• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.395-418
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• 2007

The purpose of this study was to analyze the influence of mathematical tasks on mathematical communication. Mathematical tasks were classified into four different levels according to cognitive demands, such as memorization, procedure, concept, and exploration. For this study, 24 students were selected from the 5th grade of an elementary school located in Seoul. They were randomly assigned into six groups to control the effects of extraneous variables on the main study. Mathematical tasks for this study were developed on the basis of cognitive demands and then two different tasks were randomly assigned to each group. Before the experiment began, students were trained for effective communication for two months. All the procedures of students' learning were videotaped and transcripted. Both quantitative and qualitative methods were applied to analyze the data. The findings of this study point out that the levels of mathematical tasks were positively correlated to students' participation in mathematical communication, meaning that tasks with higher cognitive demands tend to promote students' active participation in communication with inquiry-based questions. Secondly, the result of this study indicated that the level of students' mathematical justification was influenced by mathematical tasks. That is, the forms of justification changed toward mathematical logic from authorities such as textbooks or teachers according to the levels of tasks. Thirdly, it found out that tasks with higher cognitive demands promoted various negotiation processes. The results of this study implies that cognitively complex tasks should be offered in the classroom to promote students' active mathematical communication, various mathematical tasks and the diverse teaching models should be developed, and teacher education should be enhanced to improve teachers' awareness of mathematical tasks.

• The Mathematical Education
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• v.31 no.2
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• pp.109-119
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• 1992

The primary purpose of the present study is to provide the sources to improve the mathematical problem solving performance by analyzing the effects of the belief systems and the misconceptions of the middle school students in solving the problems. To attain the purpose of this study, the reserch is designed to find out the belief systems of the middle school students in solving the mathematical problems, to analyze the effects of the belief systems and the attitude on the process of the problem solving, and to identify the misconceptions which are observed in the problem solving. The sample of 295 students (boys 145, girls 150) was drawn out of 9th grade students from three middle schools selected in the Kangdong district of Seoul. Three kinds of tests were administered in the present study: the tests to investigate (1) the belief systems, (2) the mathematical problem solving performance, and (3) the attitude in solving mathematical problems. The frequencies of each of the test items on belief systems and attitude, and the scores on the problem solving performance test were collected for statistical analyses. The protocals written by all subjects on the paper sheets to investigate the misconceptions were analyzed. The statistical analysis has been tabulated on the scale of 100. On the analysis of written protocals, misconception patterns has been identified. The conclusions drawn from the results obtained in the present study are as follows; First, the belief systems in solving problems is splited almost equally, 52.95% students with the belief vs 47.05% students with lack of the belief in their efforts to tackle the problems. Almost half of them lose their belief in solving the problems as soon as they given. Therefore, it is suggested that they should be motivated with the mathematical problems derived from the daily life which drew their interests, and the individual difference should be taken into account in teaching mathematical problem solving. Second. the students who readily approach the problems are full of confidence. About 56% students of all subjects told that they enjoyed them and studied hard, while about 26% students answered that they studied bard because of the importance of the mathematics. In total, 81.5% students built their confidence by studying hard. Meanwhile, the students who are poor in mathematics are lack of belief. Among are the students accounting for 59.4% who didn't remember how to solve the problems and 21.4% lost their interest in mathematics because of lack of belief. Consequently, the internal factor accounts for 80.8%. Thus, this suggests both of the cognitive and the affective objectives should be emphasized to help them build the belief on mathematical problem solving. Third, the effects of the belief systems in problem solving ability show that the students with high belief demonstrate higher ability despite the lack of the memory of the problem solving than the students who depend upon their memory. This suggests that we develop the mathematical problems which require the diverse problem solving strategies rather than depend upon the simple memory. Fourth, the analysis of the misconceptions shows that the students tend to depend upon the formula or technical computation rather than to approach the problems with efforts to fully understand them This tendency was generally observed in the processes of the problem solving. In conclusion, the students should be taught to clearly understand the mathematical concepts and the problems requiring the diverse strategies should be developed to improve the mathematical abilities.

