• Journal of Convergence for Information Technology
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• v.11 no.4
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• pp.130-136
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• 2021

This study investigated the general characteristics of mobility disadvantaged persons with disabilities, and to suggest implications to ensure personal mobility with the greatest possible independence for the physically disabled in community. The survey questionnaire included the categories as follows: the general characteristics of the participants, the status of outing and mobility, usage of low-floor buses & taxi for the disabled, service improvement, and mobile support center. Data collected from 219 with physical disabilities were analyzed for this purpose by using descriptive statistics. The study results showed that 54.6% of the total tended to go out everyday, and 17.0% rarely. 53.4% could go out without any assistance, and the major obstacles not to go out were stairs and inconvenience of public transportation. 26.9% used low-floor buses, and 71.1% preferred to use taxi for the disabled. The average waiting time for the usage of low-flow buses and taxi was 66.57 minute and 42.65 minute, separately. 78.7% insisted that the function of mobile support center in the community should be expanded, whereas only 49.8% recognized the role of mobile support center. Based on the study results, the researchers suggested to facilitate access by persons with disabilities to mobility aids, and to improve the actual state of pedestrian environment. In addition, the function of mobile support center should be expanded to help the mobility disadvantaged persons live independently in community, thereby contributing to the promotion of their quality of life.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.527-546
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• 2021

The purpose of this study is to reveal what mathematics teachers focus on and how they assess students' thinking during lessons enacted. For this purpose, we googled and searched internet sites to collect formative assessment materials for the year 2014 to 2019. The formative assessment tasks data were analyzed according to the levels cognitive demand levels and tasks suggested in textbooks in terms of degrees to which how they are related. The data analysis suggested as follows: a) most of the formative assessment tasks were at the low-level, in particular, PNC level tasks that require applying particular procedures without connections to concepts and meaning underlying the procedures, b) the assessment tasks appeared to be very similar to the tasks suggested in the secondary mathematics textbooks, and c) it seemed that 3 types of formative assessment, observation notes, self-assessment, and peer-assessment were dominantly utilized during mathematics lessons and these different types of formative assessment were employed apparently to find out whether students participated actively in class and in group activity, not how they go through understanding or thinking processes.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.345-353
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• 2022

This study was conducted to investigate the effect of PBL applied environmental writing class on the climate literacy and environmental sensitivity of 43 5th grade students. To carry out this study, an environmental writing class that applied PBL in the 8th class was developed and applied to examine the effect. The conclusions of this study are as follows. First, the environmental writing class applying PBL had a statistically significant effect on improving the climate literacy of elementary school students. Statistically significant results were found in the cognitive and definitional domains, excluding the sub-domain of climate literacy. Second, the environmental writing class applying PBL has a significant effect on improving the environmental sensitivity of elementary school students. Statistically significant effects were found in all sub-domains of environmental sensitivity, sensitivity, aesthetic sense and emotional stability, and sympathy and compassion. The reason why the environmental writing class applying PBL was able to improve the climate literacy and environmental sensitivity of elementary school students is that students actively participate in the class to solve environmental problems and realize that environmental problems are deeply related to our real lives.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.725-739
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• 2022

This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.

• Journal of the Korean Society of Radiology
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• v.16 no.7
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• pp.985-993
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• 2022

This study was conducted to compare and evaluate the expectations and satisfaction of clinical practice for students who conducted practice at clinical practice institutions of various sizes before and after COVID-19, and to suggest future clinical practice guidance methods and operation directions. There was a significant difference in the evaluation of satisfaction with practice before and after COVID-19, especially after the evaluation of satisfaction with practice guidance, practice environment, and practice time. As a result of analyzing the decisive influencing factors related to practice satisfaction, students who conducted practice at university hospitals highly evaluated the institutional environmental factors, and students who conducted practice at small and medium-sized hospitals showed high satisfaction in participation-oriented practice. Therefore, it is thought that practice that utilizes the strengths and weaknesses of university hospitals and small and medium-sized hospitals will be more effective than clinical practice that relies only on university hospitals. However, in order to diversify the training institution to small and medium-sized hospitals, it is necessary to create a manual on standardized training courses, training methods, and evaluation methods suitable for the training goals and curriculum, and provide them to the institution. In addition, if it is operated through sufficient exchange of opinions and consultation with institutions, schools will be able to obtain opportunities to cultivate practical talents, and small and medium-sized hospitals with difficulties in expanding manpower will be able to secure excellent human resources first.

