• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.703-718
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• 2014

This study sought to investigate learning progressions for astronomical systems which synthesized the motion and structure of Earth, Earth-Moon system, solar system, and the universe. For this purpose we developed ordered multiple-choice items, applied them to elementary and middle school students, and provided validity evidence based on the consequence of assessment for interpretation of learning progressions. The study was conducted according to construct modeling approach. The results showed that the OMCs were appropriate for investigating learning progressions on astronomical systems, i.e., based on item fit analysis, students' responses to items were consistent with the measurement of Rasch model. Wright map analysis also represented that the assessment items were very effective in examining students' hypothetical pathways of development of understanding astronomical systems. At the lower anchor of the learning progression, while students perceived the change of location and direction of celestial bodies with only two-dimensional earth-based view, they failed to connect the locations of celestial bodies with Earth-Moon system model, and they could recognized simple patterns of planets in the solar system and milky way. At the intermediate levels, students interpreted celestial motion using the model of Earth rotation and revolution, Earth-Moon system, and solar system with space-based view, and they could also relate the elements of astronomical structures with the models. At the upper anchor, students showed the perspective change between space-based view and earth-based view, and applied it to celestial motion of astronomical systems, and they understood the correlation among sub-elements of astronomical systems and applied it to the system model.

• Biomedical Science Letters
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• v.4 no.2
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• pp.143-151
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• 1998

To study the incidence and epidemiological factors of uterine cervical cancer in medical underserved area females, the questionnaire survey and Pap. smear for uterine cervical cancer was done on total 330 women who lived in Ullungdo from 5th to 12th August, 1998. The results were summarized as follows： The age distribution of subjects was 50s (24.5%), 60s (24.5%) and their educational level was “no schooling” (14.2%) and “elementary school” (42.7%). The first coital age of subjects was 19∼21yrs (30.0%), 16∼18yrs (13.9%) and the first pregnancy age was 22∼24yrs (36.7%) and 19∼21yrs (30.0%). The frequency of total pregnancy of subjects was over 5 times (52.1%). The frequency of total delivery was “3∼4 times” (35.5％) and “5∼6 times” (15.2％). 68.8% of subjects had experience of abortion and 80.0% of their husband were on the phimosis. 172 (52.1%) subjects had gynecological symptoms, their symptoms were leukorrhea (48.3%), pruritus (21.5%) and leukorrhea with pruritus (20.3%). 63.9% of total subjects have been received Pap. smear and the frequency of their Pap. smear was “only 1 time” (44.1 ％), “irregularly” (30.3%) and the reason of respondents who have not been received Pap. smea. was “no specific symptom” (51.3%). Among the 330 women screened there were negative (45.8%), inflammation (47.3%), trichomoniasis and candidiasis (1.8%), atypical cells (4.5%) and dysplasia (0.6%).

• Journal of Preventive Medicine and Public Health
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• v.18 no.1
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• pp.73-82
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• 1985

This study was conducted to evaluate nutritional status with the analysis of the factors which might influence on the prevalent condition of nutrients-intake. 373 persons who are above 60 years old in Chung-Gu, Seoul were surveyed from March 15 to March 30 in 1985. Results were as follows ; 1. General Characteristics 1) Male respondents among the entire respondents comprised 54.3% and female respondents comprised 45.7%. As for age, male and female respondents comprised 55.0% and 37.2% respectively. 2) As for the educational level of the respondents, illiteracy was 49.9% which was the highest. and those who graduated elementary school was 28.1% which was the second highest. And as for the comparison of the education of the male and female respondents, the educational level of male respondents was much higher than that of female respondents. 3) As for the final occupation of the respondents, those who were engaged in commerce comprised 30.8% which was the highest rate, and who were engaged in agriculture comprised 20.1% which was the second highest rate. And those who were engaged in labor comprised 12.3%. 2. The State of Nutrients-intake The energy of the male respondents was 61.4% of RDA and the protein was nothing but 66.8% of RDA. Except vitamin A, vitamin $B_1$ and niacin, calcium, iron, vitamin $B_2$, vitamin C were lower than RDA (the range: $67.5%{\sim}97.3%$). The energy of the female respondents was 70.0% of RDA and the protein was 58.8% which were lower than RDA. Except vitamin A and vitamin $B_1$, calcium, iron, vitamin $B_2$ vitamin C, niacin were lower than RDA (the range: $68.2%{\sim}98.9%$). 3. The various factors related to nutrients-intake 1) The composition of family and the food environment those who were living with their spouses comprised 44.8% which was the highest rate, and those who were living with their son's family comprised 33.5% which was the second highest rate and those who were living with their doughter's family comprised only 4.6%. Those who were living alone comprised 16.4%. The correlation with nutrient intake didn't show a clear relation. 2) Socio-economic state Those who said that they lacked in living expense comprised 32.7% and those who said that they lacked in pocket-money comprised 23.9%, The female respondents outnumbered the male respondents in lacking living expense or pocket-money. In the correlation with socio-economic, there was no striking relation with education level. However, it was shown that little relation in energy, fat in male and also fat and iron in female. The living expense and the satisfaction in pocket-money had also little relation with energy fat and vitamin C in male. 3) Nutrition knowledge and food habit (a) The state of nutrition knowledge and food habit In nutrition knowledge, those who scored less than 60 points were 32.9%, and those who scored more than 90 points were 21.0%. In food habit, those who scored less than 60 points were 26.5% and those who scored more than 80 points were 45%. (b) The corelation with nutrition knowledge and food habit In case of female respondents, nutrition knowledge had a little relation with the intake of cabohydrate, iron, and vitamin C. And we couldn't see a distinct phenomenon in food habit.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.209-217
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• 2003

