• Journal of Families and Better Life
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• v.32 no.2
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• pp.53-75
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• 2014

The purpose of this study was to develop and validate the "Authentic Parental Competence Scale" for mothers with school-age children. Based on a literature review, the study found that 'authentic parental competence' could be divided into parenting comperence, self-system competence, and social competence. In addition, the scale comprised three factors consisting of 43. The study collected data through behavior event interview(BEI), focus group interview(FGI), and three times Delphi investigation. The scale for mothers of school-age children consisted of a total of 129 items, which included three different dimensions (knowledge, skill, and attitude), and four factors were extracted from factor analysis following a survey of 362 mothers. The factors were labeled as "ability of developmental positive parenting," "ability of playing a role as a citizen and making social contributions," "ability of self-understanding and interpersonal relations," and "ability of self-growth and self-determination." In addition, the results revealed that the "Authentic Parental Competence Scale" showed an appropriate level of construct validity, reliability of the scales, distribution of item response, and item discrimination.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.738-743
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• 2018

This paper applied to the economics subject using PBL(Problem-Based Learning) for improving students many skills in Mongolian University that 21st century demands. For the first time at Mongolian University, the PBL problem was developed for the use of PBL and applied to the class and confirmed its effectiveness. The study subjects were 60 freshman students in D university who took 'Economics'. We applied 5 problems for 16 weeks. Students wrote and submitted a reflective journal when they finished the every activity. In addition, they completed a class evaluation form after the PBL program ended. The study showed that they experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self- directed learning ability, self - confidence. In the PBL learning activities, the learning environment was not well prepared yet, so some difficulties were encountered. Mongolian students perceived it as a new and effective way to develop their expertise as a future leader in the 21st century. The main goal of Mongolian university is to produce leaders with professional talent with creative problem solving ability and active learning direction.

• Clinical and Experimental Reproductive Medicine
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• v.39 no.2
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• pp.73-80
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• 2012

Objective: This study was undertaken to determine the effect of hypoxia inducible factor (HIF)-$1{\alpha}$ on the cell death, autophagy, and invasion of trophoblasts. Methods: To understand the effect of HIF-$1{\alpha}$, we inhibited HIF-$1{\alpha}$ using siRNA under normoxia and hypoxia conditions. Invasion assay and zymography were performed to determine changes in the invasion ability of HIF-$1{\alpha}$. Western blotting and immunofluorescence were performed to determine some of the signal events involved in apoptosis and autophagy. Results: There was no difference in cell death through the inhibition of HIF-$1{\alpha}$ expression by siRNA; however, the expression of LC3 and autophagosome formation increased. On the other hand, autophagy was increased, and the invasive ability of trophoblast cells decreased according to the inhibition of HIF-$1{\alpha}$ expression by siRNA. These experimental results mean that HIF-$1{\alpha}$ genes regulate the invasive ability of trophoblasts by increasing autophagy. Conclusion: This study contributes important data for understanding the mechanism of early pregnancy implantation and the invasive ability of trophoblasts by defining the relationship between the roles of HIF-$1{\alpha}$ and autophagy.

• East Asian mathematical journal
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• v.35 no.2
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• pp.115-139
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• 2019

In problem solving education, sentence problems are a tool for comprehensive evaluation of mathematical ability. The sentence problems refer to the problem expressed in sentence form rather than simply a numerical representation of mathematical problems. In order to solve sentence problems with a mixture of mathematical terms and general language, problem-solving ability including the ability to understand the meaning of sentences as well as the mathematical computation ability is required. Therefore, it is important to analyze syntactic elements from the linguistic aspects in sentence problems. The purpose of this study is to investigate the complexity of sentence problems in the length of sentences and the grammatical complexity of the sentences in the depth of the sentences by analyzing the 51 sentence problems presented in the $4^{th}$ grade mathematics textbook(2015 revised curriculum). As a result, it was confirmed that it is necessary to examine the length and depth of the sentence more carefully in the teaching and learning of sentence problems. Especially in elementary mathematics, the sentence problems requires a linguistic understanding of the sentence, and therefore it is necessary to consider syntactic elements in the process of developing and teaching sentence problems in mathematics textbook.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• Health Communication
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• v.13 no.2
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• pp.109-115
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• 2018

