• Journal of Korean Elementary Science Education
• /
• v.24 no.2
• /
• pp.103-110
• /
• 2005

The purpose of this study was to investigate the relation between the learning styles and science process skills of students of the gifted class in elementary school. Subjects were forty-eight students of the gifted class who are in the fifth grade studying at the gifted class of S elementary school in Bucheon, M and Y elementary school in Incheon on learning styles and science process skills of students. Learning Style Profile (LSP) was used as instrument to survey learning style of students of the gifted class which was developed by NASSP, and consists of four categories (cognitive skills, perceptual response, orientation and teaming preferences) and twenty-four subscales. The results of this study were as follows: 1. In the learning styles test, students of the gifted class have higher scores of spatial skill, sequential processing skill, persistence orientation, manipulative preference, temperature preference and afternoon preference than general class students, but they have lower scores of discrimination skill and lighting preference, and there were statistically significant difference. 2. In science process skills test, there were statistically significant difference between students of the gifted class and general students. 3. In the correlation between the learning styles and science process skills, there was positive correlation of observing skill with spatial skill and manipulate skill of cognitive skill domain. For classifying skill, there was positive correlation with visual perceptual response, but was negative correlations with auditory and emotive perceptual response of perceptual response domain and with evening preference and verbal risk orientation of study preference domain. For measuring skill, there was positive correlation with sequential processing skill of cognitive skill domain. For formulating hypotheses, there was controlling variables, there was positive correlation with sequential processing skill and simultaneous processing skill of cognitive skill domain, and with verbal-spatial preference and early morning study preference of study preference domain. When planning and managing the gifted class, it will be beneficial and effective to consider the meaningful relations between the elements of loaming style and science process skills in order to improve science process skills.

• Biomolecules & Therapeutics
• /
• v.23 no.6
• /
• pp.571-581
• /
• 2015

${\beta}$-asarone (BAS) is an active component of Acori graminei rhizoma, a traditional medicine used clinically in treating dementia and chronic stress in Korea. However, the cognitive effects of BAS and its mechanism of action have remained elusive. The purpose of this study was to examine whether BAS improved spatial cognitive impairment induced in rats following chronic corticosterone (CORT) administration. CORT administration (40 mg/kg, i.p., 21 days) resulted in cognitive impairment in the avoidance conditioning test (AAT) and the Morris water maze (MWM) test that was reversed by BAS (200 mg/kg, i.p). Additionally, as assessed by immunohistochemistry and RT-PCR analysis, the administration of BAS significantly alleviated memory-associated decreases in the expression levels of brain-derived neurotrophic factor (BDNF) and cAMP-response element-binding protein (CREB) proteins and mRNAs in the hippocampus. Also, BAS administration significantly restored the expression of Bax and Bcl-2 mRNAs in the hippocampus. Thus, BAS may be an effective therapeutic for learning and memory disturbances, and its neuroprotective effect was mediated, in part, by normalizing the CORT response, resulting in regulation of BDNF and CREB functions and anti-apoptosis in rats.

• Journal of Science Education
• /
• v.38 no.1
• /
• pp.196-204
• /
• 2014

The characteristics of gifted children includes a non-cognitive characteristics and cognitive characteristics. Until now, the instruction for the affective domain of gifted children have been treated lightly compared to the cognitive instruction. The purpose of this study was to analyze the effects of personality education programs of the moral judgement of science-gifted elementary school students, and which implied that the 6 large virtues of human-centered relationship are 'honesty, commitment, forgiveness, responsible, caring, and owns' was applied to the science-gifted elementary school students for 4 weeks. Then, it was investigated whether there are differences in gender effects and the personality education program's effectiveness through the moral judgment test KDIT. The results of this study are as follows. First, the personality education program was found to be effective to improve the moral judgment of the gifted students. Second, the difference between groups of female students and male students in science gifted elementary school was not significant.

• Journal of the Korean earth science society
• /
• v.24 no.3
• /
• pp.160-171
• /
• 2003

This study was designed to analyze the types of concepts about earth science related to seasonal changes, so as to develop a generative learning model focused on dissolving cognitive conflicts between the aforementioned concepts through debates and using said debates to find out how effectively the model works. There are 100 types of earth science concepts concering seasonal changes, 66 of which are unscientific in nature, including misconceptions. Through a second field trial and a research and development (R&D) process, a test on these concepts was developed, consisting of 14 items. For the experimental group, a four-phase generative learning strategy that reflects the types of earth science concepts and cognitive conflicts between such concepts was developed through pre-analysis and discussion, respectively. On the other hand, a traditional teaching and teaming strategy was used for the control group. A meaningful statistic gap found between the two groups through a covariance analysis, the significance level of which was 0.05. This result may be interpreted to mean that the generative teaming strategy is a possible alternative for correcting misconceptions about scientific concepts of seasonal changes.

