• Korean Journal of Childcare and Education
• /
• v.11 no.1
• /
• pp.249-267
• /
• 2015

This study aims to examine the effect of child-centered group play therapy on the improvement of withdrawn preschool children's daily stress, anxiety, peer interaction and EEG variation. The research subjects are 12 children of 3-5 years of age who are over 65T in the social-withdrawal scale of KPRC(Korean Personality Rating Scale for Children). They were recommended by class teachers due to the withdrawal behavior at D kindergarten in Seoul. The experimental group received 12 sessions of the child-centered group play therapy program, twice a week for 35 minutes. But the control group did not receive any of the child-centered group play therapy program. To verify the effects of the program, a Mann-Whitney-U test of the non-parametric was preceded and homogeneity between the two groups was verified. Also, a Wilcoxon's signed-rank test was conducted to check on the pre-to-post changes of daily stress, anxiety, peer-interaction and EEG variation by using SPSS 18.0. The results of this research showed that the child-centered group play therapy program decreases daily stress and anxiety, while it increases positive peer-interaction and the EQ of withdrawal children. The result of this study serves as a baseline data about the effects of child-centered group play therapy for withdrawal children with emotional difficulties.

• Journal of Industrial Convergence
• /
• v.18 no.3
• /
• pp.83-89
• /
• 2020

This paper describes the effects of Novel Engineering(NE) on improvement of creative problem-solving abilities. We performed two classes for control and experience group. They are all 5th grade students. Core concept of the NE lesson is ecosystem and interaction with 8 hours long. We designed a lesson able to integrate subjects like Korean, Science and Practical Arts. Then we performed pre-and-post t-test on creative problem-solving ability. The experimental results showed that NE lesson has a high effects on 4 sub-elements like self conviction and independence, diffusion thinking, critical thinking and motivational component. The research showed that NE class is a good teaching-learning method to cultivate various competencies for our children. NE is a convergence learning model integrating various problem-solving paradigms ever researched. Thus we expect that NE is a foundation for convergence curriculum model to lead our children to their future and get settled to all schools.

• Fire Science and Engineering
• /
• v.31 no.3
• /
• pp.63-72
• /
• 2017

This study fabricated a low-voltage 10 circuit distribution board based on the KEMC (Korea Electrical Manufacturers Cooperative) 2102-610 standard and performed a characteristics assessment of the developed 10 circuit distribution board to secure product stability. The developed 10 circuit distribution board is designed to have the characteristics of insulation materials, as well as resistance to corrosion ultraviolet radiation and mechanical impact. The developed distribution board is fabricated to have an appropriate protection class of enclosure, electric shock prevention and protection circuits, switchgear and its components, internal electrical circuits and connectors, external conduct terminal, insulation characteristics, temperature rise test, heat resistance, etc. The developed 10 circuit distribution board consists of a single phase circuit and 3-phase circuits. It is possible to measure in real time the leakage current generated from the load distribution line by installing a sensor module at the load side of each of the branched switchgears. In addition, it is possible to increase a circuit according to the use and purpose of the load and to also manage and check the load in real time. Temperature rise tests were performed on the developed 10 circuit distribution board at 18 places including the inlet connection, main circuit and distribution circuit bus bars and bus bar supports, etc. The highest temperature of $65.3^{\circ}C$ was measured at the R-Phase of the connection of the MCCB power supply for the branch circuit bus bar and a temperature rise of $61.6^{\circ}C$ was measured at the T-Phase of the load side. When applying thermal stress to an MCCB for 6 hours at $180^{\circ}C$ using a heat resistant experimental device, it was found that the actuator lever was transformed and moved in the tripped state.

• Journal of Science Education
• /
• v.39 no.3
• /
• pp.321-332
• /
• 2015

This study was intended to determine how developed Smart learning teaching-learning program on the unit of Solar system and Star affected on science-related attitude, science learning interest and academic achievement. The unit of Solar system and Star was selected among 5th grade science curriculum contents to design smart learning teaching-learning program. Smart learning instruction program utilized a various contents of smart equipment and made learners to do problem solving through their interaction and cooperation. The results of this study were as follows: First, smart learning instruction improved the science-related attitude and the science learning interest and the academic achievement of the experimental group students significantly. Sencond, the survey and the individual face-to-face data shows the positive effects of smart learning instruction. Especially, the satisfaction was high on the attitudes and interests in the classroom and the students regarded the classroom activities as interesting games by using the smart devices. On the basic of the conclusions, this work suggested the direction of the future studies, such as necessity of developments and researches on Smart learning teaching-learning program about other units or other subjects, such as measures of the increasing the intrinsic interest on science rather than Smart learning elicit simple interest and attitude.

