• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.193-207
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• 2018

The purpose of this study was to analyze trends in conceptual change research in the field of Earth Science education conducted in Korea and to provide them as basic data of future concept change research. The trends of conceptual change research were analyzed in terms of keywords, year of publication, source of research, purpose of research, subject, area of research, and research method. This study was carried out on a total of 126 conceptual change papers of Earth Science education published from 1989 to July 2017. This study showed the following conclusions: First, the conceptual change research papers used more the term 'conceptual change' than 'misconceptions' and 'preconceptions'. Second, the conceptual change paper has achieved a large amount of growth in the 2000s. Third, conceptual change research tended to proceed to the subject of master's dissertation. Fourth, there were a lot of researches to find out the misconceptions and change them into the right concept, the conceptual change paper used free response test for misconceptions, and cognitive conflict instruction model and CAI (Computer Assisted Instruction) teaching strategy for misconceptions. Fifth, elementary school students were studied the most. Sixth, the study of conceptual changes in the field of Earth Science was high in the astronomical and atmospheric areas. Finally, although quantitative analysis methods were used in the early days of research, in the 2010s, qualitative analysis methods were widely used. In this paper, we proposed research on conceptual change for pre- and in-service teachers, expansion of research on conceptual changes in various fields such as geology, oceanography, atmosphere in Earth Science, investigation of causes of misconception in Earth Science and research on individual's affective factors, and so on.

• Journal of the Korean Society of Food Science and Nutrition
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• v.24 no.5
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• pp.765-770
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• 1995

A survey on the children's thought for kimchi intake and practical amount of kimchi consumption were conduction in April of 1995 to get basic information needed for the development of special kimchi for the children. And the effects of nutritional guidance on consumming kimchi was also investigated. Total of 1100 students in 2nd, 4th, and 6th grade from public and private elementary school participated in this survey. The eighty three percent of student think they should eat kimchi mainly because kimchi is good for the health(48.0%) and kimchi is our traditional food(31.8%). However, only 26.5% of children consume more than 5 pieces($4{\times}5cm$) of kimchi per mela and 64.5% consume less than 1~2 pieces. This shows that children's opinion(p<0.001), preference(p<0.001) and actual consumption(p<0.001) for kimchi was found to be very significant. Thus the nutritional guidance is important as much as the development of children's kimchi. Children wanted kimchi which is sweet, mild hot and not too strong in flavor. Ingredients children wanted in kimchi were pear, apple, tangerine, carrot and onion. Children's most favorite foods cooked with kimchi were stir fried kimchi rice and kimchi stew. But children did not like kimchi hamberger, pizza topped with kimchi and rice cooked with bean sprout and kimchi.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.161-180
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• 2013

The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study, we described several features of current studies on learning progressions in the U.S., and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning a topic, in which science knowledge is used in students' engaging in science practices. Each learning progression consists of upper anchor, lower anchor, and intermediate steps that connect both anchors. In investigating a learning progression, researchers usually utilize Wilson's four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.1
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• pp.45-56
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• 2015

Purpose : This study aimed to critically analyze published research papers in Journal of Korean Academy of Sensory Integration and to investigate the research field and trends. Methods : Types of studies, research trends, levels of evidence, participants, funding sources and research areas were analyzed and described by using 97 selected studies published between 2003 and 2014. Results : Every 5 years, the most frequent type of study was experimental research. The numbers of experimental studies and review studies have been increasing. The most frequent level of evidence was one group non-randomized study, followed by case reports. The highest percentage of participants were children with disability and the most common diagnoses were pervasive developmental disorder, developmental delay and intellectual disabilities. Most of the participants was elementary school students and the most frequent sample size was below 10. The percentage of research grant from Korean Academy of Sensory Integration has been over 50% since 2008. The research areas focusing on the standardized assessments were mostly sensory modulation, interaction and development and the non-standardized assessments were behavior observation and clinical observation. Conclusion : Higher level of studies and comprehensive research methods will be needed. The standardized assessment tools with the high sensibility on sensory integration which developed in the domestic need to be developed. Thus, it will be able to contribute to the evidence based practice in occupational therapy.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.241-255
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• 2017

The 4th industrial revolution is coming. In order to prepare for the new learning environment with it, we may need digital mathematics textbooks that fully utilize all possible technologies. So various attempts have been made in elementary and middle school mathematics education. However, despite the importance of higher mathematics, we haven't seen a best possible math digital textbooks yet in Korea. In this paper, we introduce our new model of interactive math digital textbook about Linear Algebra/ Calculus/ Differential Equations/ Statistics/ Engineering Math. Especially, this manuscript focuses on our experience of using digital contents and interactive labs for developing a new model for linear algebra digital textbook. We introduce our works on linear algebra digital textbooks which include pdf e-book, web contents, video clips of lectures, interactive lab. Using this linear algebra digital textbook, students can freely use any mobile devices to access diverse learning materials, lessons, and hands-on exercises without any limitations. Also, times saved in the computation, coding, and typing process can be used to have more discussions for deeper understanding of mathematical concepts. This type of linear algebra digital textbook, which contains all interactive free cyber-lab with codes and all lectures for each sections, can be considered as a new model for the next generation of math digital textbook.