• Therapeutic Science for Rehabilitation
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• v.11 no.3
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• pp.23-36
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• 2022

Objectives : This study aimed to provide basic data on intervention strategies that occupational therapists can access by systematically analyzing the intervention and effectiveness for youth with disabilities. Methods : The RISS, PubMed, and Web of Science databases were used to search for papers published between 2006 and 2021. The keywords were "Disability AND Adolescents OR Young adult AND Transition education OR Transition program". Seven papers were selected for analysis, and the full text was reviewed. The keywords and national relations were analyzed and visualized using the WoS (Web of Science) and VOSviewer programs. Results : The participants were classified into five types (ASD or ADHD, ID, DD, and physical disability). The areas used for the intervention were mixed into three categories: occupation (academic), self-management (time), and interaction (personal relations and communication). Sociality and adaptation, quality of life, and at least one of the three categories of daily life activities showed significant improvement. Conclusions : This study can be used as basic data to expand the area where only OTs can contribute while grasping the research trend of the conversion program and presenting the direction of exchange with various experts by organizing the application and its effects.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• Science of Emotion and Sensibility
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• v.24 no.4
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• pp.39-52
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• 2021

This study aims to investigate the effect of the coronavirus disease 2019 (COVID-19) epidemic on negative emotions, such as anxiety, depression, fear, and stress, in Korean college students. The study recruited students from J University and conducted interviews across three time points, namely, March 2019, March 2020, and November 2020. For three time points, the participants responded to structured questions about situations they may have encountered and they were asked to summarize their responses. Repeated-measures ANOVAs were performed to examine whether differences exist in negative emotions between time points. Furthermore, polynomial trend analyses were conducted to examine resultant patterns over time. The results revealed that negative emotions displayed significant differences between time points. Moreover, trend analyses revealed a curvilinear pattern, which indicates that negative emotions increased and were then sustained. These findings suggest that negative emotions may continue to become prevalent among college students with the increased impacts of the ongoing COVID-19 pandemic. The study discussed the need for psychological support systems, such as stress management and psychological counseling, for college students.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.175-188
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• 2021

The purpose of this study was to grasp the influence of mental health upon the lifelong drinking experience in adolescents of non-capital area and capital area through using the 2019 Youth Health Behavior Survey Data. The research subjects included total 57,303 adolescents who participated in the survey among 60,100 adolescents at totally 800 schools with 400 middle schools and 400 high schools. Out of these, 29,384 middle school students and 27,919 high school students were selected. As a result of the research, the mental health that has significant influence upon the lifelong drinking and smoking experience in case of non-capital area appeared to be significant in the perceived subjective health (p<.01), cognitive stress(p<.001), relief from fatigue(p<.001), sadness & despair experience(p<.001), suicide ideation(p<.001), suicide plan(p<.01), and suicide attempt(p<.001). In case of capital area, the mental health of having a significant impact on the lifelong drinking and smoking experience was indicated to be significant in cognitive stress(p<.01), relief from fatigue(p<.001), sadness & despair experience(p<.001), suicide ideation(p<.001), and suicide attempt(p<.001). Based on this outcome, adolescents' drinking problem has influence upon mental health characteristic. Hence, an effort is needed for developing the intervention & education program aiming at the more effective youth drinking prevention through establishing direction and revaluing education program in consideration of mental health factors by region in adolescents of capital area and non-capital area.