group showed improvement in overall cognitive function, including attention and memory, and performance in IADL. The use of CoTras may be considered to improve cognitive function and performance of instrumental activities of daily living for the elderly with mild cognitive impairment in the community.