• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• Restorative Dentistry and Endodontics
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• v.38 no.2
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• pp.79-84
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• 2013

Objectives: This study aimed to investigate the effect of clinical clerkship-associated achievements, such as performance of procedures at the student clinic, observation, and attitude towards a clerkship, on the objective structured clinical examination (OSCE) scores of dental students graduating in restorative dentistry. Materials and Methods: The OSCEs consisted of two stations designed to assess students' clinical skills regarding cavity preparation for a class II gold inlay and a class IV composite restoration. The clerkship achievements, consisting of the number of student clinical procedures performed, observation-related OSCE, and scores of their attitudes towards a conservative dentistry clerkship, were assessed. Correlation and multiple regression analyses were conducted. Results: The correlation coefficient between the OSCE scores for cavity preparation for a class II gold restoration and clerkship attitude scores was 0.241 (p < 0.05). Regarding a class IV composite restoration, OSCE scores showed statistically significant correlations with the observation (r = 0.344, p < 0.01) and attitude (r = 0.303, p < 0.01) scores. In a multiple regression analysis, attitudes towards a clerkship (p = 0.033) was associated with the cavity preparation for a class II gold inlay OSCE scores, while the number of procedure observations (p = 0.002) was associated with the class IV composite restoration OSCE scores. Conclusions: The number of clinical procedures performed by students, which is an important requirement for graduation, showed no correlation with either of the OSCEs scores.

• Journal of Environmental Science International
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• v.21 no.3
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• pp.351-362
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• 2012

The purpose of this study is to make a Result analysis on the free inquiry Method of elementary school student. also, this study investigates how free inquiry activities effect the science Process skills and environment-friendly attitudes of elementary school student For this study 150, sixth year, elementary school students from Busan city were selected. The inquiry examined the effectiveness of each of the following free inquiry methods: the PBL inquiry, the Project inquiry, the IIM inquiry, the small group inquiry and the science notebooks inquiry. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: The environmental class which applies a free inquiry method(PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in science process skills improvement. Second, The environmental class which applies a free inquiry method((PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in environment-friendly attitude improvement.

• Research in Mathematical Education
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• v.13 no.2
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• pp.109-122
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• 2009

This study investigates the change in two theoretical constructs, attitudes toward mathematics and mathematics self-efficacy, among college students involved in a learning community model. The case of this study was a developmental mathematics class offered at a historically black college located in the southeastern United States. Subjects included 31 students enrolled in an introductory mathematics course, some of whom participated in a learning community (treatment group). The participants completed mathematics attitudes and mathematics efficacy instruments twice: at the beginning of the semester and again at the end. Data was analyzed using descriptive statistics and a non-parametric statistic. The results showed that students' attitudes toward mathematics and mathematics self-efficacy are strongly correlated; the mathematical problem-solving efficacy changed significantly over time and it is significantly higher in the treatment group than in the control group; and the treatment group produced better outcomes. These findings indicate that a learning community model can increase students' mathematics self-efficacy beliefs. It is recommended that mathematics self-efficacy and attitudes toward mathematics be measured over an extended period of time when a learning community is implemented.

• The Journal of Korea Assosiation for Disability and Oral Health
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• v.10 no.2
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• pp.68-77
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• 2014

An opportunity for dental students to come into contact with individuals with disabilities is insufficient. Therefore, prejudice and negative attitudes towards persons with disabilities persist. Working under the assumption that educating dental students regarding people with disabilities will bring about positive awareness, we conducted this study. We investigated the changes in the recognition of the issues and needs of people with disabilities before and after special care dentistry class of students of dental college that will include an experience in a dental clinic with a disabled person. Seventy-two Kyung Hee University School of Dentistry third-year dental students attended the special care dentistry class in one semester and they took the same survey was before and after the class. In the questionnaire, we used the disability factor scale (DFS) that Siller has proposed. The authoritarian virtuousness factor getting lower to a significant level after receiving an education. This means that after the education, the respondents realize that how hard to adapt the disabilities. After receiving an education, the rejection of intimacy factor score significantly get higher than before they took the class. This means that after the training, positive attitudes towards those with disabilities were better than those towards the opposite sex. We were able to confirm a positive change in the recognition for persons with disabilities through the special care dentistry class. Our study shows that educating dental students on the how to take care of individuals with disabilities can bring about a positive change in the attitudes students may have regarding them.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.157-165
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• 2019