Object：This study examined the diagnostic validity of the K-ABC and the K-LDES for identifying the cognitive deficits and the learning difficulty of children with learning disorder and to diagnose the learning disorder. Method：The clinical group consisted of 15 children with learning disorder or attention deficit hyperactivity disorder accompanying learning problem(LP) and 14 children with attention deficit hyperactivity disorder. They were diagnosed either learning disorder or attention deficit hyperactivity disorder based on DSM-IV criteria by child psychiatrists and clinical psychologists visiting Seoul National University Children’s Hospital. The normal group was composed of 15 children be going to an elementary school. All groups were between the age of 7 and 12. The K-ABC was administered to the clinical and the normal group. The K-LDES was also administered to mothers of all groups. Result：There were no significant differences on sequential, simultaneous, mental processing subscales of the K-ABC in three groups. However, The LP group showed slightly lower scores on Achievement scale and significant low scores on Reading/Decoding than the other groups. On K-LDES, LP group showed significant low scores on Listing, Thinking, Reading, Writing, Spelling, Mathematical calculation, Learning quotient(LQ) than the other groups. Also there were significant correlations between K-ABC and K-LDES subscales. Conclusion：The result of present study showed that the K-ABC and the K-LDES are a valid and effective instruments for evaluating and diagnose the learning disorder.

• Journal of the korean academy of Pediatric Dentistry
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• v.28 no.3
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• pp.412-420
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• 2001

In the growing children with normal occlusion and class III malocclusion who need the early treatment to be helped to diagnose and to set up treatment plan by calculating the mean values of the lateral cephalometric measurements, cephalometric measurements by McNamara alalysis were achieved and compared on both the 84 elementary school children with normal occlusion and 83 class III malocclusion children at the age of 7 to 9 in Kwangju city and the results were as follows: 1. On the boys group, between normal occlusion and class III malocclusion, Effective maxillary length, Maxillomandibular differential, Facial axis, Nasion perpendicualr to pogonion, Point A perp to Mx 1, and A-Pog line to Mn 1 showed significant differences(p<0.05). 2. On the girls group, between normal occlusion and class III malocclusion significant differences were shown in Effective Maxillary length, Maxillomandibular differential, Mandibular plan angle, Nasion perpendicualr to Point A, Point A perp to Mx 1, A-Pog line to Mn 1(p<0.01). 3. There were no significant differences between normal occlusion and class III malocclusion of boys group but significant differences between them of girls group in Effective mandibular length(P<0.01). On the boys and girls group, Effective maxilla length of class III malocclusion was shorter than that of normal occlusion. 4. There were no significant differences between normal occlusion and class III malocclusion both in boys and girls at Anterior lower facial height. 5. There were significant differences between boys and girls both in class III malocclusion and normal occlusion at Anterior lower facial height and Mandibular plane angle(p<0.01).

• Journal of the korean academy of Pediatric Dentistry
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• v.30 no.2
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• pp.291-297
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• 2003

While making diagnosis and the treatment plan for the growing children who visited at Chonnam National University Hospital for orthodontic treatment, authors obtained 8 lateral cephalometric measurements in antero-posterior and vertical relationship such as APDI, WITS, ANB, SN-MP, ODI, PFH/AFH, Y-axis, SUM for children aged 7 to 9 with class III malocclusion and compared them with these of 73 children of elementary school aged 7 to 9 with proper profile and normal occlusion in Gwangju. The results were as follows: 1. Between normal occlusion and class III malocclusion, ANB, SN-MP, ODI, SUM, except PFH/AFH and Y-axis showed statistically significant differences(p<0.05). 2. Between mesurements to describe skeletal disorder of antero-posterior relationship such as APDI, WITS, ANB and skeletal disorder of vertical relationship such as SN-MP, ODI, PFH/AFH, Y-axis, SUM, all of them in both normal occlusion and Class III malocclusion showed significant correlation, except Y-axis, SUM correlation(p<0.01). 3. Wald' statistics of WITS, ANB and APDI expressing skeletal disorder of antero-posterior relationship showed 7.118, 5.148, 0.741, respectively and Wald' statistics of ODI, Y-axis, PFH/AFH, SN-MP, SUM were presented 28.348, 2.238, 1.376, 0.090, 0.089, respectively. Therefore, WITS and ODI could be considered as useful diagnotic measurements for class III malocclusion.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.813-825
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• 2006