Background: The study is descriptive research study to investigate the self-directed learning ability to explore the facts that influence of anatomy using cadaver dissection beginning nursing students. Methods: A descriptive research design was used. The data was collected from 31st May to 7 June, 2016. The participants were total 121 first-year nursing students in C University. This anatomy practicum course was composed of three session, and each session was composed of 3hours, 60minutes of body structure and anatomy lecture, 90 minutes of cadaver dissection, and 30minutes of summary. Results: The results of the study showed that satisfaction with cadaver dissection was statistically significant in the usefulness in connection with the major of nursing (r=.543, P<.001), educational understanding (r=.465, p<.001), and nursing learning motivation (r=.517, p<.001). As the nursing learning motivation increased, self-directed learning ability increased. Also nursing learning motivation influenced self-directed learning (${\beta}=0.266$, p<.01). Conclusion: It is necessary to develop a program that can link theoretical education with practicum education of anatomy using cadaver dissection for efficient learning of the anatomy major courses of nursing students.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.185-196
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• 2001

Elementary school students feel more difficult the mathematical word problems than the numberical formula. I think that this reason isn't the ability of mathematical calculation but the problems representation. It is demanded exactly understanding about the requirements of problem for improving ability of the mathematical word problem representation. It is necessary that we take multimedia data and communication for this, because web advances multimedia materialization and promotes mutual communication, then it gives us with the most environment for word problem representation learning. According to, this thesis is designed web-based system to improve ability of the mathematical word problem representation, applied the sixth grade it experimentally.

• International Journal of Naval Architecture and Ocean Engineering
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• v.5 no.3
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• pp.364-375
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• 2013

Contemporary lectures in undergraduate engineering courses typically focus on teaching major technical knowledge-based theories in a limited time. Therefore, most lectures do not allow the students to gain understanding of how the theories are applied, especially in Naval Architecture and Ocean Engineering departments. Shipyards require students to acquire practical ship design skills in undergraduate courses. To meet this requirement, two lectures are organized by the authors; namely, "Planning Procedure of Naval Architecture & Ocean Engineering" (PNAOE) and "Innovative Ship Design" (ISD). The concept of project-based and collaborative learning is applied in these two lectures. In the PNAOE lecture, sophomores receive instruction in the designing and building of model ships, and the students' work is evaluated in a model ship contest. This curriculum enables students to understand the concepts of ship design and production. In the ISD lecture, seniors learn how to develop their creative ideas about ship design and communicate with members of group. They are encouraged to cooperate with others and understand the ship design process. In the capstone design course, students receive guidance to facilitate understanding of how the knowledge from their sophomore or junior classes, such as fluid mechanics, statics, and dynamics, can be applied to practical ship design. Students are also encouraged to compete in the ship design contest organized by the Society of Naval Architects of Korea. Moreover, the effectiveness of project-based and collaborative learning for enhancing interest in the shipbuilding Industry and understanding the ship design process is demonstrated by citing the PNAOE and ISD lectures as examples.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.40-56
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• 2006

The purpose of this study is to enhance elementary students' awareness of environment-friendly life and help them to prepare for a better life in the future. To achieve this purpose we examined the effect typical environmental experience-based learning activities, which were based on the local circumstances with high environmental-educational potential, have on the attitudes toward environment-friendly life. This study was carried out on the basis of typical environmental experience-based learning in the small class size. The research group used was composed of one sixth grade elementary school class called Sangroksu, whose total students were 9. The research period lasted from March 2005 to February 2006. To analyze the result of this study, two research methods were applied simultaneously : quantitative research methods and qualitative research methods. Especially statistical analysis in quantitative research methods by self-administrated questionnaire was done with SAS program. Qualitative research methods were analyzed in a cyclic pattern, including the processes of domain analysis, classification analysis, and factor analysis which continued to be associated with data-collecting methods. This research shows the following results. First of all, students have shown meaningful differences after typical environmental experience-based learning activities.(p<.05). Followings are fields of the differences - students‘ interest on the subject, their understanding levels of necessity for basic environmental facilities around us as well as for the kinds of environmental experience-based learning, awareness levels of various environmental problems, consciousness on environment conservation, and the practicing ability of environment - friendly lifestyles. Secondly, We have discovered improvements in the following fields after this study - the knowledge and understanding levels on our environment and human relationships, students' fundamental abilities to work out environmental problems, right ideas and appropriate attitudes on environment protection, the practicing ability of environment-friendly life styles, and their parents' understanding levels on the education related to environment. In conclusion, typical environmental experience-based learning activities have a positive effect on the improvement of elementary school students' environment-friendly life styles.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.79-87
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• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.