• 한국초등과학교육학회지:초등과학교육
• /
• 제29권2호
• /
• pp.155-165
• /
• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• 천문학회보
• /
• 제39권1호
• /
• pp.76.1-76.1
• /
• 2014

We investigate the solar flare and CME occurrence rate and probability depending on sunspot class and its area change. These CMEs are front-side, partial and full halo CMEs associated with X-ray flares. For this we use the Solar Region Summary(SRS) from NOAA, NGDC flare catalog, and SOHO/LASCO CME catalog for 16 years (from January 1996 to December 2011). We classify each sunspot class into two sub-groups: "Large" and "Small". In addition, for each class, we classify it into three sub-groups according to sunspot class area change: "Decrease", "Steady", and "Increase". In terms of sunspot class area, the solar flare and CME occurrence probabilities noticeably increase at compact and large sunspot groups (e.g., 'Fkc'). In terms of sunspot area change, solar flare and CME occurrence probabilities for the "Increase" sub-groups are noticeably higher than those for the other sub-groups. For example, in case of the (M+X)-class flares of 'Dkc' class, the flare occurrence probability of the "Increase" sub-group is three times higher than that of the "Steady" sub-group. In case of the 'Eai' class, the CME occurrence probability of the "Increase" sub-groups is five time higher than that of the "Steady" sub-group. Our results demonstrate statistically that magnetic flux and its emergence enhance solar flare and CME occurrence, especially for compact and large sunspot groups.

• 한국정보통신학회논문지
• /
• 제14권12호
• /
• pp.2707-2715
• /
• 2010

본 논문에서는 MVC 패턴에 기반한 클래스 다이어그램 저작도구의 설계와 구현을 제시하고자 한다. 클래스 다이어그램 저작도구의 설계는 ClassInformation, ScreenDisplay, ToolManager에 대한 정의를 하고 구조를 기술한다. ClassInformation은 다이어그램의 정보를 가공하거나 처리하는 부분을 담당한다. ScreenDisplay는 저작도구의 화면을 구성하기 위해서 GUI를 담당한다. ToolManager는 저작도구의 입출력 처리위해 이벤트 처리를 담당한다. MVC 패턴을 바탕으로 저작도구의 ClassInformation, ScreenDisplay, ToolManager는 각각의 역할이 독립적으로 나눠져 있고, 결합도를 낮추기 때문에 새로운 기능 추가에 유연하게 대처한다.

• 교육시설 논문지
• /
• 제21권2호
• /
• pp.3-12
• /
• 2014

Elementary School is a special facility where sense of place plays critical role for the development of children. Children in special education call for special attention as they hold inferior status compared to the children in regular class especially under the inclusive education policy. Eight cases of special education class area are analyzed in terms of social space, personal space and favorite place which is known to be basic factor for the development. As a result outdoor space found to be designed inappropriate even when designed accessible to the special education class as it could not meet the developmental needs of children in special education. Special education class area inside the building is also found to be too exclusive to allow social mix with children in regular class disregarding the intention of inclusive education. Location of these class should be strategic as it is critical to be linked with regular classroom efficiently still allowing psychological buffer as the children in special education tend to form restorative space inside the special education classroom showing the possibility of creating sense of place there.

• 교육시설 논문지
• /
• 제20권6호
• /
• pp.49-56
• /
• 2013

This study investigated middle school students' perceptions of an optimum class size as well as the relationships between a class size and various aspects of students' lives at school. Data were gathered from 858 students from 8 classes (grade 1 and 2) at 4 middle schools located in Busan by administering survey questionnaires. The average class sizes to which each participating students belonged were 17.88, 30.0, 31.88, 28.0 respectively. A series of comparative analyses were carried out, revealing that the majority of the participating students perceived 25-30 as an optimum size for one class. Also, students in a relatively smaller class tended to show higher levels of satisfaction with school lives and with school and classroom facilities, more positive attitudes towards classroom atmosphere, and greater needs for peer interaction than did their counterparts. Furthermore, it was found out that the actual class size had to do with the students' perceptions of the relationships between school facilities and their levels of stress and pleasure at school. These findings were discussed in order to provide educators, architects, and policy makers with practical implications for bringing about a better school environment that is conducive to learning and living for middle school students.