• Journal of Korean Academy of Nursing
• /
• v.30 no.4
• /
• pp.1055-1065
• /
• 2000

The purpose of this study was to develop, through the integration of instructional theory, a Courseware and to investigate the effectiveness of a web-based computer assisted instruction(WBI) program for preventing drug abuse, a serious problem for youth problem. During the first stage of this study done "Drug Abuse Prevention" Courseware was developed based on, Gagn & Brigg's instructional design theory, Keller's ARCS theory and the CAI model of Hannafin & Peck. For the second stage, the courseware was used to provide education for students adolescents in drug abuse prevention. This study used an quasi-experimental, one-group pretest-posttest design with a convenience sample of 36 male high school students who were at one high school located in Seoul. Data were collected using self-reported questionnaires which included a learning achievement tool, the Keller's IMMS (Instructional Material Motivation Survey), on attitudes to drug use, and on responses to the WBI instruction. Prior to the experiment, the "drug abuse prevention" learning method and the procedures of the study were explained to the students, and then the learning achievement of the subjects was measured as a pretest. The students were then given 2 weeks WBI utilizing the courseware. A post-test which included the pre-test learning achievement questionnaire and a survey of learning motivation and attitudes toward drug were given two weeks after the education was completed. The data analysis was done using SPSS/PC. Paired t-test was used to analyze the differences between the pre-test and post-test scores for learning achievement. The results of the analysis are as follows: There were significant differences in learning achievement between the pre-test and post-test(t=-18.62, p=0.000). The hypothesis, that learning achievement will be higher, after the class has used the courseware, than before was supported. The scores for learning motivation and attitudes toward drugs were also higher than the results of existing studies. In conclusion, this study suggests that WBI is an effective learning method in the prevention of drug abuse for adolescents as it can be used for self-learning and repeated learning as assisted instruction. Recommendation would be given that further research needs to be develped in the courseware by cognitive learning style and by multimedia courseware and virtual reality system.

• Clinical and Experimental Reproductive Medicine
• /
• v.19 no.2
• /
• pp.169-174
• /
• 1992

Previous studies have indicated that immunological factor is responsible for the infertility. We have detected sperm antibodies in ZIFT patients which grouped as fertilization failure (A; n=18) and low fertilization rate (${\leq}50%$)(B; n=20). Patients, however, had normal oocytes and sperms. We collected serum from wives and semen from husbands and donors (fertile sperm), if it was needed. We examined class, binding patterns and amounts of antisperm antibodies(ASA) by direct and indirect immunobead binding assay. In group A, 11 husbands were ASA positive showing 62.2% and 61.1% binding with IgA and IgG, respectively, and two wives were ASA positive showing 70.0% and 71.0% binding with IgA and IgG, respectively. Binding sites were mainly at the head of sperms (84%). In group B, 8 husbands were ASA positive showing 37.5% and 40.0% binding with IgA and IgG, respectively, and two wives were ASA positive showing 41.3% and 42.0% binding with IgA and IgG, respectively. Binding sites were also mainly at the head of sperms (78%). For the treatment of ZIFT patients who had fertilization failure at the first trial, we used albumin fractionation method and dilution method with 30% fetal cord serum (FCS) to reduce the titer of ASA. We used partial zona dissection (P.Z.D.) method for wives who have antisperm antibodies in their serum. According to represented method, we could inhance the fertilization rate to 60.0% by albumin fractionation and 20.0% by P.Z.D., respectively. We concluded that the use of micromanipulation like P.Z.D. or the other sperm processing methods is required to increase a chance of fertilization. This result suggested that it should be a prerequisite to test antisperm antibodies prior to entering assisted reproductive technologies (ART) programs.

