• Journal of Korean Clinical Health Science
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• v.2 no.4
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• pp.231-238
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• 2014

Purpose. This study examines the effects of improving students self-esteem and sociability by conducting a Group Art Therapy Program for students with learning disabilities. This study focused on three students with learning disabilities, attending B middle school special education class located in K county. The study was conducted for two hours once a week (Friday) at B middle school during special education class from May 2, 2014 to July 18, 2014. Methods. For the tools of studying, Self-esteem and social strip forms/rubrics were filled, by students', before and after and data processing was inspected, paired t-Test using the SPSS / WIN (Ver.18.0) for quantitative analysis. Also, on the basis of content, analyzed data of the individuals' self-esteem social changes are shown in graph format. In addition, this qualitative study shows before and after of dynamic house, tree, person (K-H, T, P), dynamic family (KFD), dynamic school life of search phase (4-6 sessions) significant improvement of self-esteem and sociability in adolescents' with learning disabilities influenced by conducting a Group Art Therapy Program. Results. The result of this study can be summarized as follows. First, Group Art Therapy Program shows a statistically significant difference (p<.05) showing that self esteem average is 2.04 before Group Art Therapy Intervention but self esteem average is 2.92 after Group Art Therapy Intervention. Second, as a result of social strip pre-post, there wasn't statistically significant difference compared to self esteem pre-post result, although, post examination's average level was enhanced after Group Art Therapy Program in difference examination.(p>.05). Third, as a result of analysis the indicated pre-post change of Students' pre-post dynamic house, tree, person (HTP), dynamic family (KFD), a dynamic school daily life (KSD), students' family and interpersonal relationships, self-concept shows statistical significant changes. Conclusion. As the result of this study, Group Art Therapy Program shows effective improvement in students' self-esteem and social skills learning disabilities. However, a future study on larger and more diverse group of students' with learning disabilities are advised to be conducted in order to better understand the significance of the Group Art Therapy Program.

• Information Systems Review
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• v.11 no.1
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• pp.19-47
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• 2009

Many products today tend to adopt a convergence approach by adding new features or functionalities to the existing products. The convergence, however, results in both positive and negative effects on usage of products, and thus demonstrates the characteristics called "paradox of technology." On the one hand, the added functionalities or features will increase the usefulness of the products. On the other hand, the convergence increases complexity of learning and usage of products and may decrease satisfaction or user evaluations. This study provides an empirical evidence of this paradox through investigation of telematics, one of the exemplary products of convergence services. Our research model is designed to test the existence of the "paradox of technology" and includes variables such as variety of functions, complexity of usage, perceived usefulness, service evaluation, and service fit. The proposed research model and subsequent hypotheses are empirically tested using 149 survey responses from telematics users. We have found that the variety of functions is positively associated with perceived usefulness, but is negatively associated with the complexity of usage. The data analysis reveals that the perceived usefulness has more significant impacts on service evaluation than the complexity of usage does. Furthermore, the strength of causal relationships among these variables is partially moderated by the degree of service fit. This study thus highlights the paradox of technology in explaining user attitudes and beliefs associated with convergence services.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.179-194
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• 2016

The purpose of this study is to find out how the reconstructed textbook for vocational high school students influences on students' scholastic achievement and affective domain when it is used in the class of vocational high school. To tackle the study problems, the researcher chose two classes of the first grade in G commercial high school and gave lessons to each of the two classes; one class, as an experimental group, was taught with the reconstructed textbook and the other, as a comparative group, was taught with the original textbook. The following results are derived from the study. First, it turned out in the post academic achievement test result, there is no significant difference between the experimental group and the comparison group, by significant level; .05. However, the prior academic achievement test result shows that the average of the comparison group is 0.44 points higher than the average of the experimental group, while the post test result shows that the average of the experimental group is 1.96 points higher than the average of the comparison group. Second, it turned out by the post affective domain test result, there is no significant difference between the experimental group and the comparison group, by significant level; .05, and any significant difference did not occur in all five areas. However, the whole point of the affective domain and the points of each area of experimental group are higher than those of the comparison group, and the degree of improvement in experimental group is also greater than that of the comparison group. In conclusion, the effectiveness of utilizing a reconstructed textbook in vocational high school math class can be expected in the long term.

• The Journal of the Korea Contents Association
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• v.13 no.2
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• pp.19-31
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• 2013

Since the high readable source codes help us to understand and modify the program, it is much easy to maintain them. The readability of source code is not only affected by the complexity of algorithms such as control structures but also affected by the coding styles such as naming and indentation. Although various coding standards have been presented for promoting the readability of source codes, it has been usually lost or ignored in a programming course. One of the reasons is that the coding standard is not a hard-and-false rule since it does not contribute to the performance of software. In this paper, we propose a simple automatic system, namely StyleJigsaw, which checks the style of the source codes written by C/C++ or Java. In this system, the coding style score is calculated and visualized as a jigsaw puzzle. To measure the educational effectiveness of StyleJigsaw, several experiments have been conducted on a class students in C++ programming course. According to the experimental results, the coding style score increased about 8.0 points(10.9%) on average using StyleJigsaw. Further, according to a questionnaire survey targeting the students who attended the programming course, about 88.5% of the students responded that StyleJigsaw was of help to learn the coding standards. We expect that the StyleJigsaw can be effectively used to encourage the students to obey the coding standards, resulting in high readable programs.