• Journal of Periodontal and Implant Science
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• v.27 no.1
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• pp.117-128
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• 1997

Using barrier membrane, guided bone regeneration(GBR) and guided tissue regeneration(GTR) of periodontal tissue are now widely studied and good results were reported. In bone regeneration, not all cases gained good results and in some cases using GTR, bone were less regenerated than that of control. The purpose of this study is to search for the method to improve the success rate of GBR and GTR by examination of the cause of the failure. For these study, rats and beagle dogs were used. In rat study, 5mm diameter round hole was made on parietal bone of the rat and 10mm diameter of bioresorbable membrane was placed on the bone defects and sutured. In 1 ,2, 4 weeks later, the rats were sacrificed and Masson-Trichrome staining was done and inspected under light microscope for guided bone regeneration. In dog study, $3{\times}4mm^2$ Grade III furcation defect was made at the 3rd and 1th premolar on mandible of 6 beagle dogs. The defects were covered by bioresorbable membrane extending 2-3mm from the defect margin. The membrane was sutured and buccal flap was covered the defect perfectly. In 2, 4. 8 weeks later. the animals were sacrificed and undecalcified specimens were made and stained by multiple staining method. In rats. there was much amount of new bone formation at 2 weeks. and in 4 weeks specimen, bony defect was perfectly dosed and plenty amount of new bone marrow was developed. In some cases, there were failures of guided bone regeneration. In beagle dogs, guided tissue regeneration was incomplete when the defect was collapsed by the membrane itself and when the rate of resorption was so rapid than expected. The cause of the failure in GBR and GTR procedure is that 1) the membrane was not tightly seal the bony defects. If the sealing was not perfect, fibrous connective tissue infiltrate into the defect and inhibit the new bone formation and regeneration. 2) the membrane was too tightly attached to the tissue and then there was no space to be regenerated. In conclusion, the requirements of the membrane for periodontal tissue and bone regeneration are the biocompatibility, degree of sealingness, malleability. space making and manipulation. In this animal study. space making for new bone and periodontal ligament, and sealing the space might be the most important point for successful accomplishment of GBR and GTR.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1008-1017
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• 2004

In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.33 no.1
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• pp.12-24
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• 2020

Objectives : The purpose of this study is to find an effective clerkship process for the implementation of participatory clinical practice that is practically applicable to most Colleges of Korean Medicine. Methods : Taking the 4th-grade students of the College of Korean Medicine, Kyung Hee University in 2019 as a subject, we conducted Role-playing and simulated CPX in the department of Ophthalmology, Otolaryngology and Dermatology and conducted a satisfaction survey through a questionnaire. Results : 1. The preliminary expectations for overall practice and Ophthalmology, Otolaryngology and Dermatology practice did not differ significantly. 2. The satisfaction, data adequacy, feedback adequacy, and usefulness of Ophthalmology, Otolaryngology and Dermatology course were 79.4%, 80.8%, 87.6%, and 86.5%, respectively. 3. When comparing the Role-playing of Ophthalmology, Otolaryngology with mock CPX of Dermatology, data relevance level was similar, feedback adequacy level was higher in mock CPX, satisfaction and usefulness level were higher in Role-playing. Conclusion : Comparing Role-playing with the simulated CPX method, Role-playing is a relatively realistic form than the CPX method, and moreover students showed higher satisfaction and usefulness in Role-playing.

• Korean Journal of Veterinary Research
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• v.40 no.2
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• pp.345-360
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• 2000

The effects on CTC (T1) and CTC, Sulfathiazole and Penicillin Combination (T2) medication in feed through one life cycle of pigs, namely, weaning, mating, farrowing, lactation, growing, finishing and slaughter, were tested under local condition. In sow phase, productivity and the number of microflora in urine before and after medication of CTC were studied and average daily gain and feed conversion rate were checked during growing and finishing period. All pigs reached at 155 days old were slaughtered for pathological examination. 1. Litter size, farrowing rate and survival rate at birth were improved by CTC medication from weaning to 21th day after mating and mortality of piglet at weaning, 25 days after farrowing, was reduced in the CTC medication group, but no siginificant. 2. The number of microflora in the sow urine was changed with the medication at 200ppm of CTC in feed. In particular, the number of E coli, Samonella and Staphylococci were reduced by CTC medication. 3. The average daily gain and feed conversion rate of grower and finisher pigs was improved significantly in both treated groups, most in the high level CTC (T1) medicated group and was lowest in the control group. 4. The number of infected lungs was reduced not significant by both treatments (as % pneumonic lesions Co 66.7%, T1 47.1%, T2 31.4%) and the severity of lung lesions was significantly reduced by both high level of CTC and CTC combination medication in feed. 5. Although there were no statistical differences in atrophic rhinitis based on turbinate scores among the 3 groups, the number of mild and moderate (Grade 2 and 3) infections was higher in the control group (9/36) than in the treated groups (T1 2/34 & T2 4/35).