• 대한지역사회영양학회지
• /
• 제9권3호
• /
• pp.326-332
• /
• 2004

The research objective was to identify the effect of various instruction media on improving students' foodservice management competencies and for increasing class satisfaction. The research involved a comparison of two student groups. One group consisted of students who attended a lecture-based food purchasing class (Group A). The other group was students who attended the same class, and who also used various media as well as receiving the lecture (Group B). The results were as follows: 1) After a 16 week program, Group B perceived their procurement management competencies to be higher than those of Group A, especially in setting up purchasing goals, marketing research, and using computer systems for procurement; 2) In terms of class satisfaction, it was also observed that Group B was more satisfied with food purchasing class than was Group A. Group B gave high scores, especially in effective utilization of media, increasing motivation, and understanding; 3) Group B perceived that various instruction media was helpful for developing their procurement management competencies. Respondents evaluated the usefulness of media in the following order: using Power Point watching videos, visiting web-sites for food purchasing class, and surfing the World Wide Web. The results of the research show that using various instruction media for food purchasing classes would improve students' foodservice management competencies. Therefore, instructors who teach foodservice management related courses should consider developing teaching strategies that apply various instruction media for students to enhance their foodservice management competencies and to increase class satisfaction.

• Journal of Nutrition and Health
• /
• 제37권3호
• /
• pp.236-250
• /
• 2004

The objective of this study was to investigate difference in the diet by the kind of meal and the economic status. Nutrient contents at each meals were compared and differences in food intake at different meal were analyzed by economic status. Data from the 1998 Korean National Health Examination Nutrition Survey were used. Using the poverty line based on the 1998 Korean minimum cost of living, the subjects (n = 10400) were classified into high class (36.1％), middle class (40.7％) and low class (23.1 ％). Most nutrient intakes were obtained for main meals regardless of economic status. For high class, breakfast, lunch, dinner and snacks bring about 21, 29, 30 and 19 ％ of total energy intake, for middle class 22, 29, 30 and 19％ and for low class 24, 30, 30 and 16％, respectively. The high-middle class people tend to get more food intakes and nutrients at dinner and snacks, while the low class at main meals. This result was associated with the consumption of a smaller number of meals and a greater number of snacks daily as the economic level was going up (p 〈 0.05). Meals contributed to energy, protein and fat intake, and snacks to water, retinol and vitamin C. The food intakes by food group were different at meals by economic class. Seaweed product were popular breakfast foods in both middle and low groups. Thus three meals such as breakfast, lunch and dinner still delivered most of the energy and most of the macro-nutrients regardless of economic status.

• 대한소아치과학회지
• /
• 제34권4호
• /
• pp.599-612
• /
• 2007

I급과 III급 부정교합 어린이 두개안면골의 성장양상을 비교하고자, $7{\sim}11$세 146명의 치료전 측모두부계측분석에서 연령에 따른 두개저, 중안면, 하안면 구조물들의 차이를 평가하여 다음과 같은 결과를 얻었다. 1. III급은 I급에 비해 접사골연골결합의 성장이 더 늦은 시기까지 지속되었다. 2. 비상악복합체 전후방적 길이는 III급이 대체로 짧았고 높이는 유사하였다. 3. 하악골 길이와 하악체 길이는 III급이 모든 연령에서 다소 긴 경향이었으나 통계적 유의성은 없었으며, I급과 유사한 성장양상이었다. 4. 상하악골의 치아치조골 높이는 I급과 III급이 대체로 유사한 성장양상이었다. 5. I급은 전두개저 길이가 비상악복합체 및 하악골의 전후방 길이 증가에 뚜렷한 역할을 하였다. 6. III급의 전두개저 길이와 중두개저 길이는 연령이 증가하면서 하악골 길이와 상관성이 커졌다. 사춘기 이전의 시기에는 III급이 I급과 부분적으로 다른 골격적 특징을 지니고 있으나, 성장양상은 전반적으로 유사하게 나타났다. 따라서 III급의 골격성 부조화는 특징적인 골격적 차이가 나타나기 전 조기에 개선시키는 것이 바람직할 것으로 판단된다.