• Journal of Korean Elementary Science Education
• /
• v.31 no.4
• /
• pp.436-449
• /
• 2012

This study aimed to investigate primary students' science-related attitudes through the literature review. Ninety-four papers published in domestic science education journals, since 1990, were collected and were followed by content analysis. In this study, science-related attitude was conceptualized as attitude toward science, scientist, science-related occupations, and school science, which is composed of cognitive, affective and behavioral domains. Based on the conceptualization, the instruments used for measuring students' attitudes were analyzed. The analysis of definition of science-related attitude in the articles showed different foci on cognitive, affective and behavioral domains. To suggest the effective instruction for enhancing students' science-related attitudes, this study identified students' attitude with gender, grade, residence and achievement level. The result showed that male, urban, higher-grade and better performed students had more positive attitude than female, rural, lower-grade and less performed students. As for the factors in science-related attitude, I categorized the factors into personal, environmental and pedagogical aspects, and found that psychological elements in all domains were most influential to students' change of science-related attitudes. It is interesting to note that students showed dichotomous views about experiment and that task-oriented instruction failed to enhance students' attitude. Based on the research findings, this study suggests effective instruction for improving students' attitudes and future research for science education.

• Journal of Korean Elementary Science Education
• /
• v.30 no.3
• /
• pp.282-295
• /
• 2011

Prior research has reported that student epistemological beliefs might affect their participation in learning and the process of conceptual change. The purposes of this study were to investigate the characteristics of sixth grade students epistemological beliefs about science and the relation between their epistemological beliefs about science and factors related their learning. For this research questions, 245 sixth grade students participated and various test instruments were used in this study. Students answered two types of questionnaires on epistemological beliefs about science and three test instruments on factors related students' learning(achievement in science, science inquiry skills, and cognitive levels). The results of this study were as follows. First, a large number of elementary school students believed that the purpose of science to perform activities like simple experiments. A lot of students believed that scientific knowledge was changeable according to the nature of scientific knowledge and that scientific knowledge could be learnt on their own. Also, many students believed experiment results to be basis on which to form personal scientific conceptions. Second, students who believed in more modern epistemology about science represented higher levels of science learning achievement, science inquiry skills, and cognitive levels. Therefore, when developing science curriculum, science educators need to consider how to develop student modern epistemological beliefs about science.

• Journal of Computing Science and Engineering
• /
• v.7 no.2
• /
• pp.132-138
• /
• 2013

Multi-modal techniques have received increasing interest in the neuroscientific and brain computer interface (BCI) communities in recent times. Two aspects of multi-modal imaging for BCI will be reviewed. First, the use of recordings of multiple subjects to help find subject-independent BCI classifiers is considered. Then, multi-modal neuroimaging methods involving combined electroencephalogram and near-infrared spectroscopy measurements are discussed, which can help achieve enhanced and robust BCI performance.

• Proceedings of the Korean Information Science Society Conference
• /
• 2012.06d
• /
• pp.190-192
• /
• 2012

In this paper, we present theoretical queuing analysis for hybrid overlay/underlay Cognitive Radio (CR) system by applying M/M/1 queuing model where the rate of arrival and the service capacity are subject to Poisson alterations. Numerical results are used to prove a high degree of accuracy for the derived expressions. The result can be used as a benchmark to evaluate the performance of a hybrid overlay/underlay CR system.

• Proceedings of the Korean Information Science Society Conference
• /
• 2012.06d
• /
• pp.265-267
• /
• 2012

This paper analyzes network selection issues of secondary users (SUs) in Cooperative Cognitive Radio Networks (CRNs) by utilizing Queuing Model. Coordinating with Handover Cost-Based Network selection, this paper also addresses an opportunity for the secondary users (SUs) to enhance QoS as well as economics efficiency. In this paper, network selection of SUs is the optimal association between Overall System Time Minimization Problem evaluation of Secondary Connection (SC) and Handover Cost-Based Network selection. This will be illustrated by simulation results.

• Proceedings of the Korean Information Science Society Conference
• /
• 2012.06d
• /
• pp.262-264
• /
• 2012

Dynamic spectrum access and cognitive radio is a viable solution to solve congestion in ISM band. The dynamic environment of multi-channel wireless LAN is modeled by using continuous time Markov process. Bayes theorem is applied to infer channel access decisions dynamically to ensure current data transmission is switched to only likely candidate channels.