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Journal of Korean Public Health Nursing
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• v.13 no.1
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• pp.114-127
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• 1999

In order to care the persons who are dying a nurse should first solve her / his own conflicts about death. and be aware of their own concepts of death and dying. In order to find out patient's spiritual needs and to give better spiritual nursing care. a nurse should know her / his own spiritual needs and be aware of their own concepts of spiritual nursing problems. To improve nurse's understanding towards death and dying and nurse's knowledge towards spiritual needs and spiritual nursing care. 14 weeks(two hours a week) spiritual nursing care education was given to 3th grade baccalaureate nursing college student. Before and after spiritual nursing care education. 30 items of prepared questionare focused on the attitudes toward death and dying was asked. Pre and post results are as follow ; 1. The dying patient's emotional and physical needs. There was no significant difference between pre and post educated groups. Both of the situations. they agreed upon$(69.64\%)$ that the dying patients have high emotional and physical needs to solve. 2. Telling the truth of dying process. There was no significant difference between pre educated group$(53.33\%)$ and post educated group$(55.95\%)$. 3. Attitudes of medical personnels. There was no significant difference between pre$(51.49\%)$ and post educated groups $(53.87\%)$. These responses indicate that nursing college student didn't have enough experiences on dying patients care. 4. General attitudes on death and dying. Number of nursing students who were thinking positively toward death and dying were Increased (pre $39.68\%$. post $45.44\%$) and who were thinking negatively toward death and dying were also decreased (pre $37.30\%$. post $33.93\%$). 5. Attitudes toward mechanical assistance for life-expanding of helpless patient. There was a significant difference between pre and post educated groups. About $34.13\%$ of them approved upon mechanical assistance for life and about $33.14\%$ of them disapproved. 6. Attitudes of family members of dying patient. There was no significant difference between pre and post educated groups. About $45.24\%$ of both groups, agreed upon that the family members feel annoyed with dying patients and about $22.42\%$ of both groups disagreed. Whether they received the spiritual nursing education or not, they were aware of that the family members feel annoyed with dying patients. 7. Special facility and educational preparation for dying patient. There was a significant difference between pre$(82.14\%)$ and post$(90.87\%)$ educated groups. These responses indicated that after they received the education, they felt more about the necessity of special facility and educational preparation for the death and dying patients. 8. Special facility and welfare system for the old. There was a significant difference between pre$(58.33\%)$ and post$70.64\%$ educated groups. There responses indicated that after they received the education, they felt more about the necessity of special facility and welfare systems for the old.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.349-358
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• 2017

This study was done to identify the relationship between emotional intelligence, critical thinking disposition professional self-concept and problem solving skills of nursing students. Subjects were 212 associate nursing students associate nursing students(3rd and 4th grade) in Korea. The data were collected using self -report questionnaire from February 20 to March 30, 2017. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation using SPSS Win 18.0. The score for emotional intelligence was 3.59, critical thinking disposition scoring 3.47, professional Self-Concept scoring 3.45 and problem solving skills scoring 3.45. Problem solving skills were significantly strong positive correlation with emotional intelligence(r=.68, p<.001), critical thinking disposition(r=.77, p<.001), Professional Self-Concept(r=.66, p<.001) in nursing students. Emotional intelligence, critical thinking disposition and professional self-concept explained 65.1% of total variance of problem solving skills of nursing students. Therefore, To increase problem solving skills of nursing students, it is necessary to develop and test the program for increase emotional intelligence, critical thinking disposition and professional self-concept of nursing students.

• Journal of Acupuncture Research
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• v.31 no.1
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• pp.177-186
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• 2014

Objectives : The aim of this study is to report a case of a 51-year-old patient with Herpes zoster, whose symptoms were relieved within five weeks after the East-west medical combined treatment. Methods : A Herpes zoster patient with extreme pain around the right lower ribs and lower back was admitted into the Korean medicine hospital. Bee venom acupuncture was applied directly onto the site of pain and electroacupuncture was applied on $GV_6-BL_{20}$, inferior site of spinous process of the 12th thoracic vertebra-$BL_{21}$, $GV_5-BL_{22}$, $GV_4-BL_{23}$ six times a week. Moxibustion was applied on $BL_{49}$, $BL_{50}$, $BL_{51}$, $BL_{52}$, $GB_{25}$, $LR_{13}$ six times a week, and the patient took daily doses of herbal medicine and western medicines such as anticonvulsants, analgesics, antiepileptics. The patient's symptoms were evaluated with numeric rating scale(NRS) and neuropathic pain scale(NPS). Results : The results were as follows: 1. After the East-west medical combined treatment, the NRS grade decreased from 8 to 1. 2. On the neuropathic pain scale, the patient's symptoms changed from deep sharp pain and burning sensation to superficial dull pain and coldness. Sensitivity to touch, discomfort, and itchiness also decreased. Sudden attacks of pain appeared 14 to 21 days after onset, but disappeared after final treatment. Conclusions : The results of the above patient suggests that the East-west medical combined treatment may be effective for total remission of herpes zoster. Further research is needed to confirm such effects.