• 대한수학교육학회지:수학교육학연구
• /
• 제8권2호
• /
• pp.587-603
• /
• 1998

Being in Learning-accomplishing rate on mutual cooperation studies of small group by different class, we can find that the sujective class of high group is much more efficient than the compared class of high group and that the subjective class of low group is more efficient than the compared class of low group as times goes. Moreover, in analysis of all directions on mathematical attitude, high group appears to be a great efficient in all areas such as confidence, flexibility, reaction, value, etc. and low group seems to have a little effect, by comparing the subjective class with the compared class. A. The result of a scholastic ability test High group had a great effect in the result of the first (Number and an expression) and second(An equation of a figure) scholastic ability test. As the time of research goes, the difference of average between the subjective class and the compared class has increased. Low group had no effect in the result of the first (Number and an expression) and the second (An equation of figure) scholastic ability test. But the difference of average grade between the subjective class and the compared class proved to be some efficient as time goes. (the first test is 0.94 and the second test is 3.33)We can find that the result of the third test (An exponent and log function) turned out be efficient. B. The change of mathematical attitudeHigh group had a great effect in confidence(+1.21), fiexibility(+1.92), will(-0.06), curiosity(+2.64), reaction(+1.50), value(+1.44). Low group appeared to be a little efficient in comparison between the subjective class and compared class. the average of both the subjective class and the compared class in low group decreased if not the result of pre-test but in that of pose-test. Therefore, we can find that the difference between mathematics of maddle school and that of high school gets bigger in Low group.C. The result of a question examinationAfter this research, the reaction that It is helpful to studying accomplishm- ent is 33.7%, the reaction that It is not helpful is 14.7%. After all, this research appears to be a positive reaction. After this study, the change of studying will seems to be much more not in Low group but in High group.

• 한국지반공학회논문집
• /
• 제29권5호
• /
• pp.29-38
• /
• 2013

G-class 시멘트는 지열발전소 가동 시에 지열정에서 고온의 지열수나 증기를 심부에서 지표면까지 이동시키는 케이싱을 보호하는 시멘팅 재료로서 이용된다. 지열정을 통한 원활한 지열발전을 위해서는 시멘팅 재료의 물리적 특성들이 만족되어야 한다. 본 연구에서는 G-class 시멘트를 지열정 시멘팅 재료로서의 중요한 물리적 특성인 유동성, 일축압축강도, 열전도도, free fluid 함유율(Free fluid content) 등을 평가하기 위해, 다양한 물/시멘트 비 조건에서 실내실험을 수행하였다. G-class 시멘트에 대한 물리적 특성 평가를 통해 다음과 같은 결론을 도출하였다. (1) G-class 시멘트의 유동성은 소량의 응고지연제(retarder)를 첨가하여 증가 시킬 수 있다. (2) 유동성 확보를 위해 물/시멘트 비를 높일 경우, 일축압축강도가 감소하여 지열정의 구조적 문제를 야기할 수 있다. (3) G-class 시멘트의 열전도도는 지열정 가동 시에 지열정에서 외부 지반으로의 열손실이 거의 없을 정도로 낮게 평가되었다. (4) G-class 시멘트를 시멘팅 재료로 이용할 경우, 블리딩(bleeding) 가능성은 매우 낮은 것으로 판단된다. (5) 페놀프탈레인 지시약은 지열정 시공시 지표면에서 시추용 이수와 G-class 시멘트를 구분하기 위해 적합할 것으로 판단된다.