The purpose of this study was to verify effects of virtual reality based intervention program on communication skills in cafe and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities were participated in this study and placed an experimental group and a control group. An experimental group took part in the virtual reality based intervention program on communication skills in cafe and a control group joined in the traditional intervention program at summer vacation from July, 22 to August, 24. Intervention programs of an experimental group and an control group were conducted 5 times in a week for 4 weeks and a class time of each class was 50 minutes. Evaluations of two groups were carried out in pre-test and post-test and data of evaluation was analyzed by independent t-test. In Results of study, communication skills of experimental group were improved higher than control group's. Also, class attitudes of experimental group were changed more positive than control group's on job training class. We knew that virtual reality based intervention program was effectively utilized in transitional education for students with intellectual disabilities.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.111-122
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• 2000

This study is focused on vocational high school students who feel hardly interested in mathematics and are considered to have very limited basic scholastic ability. It analyzes the data obtained by applying the material, extracted from the Internet and literature to school classes from March to July, for the purposes of improving the degree of scholastic achievement on the basis of the fact that interest induced learning materials were developed and applied to the students to bring about their motivation resulting in a positive change in understanding and attitudes to mathematics. According to the result of the analysis, the level of students' scholastic ability of both the comparative class and the experimental class were too low to become interested in mathematics. However, the experimental class students seemed to feel familiar to the learning materials rather than reluctant, and it appeared that their interest and behavior of learning began to change gradually in an extent. In addition to that, as an aspect of scholastic achievement there was not considerable difference between the two classes, but as time went, some valuable changes were found. Unfortunately, the size of group of the research was small and the period of the experimental classes was not extensively long, and therefore the same result might not occur in other groups. However, it is believed that in class-time, educating students by putting in learning materials bringing about relevant motivation to the class, will lead them to become interested in mathematics, and change their attitudes and understanding of mathematics. After all, scholastic achievement will be effective.

• Journal of the Korean Home Economics Association
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• v.28 no.4
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• pp.103-117
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• 1990

The purpose of this study was to investigate the difference of mid-life family stress and family coping strategies according to conjugal sex and social class. This study was also intended to examine the relations between mid-life family stress and family coping strategies. The subjects of this study were 150 married couples(300 persons) who were 40 to 59 years old in Seoul. McCubbin, Wilson & Patterson (1979)'s "Family Inventory of Life Events and Changes" and McCubbin, Larsen & Olson (1982)'s "Family Coping Strategies" were used to gather data for the study. For the statistical analysis of data, factor analysis, T-test, Duncan's multiple Range Test, Pearson's r and cronbach's α for reliability were performed. The major results of this study were summarized as follows; 1. There were significant differences according to conjugal sex and social class in family stress; Wives reported more family stress than husbands. And the lower social class of the family, the more family stress were found. 2. There were some significant differences according to conjugal sex and social class in family coping strategies; Wives reported more family coping strategies than husbands in "freind and neighbor's support", "religious support". And the lower social class of the family, the more "passive attitudes" were found. 3. There were some significant correlations between family stress and family coping strategies; The higher extent of the total family stress, the lesser positive attitudes were found.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.43-59
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• 2007

The goal of this thesis was to examine the effects of applying meta-problems to elementary school mathematics class In their achievements, beliefs and attitudes. To achieve this goal the following research questions were asked. a. What effects does the class applied with meta-problem have on students' mathematical achievements? b. What effects does the class applied with meta-problem have on students' mathematical beliefs and attitudes? To answer questions, an experimental study was designed and conducted. The subjects were 6th-grade students at S Elementary School located in Dobong-Gu, Seoul where the researcher teaches. Among them, the class that the researcher teach was chosen as the experimental group. During the experimental study, a teaching-learning with meta-problems was applied to the experimental group and a teaching-learning with general problems was applied to the comparative group. To examine changes in the mathematical achievements of the experimental group and the comparative group, a post-test of mathematical achievements was conducted and the results were t-tested. As well, to find answers to the second research question, a pre-test and a post-test of mathematical beliefs and attitudes were conducted on the experimental group and the results were t-tested. The results of this study were as follows First, the experimental group which was taught applying meta-problems got higher mathematical achievement than the comparative group. Second, the class with meta-problems did not bring significant changes in students' mathematical beliefs and attitudes. Synthesizing the study results above, a teaching-learning with meta-problems is a teaching-learning method that can accommodate problem solving naturally in school mathematics and give a positive effect on students' mathematical achievements.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.967-983
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• 2012

The purpose of this study was to find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. For this purpose, this research developed the science camp program. This program was totally consisted 30 lessens. there was 2 part in this program. It contained Astronomic Space Science(14 class), Aerospace Science(16 class). To find the effects of the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Science Process Skills was used to find the effect of the science camp program And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. the science camp program was a positive effects on Science Process Skills of the Scientific Gifted Students(t=8.649, p=.000). Second, the science camp program was a positive effects on Scientific Attitudes of the Scientific Gifted Students(t=3.431, p=.003). According to this research, the science camp program on Science Process Skills and Scientific Attitudes for the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.