• Korean Journal of Applied Biomechanics
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• v.12 no.2
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• pp.1-16
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• 2002

The purposes of this study were to investigate the effects of strength training on the change of ground reaction force for the children with trisomy 21 Down syndrome. The subjects of this study were consisted of eight elementary school students with Down syndrome who participated in the strength training. The strength training was administered by six items such as squat, leg curl, leg extension, toe raise, sit-ups, and hyperextension. For strengthening muscle, each group also was treated by walking for 8 weeks, three times a week, 10-15RM, 3sets, which was based on the principle of progressive overload. For inquiring the effect of strength training, the ground reaction force variables were measured in two phases : before-training and 8 week-after training. The gait of each subject was acquisition using 2 AMTI force platforms set at 100 frequency. The results of this study were as follows: The pattern of vertical, antero-posterior and medio-lateral forces, trajectory of net COP and the timing ratio of reaching the each events were shown variously. So, it is not easy to explain these variables clearly. As the result of strength training, these variables were changed. However, the results of within subjects differ greatly, there was no difference statistically.

• Journal of Korean Library and Information Science Society
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• v.49 no.1
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• pp.233-265
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• 2018

The aim of this study was to assess the social impact of the cultural programs of the children's libraries in Korea and further present the libraries'social value. To this end, we have conducted a survey on 511 elementary school students to assess the social impact of the children libraries'cultural programs. As a consequence, we have ascertained the children's expressiveness / creativity within their personal realms, self-esteem, pleasure / joy / happiness as well as their attitude towards cultural arts and changes in the cultural and artistic experiences further to growth in friendship as a matter of social interaction, generation and strengthening of local communities, sense of affiliation with local community / identify, and local community participation, among the manifestations of the social impact concerned. Based on this, children's libraries can be regarded as an important social capital of the community in the following aspects. Children's libraries enhance the quality of life and children's interaction skills. It also make them feel attached to the local community. Children's libraries maintain local communities, contribute to the creation and strengthening of local communities, and encourage participation in local activities.

• Journal of the Korean Applied Science and Technology
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• v.35 no.3
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• pp.956-962
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• 2018

Childhood obesity causes a higher risk of obesity, premature death and disability in adulthood. In addition, obese children experience an increased risk of respiratory problems, hypertension, cardiovascular disease, insulin resistance and psychological effects. This study aimed to investigate how an exercise intervention affects health-related physical fitness and inflammatory-related blood factors in obese children after. We hypothesized that there would be positive effects on serum levels of insulin-like growth factor-1 (IGF-1), connecting peptide(C-peptide) and resistin, as well as in muscle and cardiovascular-related physical capacities, after an exercise intervention in obese children. Thirty-seven obese children haveperformed health-related fitness tests and provided blood samples for the analysis of changes in circulating biomarkers, both before and after an 8-week exercise intervention, which includes stretching, aerobic exercise, resistance exercise and sports games. The results indicate that exercise training beneficially affects body compositions, especially percentage body fat and muscle mass, without influencing to body weight and height. The results of the physical fitness tests show that muscle and cardiovascular capacity were increased in obese children in response to exercise training. Simultaneously, the exercise training decreased circulating levels of C-peptide, which equated to a "large" effect size. Although there were no significant effects on the levels of IGF-1 and resistin, they show a "small" effect size. Therefore, our findings suggest that the exercise intervention have beneficial effects on body composition and physical fitness levels in obese children, whichmight be associated with the decline in circulating C-peptide.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.618-627
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• 2017

Recently, the number of cases of child abuse has been increasing and, consequently, the social interest in this issue is increasing. The purpose of this study is to examine the relationship between child abuse, rejection sensitivity and emotional regulation and to identify the mediating effects of rejection sensitivity in the relationship between child abuse and emotional regulation. For this purpose, a survey on child abuse, rejection sensitivity and emotional regulation was administered to 217 elementary school students in the fourth, fifth and sixth grades, who had been reported as victims of child abuse or managed as suspected child abuse victims in the Seoul, Gyeonggi, Gangwon, Chungcheong, and Gyeongsang regions. The data was analyzed using structural equation modelling and bootstrapping. The findings showed that child abuse was significantly negatively correlated with emotional regulation, but positively correlated with rejection sensitivity. Emotional regulation was significantly negatively correlated with rejection sensitivity. Second, the structural equation analysis also revealed that rejection sensitivity fully mediated the relationship between child abuse and emotional regulation. This means that child abuse has an indirect effect on emotional regulation through rejection sensitivity. Therefore, when counseling abused children with emotional regulation problems, it is important for the counselors to include interventions designed to lower their rejection sensitivity.