• Journal of Korean Elementary Science Education
• /
• v.17 no.2
• /
• pp.11-22
• /
• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• Journal of Korean Academy of Nursing
• /
• v.26 no.2
• /
• pp.359-371
• /
• 1996

This study has been done for the purpose of testing the effect of health education on the performance of health promoting behavior in college students, and identifying the factors affecting health promoting behaviors. A Nonequivalent control group posttest research design was used. Two hundred thirty college students at K College in T city were studied. Of them, 114 who attended a systematic health education session for three hours a week during one semester were the experimental group. And 116 college students who were chosen of matched sampling of grade, class and sex were the control group. This study was conducted from March 1 to July 2, 1995. The instruments used for this study included a survey of general characteristics, perceived health status, self-esteem, health promoting behavior and health locus of control. Analysis of data was done by use of mean, 1-test, Pearson correlation coefficient and multiple regression. The results of this study are summarized as follows : 1) The average item score for the health promoting behavior was low at 2.52. In the sub-categories, the highest degree of performance was ‘harmonious relationships’, following ‘sanitary life’, ‘self-esteem’, ‘rest and sleep’, and ‘emotional support’ and the lowest degree was ‘professional health management’. 2) Hypothesis 1 that the college students who get health education will have a higher degree of health promoting behavior than the college students who do not get health education was accepted. There was a statistically significant difference between the average of the experimentalgroup, 2.60, and the average of the control group, 2.45.（t＝11.30, p＝0.0009）. 3) Hypothesis 2 that the college students who get health education will have a higher score of perceived health status than college students who do not get the health education was rejected. （t＝1.13, p＝0.289） 4) Performance of health promoting behavior was positively correlated with self-esteem and grade and negatively correlated with perceived health status. 5) The most important factor affecting performance of health promoting behavior was self-esteem. The following suggestions are made based on the above results : 1) Replication of the research is needed to confirm effects of health education. 2) More effective health education programs need to be developed through by modification of teaching methods and content analysis of health education. 3) Other factors affecting health promoting behavior should be identified. 4) Nursing colleges or departments of nursing should make an effort to develop and carry out various health education programs for the health promotion of all college students.

• Journal of the Korean Electrochemical Society
• /
• v.8 no.4
• /
• pp.155-161
• /
• 2005

In this paper, commercial CFD program FLUENT v5.3 is used for simulation of MCFC stack. Besides using conservation equations included in FLUENT by default, mass change, mole fraction change and heat added or removed due to electrochemical reactions and water gas shift reaction are considered by adding several equations using user defined function. The stacks calculated are 6 and 25 kW class coflow stack which are composed of 20 and 40 unit cells respectively. Simulation results showed that pressure drop took place in the direction of gas flow, and the pressure drop of cathode side is more larger than that of anode side. And the velocity of cathode gas decreased along with the gas flow direction, but the velocity of anode gas increased because of the mass and volume changes by the chemical reactions in each electrodes. Simulated temperature profile of the stack tended to increase along with the gas flow direction and it showed similar results with the experimental data. Water gas shift reaction was endothermic at the gas inlet side but it was exothermic at the outlet side of electrode respectively. Therefore water gas shift reaction played a role in increasing temperature difference between inlet and outlet side of stack. This results suggests that the simulation of large scale commercial stacks need to consider water gas shift reaction.

• Journal of Science Education
• /
• v.40 no.3
• /
• pp.219-237
• /
• 2016

The purpose of this study was to improve the reflective thinking education so far and to improve the reflective thinking, academic achievement and scientific attitude of elementary school students. Two sixth grade classes were divided into two groups. Experimental group(13 boys, 11 girls) was treated with elementary science class using Reflective Thinking promotion strategies using Thinking maps and comparison group(14 boys, 10 girls) was treated with traditional way. The results of this study were as follows: First, reflective thinking strategy program using thinking maps has positively influenced the reflective thinking of elementary school students. Second, reflective thinking strategy program using thinking maps did not significantly affect elementary school students' academic achievement. Third, reflective thinking strategy program using thinking maps positively influenced elementary school students' scientific attitudes. Fourth, elementary school students' satisfaction with reflective thinking strategy programs using thinking maps was generally high. Most of students felt that this program was useful to learn, and to be interest in science. Based on these results, reflective thinking promotion strategies using thinking maps may be effective for reflective thinking and scientific attitudes of elementary school students.