• Journal of Science Education
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• v.34 no.2
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• pp.359-368
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• 2010

The purpose of this study was to find out the factor that causes the difference on understanding the aim and perception of laboratory activities between teachers and students. For this study, in-depth interview was conducted for sixth grade students and teachers of 10 classes. The questionnaire of the interview can be divided into 3 sections: the aim of laboratory activities, whether teachers present the aim of laboratory activities, the method of laboratory class progress and the evaluation method. The factors that bring about the difference between the teachers and the students on perception of the aim are the absence of proper guidance on the aim of laboratory activities, the laboratory classes that the progress out of teachers' intention and evaluation method that is the performed without any relationship with the aim of the laboratory activities. Because the teacher-intended aim of laboratory activities is not properly presented, students can't percept the accurate aim. Even though teachers recognize the importance of the improvement of science process skill acquired through laboratory activities, this is not delivered practically in the class and students also can't percept the importance of science process skill.

• Journal of Life Science
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• v.21 no.7
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• pp.985-991
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• 2011

The purpose of this study was to investigate the biological effect of obesity-induced oxidative damage on neurogenesis and early protein expression. Obesity was induced I thirty 4-week old male Sprague-Dawley rats through a high fat diet for 15 weeks. After one week of environmental adaptation, the rats were divided into 2 groups: high fat diet sedentary group (HDS, n=15) and high fat diet training group (HDT, n=15). Exercise training was performed 5 times a week for 8 weeks, with mild-intensity treadmill running for weeks 1-4 and moderate-intensity treadmill running for weeks 5-8. After the 8 week training period, we analyzed lipid profiles, serum 8-hydroxyguanosine (8-OHdG), liver tissue malondialdehyde (MDA) related to oxidative damage factors, nerve growth factor (NGF), brain derived neurotrophic factor (BDNF), c-fos, c-jun, and extracellular signal regulated kinase (Erk) in the hippocampus. The results of this study are as follows. There were differences between HDS and HDT in triglyceride (TG) and total cholesterol (TC) (p<0.05). In high density lipoprotein (HDL-c), the HDT was higher than HDS after treadmill training (p<0.05). In 8-OHdG, the HDT was lower than HDS after treadmill training (p<0.05). Genetic expressions of c-jun, BDNF and MDA in the HDT were higher than in the HDS after treadmill training in hippocampus (p<0.05). Therefore, we conclude that 8 weeks of treadmill training can improve imbalanced lipid profiles, reduce oxidative damage, and activate neurogenesis in obese rats.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.509-517
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• 2018

As the necessity of maker education is being emphasized and the app generation is now entering school, expectations concerning the impact of app development education are rising in the field of education. The introduction and rise in popularity of a new type of education, such as app development education, requires a change in attitude among teachers. Therefore, this study focused on the concerns of in-service teachers regarding app development education by applying the Concerns-Based Adoption Model (CBAM) of Hall and Hord (2015). For this purpose, the data was collected from 23 in-service teachers who attended a short teacher training session that introduced app development training. The data was converted to the relative intensity based on the stage of concerns questionnaire (SoCQ) scoring device and was expressed as the SoCQ profile. The results of the survey concerning app development education showed that the stage 0 concern (unconcerned) was reported most frequently by teachers and the stage 4 concern (consequence) was reported least frequently. This kind of result, which is typical at the beginning of the introduction of a new education program, indicates that teachers recognize app development education but do not have sufficient information regarding it. Qualitative results also showed that teachers understand the educational possibilities of app development education, but they were worried about the difficulties expected to be applied in the field. Based on these results, we suggest that more detailed information on app development education be provided through teacher training.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.423-434
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• 2016

The purpose of this study is to investigate preservice earth science teachers' mental models through applications of Coriolis force experiment apparatus. After the root of preconception was examined by face to face interviews based on the questionnaire, five preservice earth science teachers were finally selected for this study. The mental models about concept of Coriolis force was classified into naive mental model, static unstable mental model, dynamic unstable mental model, and scientific mental model through the result of individual interviews and their drawings. According to the mental model analysis about Coriolis' force conception, students C and M showed naive mental model about concept of Coriolis force before experiment. After the experiment, student M's model changed to static unstable mental model. Student C's model improved to dynamic unstable mental model. In adiition, students D and O's model improved from static unstable mental model to dynamic unstable mental model. In the case of student B, the dynamic unstable mental model was maintained after the experiment, however, student B's preconception changed to scientific concept. It turned out that a change occurred from low mental model level to integrated mental model after the application of the developed Coriolis' force experiment apparatus. According to the results, national curriculum is similar to static unstable mental model and the result of developed Coriolis' force experiment apparatus is similar to dynamic unstable mental model. It is suggested that it become the theoretical foundation to develop more comfortable and advanced Coriolis force experiment apparatus by improving the experiment apparatus.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.669-677
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• 2017

The purpose of this study is to estimate the direct and indirect effects of relevant variables on students' science achievements. Path analysis was conducted with data from middle school to examine the effects of perceived positive parenting attitudes, attitudes toward science, science inquiry skills on the science achievements of middle school students. A total of 502 middle school students from the metropolitan area participated in this study. Results suggest that students' perceptions of positive parenting attitudes had no direct influence on their science inquiry skills. However, the students' attitudes toward science and science inquiry skills were found to have meaningful direct effects on their achievements. Students' perception of positive parenting attitudes also presented a significant direct effect on their attitude toward science. In addition, the students' perceived positive parenting attitude revealed an indirect effect on science achievement, through their own attitudes toward science and science inquiry skills. Research findings called for more educational programs and teaching methods considering students' attitudes toward science and science inquiry skills to improve their science achievements. At home, parents need to have positive parenting attitudes to influence their children's attitudes regarding science.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.