The purpose of this study was to identify students' conceptions and their conceptualization traits in terms of the explanation of subjects: human, animals, and plants. A questionnaire was specially developed to make sure students' conceptions of evolution, students' explanation patterns with the five evolutionary explanations: creationism, internal will explanation, theological explanations, use and disuse explanation and natural selection after mutation and perceived ideas of evolution in terms of the genetic characters of human, animals and plants. 1,540 elementary, middle and high school students participated in responding to the questions. The data was collected and analyzed cross-sectionally by age. Results showed that students' evolutionary explanations were different among each subject: human, animals and plants. Students had concentrated with more 'theological explanations' than 'internal will explanation' and 'use and disuse explanation' about plant evolution. 'Natural selection after mutation explanation' was less represented in explaining human characters. This result showed that the anthropocentric thoughts had influenced students' evolution conceptions. Accordingly, as student's age, 'theological explanation' and 'internal will explanation' became least used in explaining the theory of creation. 'Use and disuse explanation' attained more representation in their explanation. In addition, the diversity of students' evolutionary explanations was getting less attention as age increases. Among youngers, 'theological explanation', 'internal will explanation' and 'use and disuse explanation' showed an even number of responses. The elders responded with more 'use and disuse explanation'. This result let us infer that 'use and disuse explanation' was strongly adhered to by student cognitive structures. Many students recognized that evolution was a kind of scientific hypothesis with little evidence. They have had a little interest in evolution and conceptualized it through informal educational sources. This study mentions that to teach evolution more effectively, teachers should make 'use and disuse explanation' adhere strongly to students' cognitive structure.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1118-1130
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• 2004

This article aims to (a) investigate children's images of a scientist's life style by comparing children's drawings about a scientist's schedule with those about a company employee's schedule in a weekday and on Sunday; and (b) examine the usefulness of 'Drawing A Scientist's Schedule (DASS)' test as a new instrument of learners' conceptions of a scientist and his/her work. To do those, thirty sixth- grade children participated in this study. The children, 15 boys and 15 girls, were selected from a classroom of an elementary school located in Gongju city. The children's drawings were analyzed in conjunction with individual interviews. The interviews facilitated the clarification of any ambiguous attributes of the drawings by questioning after their completion. Several significant conclusions can be drawn from this work: First, the children conceived that a scientist has more mandatory time, and less necessary and leisure time than does a company employee. Interestingly, many children thought that a scientist has similar life style on Sunday to that in a weekday, unlike a company employee. Second, in case of necessary time use in a weekday and on Sunday, the difference between a scientist and a company employee results from their sleeping time. Also, the children showed more various conceptions of a scientist's sleeping time than those of a company employee's sleeping time. Third, in case of mandatory time use, the children conceived that a scientist spends more time for his/her occupational work and less time for his/her housework activities than does a company employee. Fourth, the children's drawings showed that there is difference between a scientist's and a company employee's leisure time use and activities. Finally, the DASS test indicated its possibility and usefulness as an instrument for investigating learners' images on a scientist and his/her work. The instrument exhibited several distinctive children's conceptions that is difficult in identifying by using the DAST, a popular instrument.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.31 no.2
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• pp.92-102
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• 2013

This study aimed to reveal the establishment process and spatial composition of TaiSho park in modern Busan. The TaiSho park is an athletic park which combines a playground and a rest facilities. The arguments on construction of playground commenced for commemorating Kameyama, Busan director official, when he moved to Taiwan in 1910. First Proposers which construct to sport park were businessman in that time. However, construction of playground was progress as a commemoration business of accession of Taisho Tenno. Playground construction got into stride by the proposal of the Busan mayor Wakamatsu in 1917. When it looks into process of discussion about a site selection candidate, norms of playground site selection are the paly ground which appropriate with effective site area and distance between park and a section of a city, in other hand, those are accessibility and budget. As a result of several arguments and actual site investigation, it was decide to select a site which enters to elementary school, after the isolation hospital relocates. The cost of construction of the TaiSho park is prepared by donation of the Busan civil. The donation fund raising committee was constituted by local commerce and industry people, a company, government, municipal offices and area, and funds was raised systematically. As a result, total amount of construction cost was made from the donation of local civil. The TaiSho park is broadly into two sectors; exercise area and rest and pleasure space. Entrance was set up in three aspects of the park and the subcontract planted. The baseball field took the seat in the central part of the park, and also prepared two tennis courts. Japanese Sumo field was also prepared for the north side of the park. The significance of the TaiSho park in Korea Park history can be summarized in South Korea's first sports park and which was made from the donation of local civil. The remained subjects from this study are to clarify the disappearance process of TaiSho park and a reason why modern Busan people want to get playground.

• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.