• 대한지구과학교육학회지
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• 제7권1호
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.111-125
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• 2002

The aim of this study is to make it sure how pupils' science inquiry skills and attitude are influenced when they are taught by using the work-sheets for the differentiated learning according to their ability. In order to accomplish this aim, two classes of the fourth grade in the elementary school were distinguished into two groups: one was the experimental class and the other, the comparative class. The experimental class was given 52 hours of science lessons using the above sheets, and the comparative class, the general method of teaching. In order to compare their scientific interest and learning ability of the two groups each other, pupils were tested the standardized achievement in advance. The two groups were also given "ex post facto test" to measure the variation of their inquiry skills and attitude after the lessons. In addition, the experimental class was tested to measure their learning attitude after they are teamed the science with the sheets. The results of this study are as follows: 1. According to the percentile statistics of the science inquiry skills test between the two groups, the work-sheets for the differentiated teaming helped pupils develope their inquiry skills remarkably. 2. The work-sheets did not lead to significant difference between the learning ability of boys and girls. 3. The science lesson using the work-sheets showed positive influences in increasing pupils' scientific attitude. 4. About 77.2 percent of pupils accepted the excellent records of the evaluation in the science lesson using the sheets. It can be, therefore, concluded that the science lesson using the work-sheets for differentiated teaming is one of effective science lessons to increasing pupils' science inquiry skills, compared with the general teaching method.

• 과학교육연구지
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• 제38권1호
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• pp.144-159
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• 2014

이 연구의 목적은 학생들의 사고를 활성화시키고 의사표현능력을 신장시킬 수 있는 육색사고모자기법을 활용한 토의활동 프로그램을 개발하여 초등학교 과학수업의 환경교육에 적용해봄으로써 환경 친화적 태도 및 환경소양 함양에 어떤 효과가 있는지 알아보는데 있다. 이를 위해 육색사고모자 기법을 적용하기 위한 교수학습 활동 자료를 개발하고 적용하였다. 인천에 위치한 S 초등학교의 6학년 학생을 대상으로 실험반(25명)과 비교반(24명)을 설정하여 실시하였다. 그 결과는 다음과 같다. 첫째, 육색사고모자기법을 활용한 토의활동 프로그램은 실험반에서 환경 친화적 태도 점수가 향상되었고 통계적으로 유의한 차이가 있었다(p<.05). 둘째, 육색사고모자기법을 활용한 토의활동 프로그램은 학생의 환경소양에서 실험반 학생들에게서 향상되었으나 통계적으로 유의한 차이는 없었다. 따라서 본 연구에서 적용한 육색사고모자 기법을 통한 환경 토의활동은 학생들에게 환경 친화적 태도에 효과적임을 알 수 있다.

• 농촌지도와개발
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• 제17권1호
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• pp.75-101
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• 2010

This study tried to analyze the learning effectiveness of multi-media based class by comparing with traditional classroom method. The "Basic Agricultural Technology" course that is one of the required courses of agricultural high school was selected and its contents were digitalized on MS Powerpoint for multi-media based class. The thirty students were sampled for each experimental and control groups. The homogeneity and learning achievement of sample groups were tested for experiment. Same teacher took the classes of two groups and delivered same contents of course. Only difference between two groups was the delivery method, one is traditional classroom teaching method and the other was the multi-media based class. The learning achievements and satisfaction of sample were post-tested in order to analyze the learning effectiveness by comparing two teaching methods. The results showed that there was a significant difference between experimental and control group in learning achievement after ANCOVA controlled pre-test as covariance(F=5.08, p<.05). It means that the learning achievement of multi-media based class was higher than that of traditional classroom group. The results also showed that a significant difference in students’ satisfaction between two groups (t=5.57, p<.001). This study concluded that using multi-media in class could produce more learning achievements and satisfaction of students than traditional classroom method.

• 대한가정학회지
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• 제48권8호
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• pp.51-65
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• 2010

This research explored the importance of conflict resolution in communication between adolescents and their parents. A teaching and learning plan on communication using the Active listening, I-message method and no-lose conflict resolution method was developed and applied to teaching the 'Communication among Family Members' unit in the middle school home economics and technology textbook. The experimental class of 203 students using the active listening, I message and no-lose conflict resolution method in communication was compared with a comparative class of 163 students using only the active listening and I message method, investigating the amounts of communication, conflicts, functional communication and degree of satisfaction the students perceived regarding relationships with their parents via pre and post tests. Both groups showed significant increases in their amounts of communication and functional communication. However, only the experimental class showed an increase in their degree of relationship satisfaction with their parents. Both groups evaluated the lesson positively.

• 대한치과교정학회지
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• 제49권4호
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• pp.254-264
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• 2019

Objective: To evaluate the short-term changes in masticatory muscle activity and mandibular movement patterns after orthognathic surgery in skeletal Class III patients with facial asymmetry. Methods: Twenty-seven skeletal Class III adult patients were divided into two groups based on the degree of facial asymmetry: the experimental group (n = 17 [11 male and 6 female]; menton deviation ${\geq}4mm$) and control group (n = 10 [4 male and 6 female]; menton deviation < 1.6 mm). Cephalography, electromyography (EMG) for the anterior temporalis (TA) and masseter muscles (MM), and mandibular movement (range of motion [ROM] and average chewing pattern [ACP]) were evaluated before (T0) and 7 to 8 months (T1) after the surgery. Results: There were no significant postoperative changes in the EMG potentials of the TA and MM in both groups, except in the anterior cotton roll biting test, in which the masticatory muscle activity had changed into an MM-dominant pattern postoperatively in both groups. In the experimental group, the amount of maximum opening, protrusion, and lateral excursion to the non-deviated side were significantly decreased. The turning point tended to be shorter and significantly moved medially during chewing in the non-deviated side in the experimental group. Conclusions: In skeletal Class III patients with facial asymmetry, the EMG activity characteristics recovered to presurgical levels within 7 to 8 months after the surgery. Correction of the asymmetry caused limitation in jaw movement in terms of both ROM and ACP on the non-deviated side.

• 대한치과교정학회지
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• 제48권1호
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• pp.63-70
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• 2018

Objective: The aim of this study is to quantitatively evaluate the stability of the skeletal and dental widths using cone-beam computed tomography (CBCT) after segmental Le Fort I osteotomy in adult patients with skeletal Class III malocclusion requiring maxillary expansion. Methods: In total, 25 and 36 patients with skeletal Class III malocclusion underwent Le Fort I osteotomy (control group) and segmental Le Fort I osteotomy (experimental group), respectively. Coronal CBCT images were used to measure the dental and skeletal widths before (T1) and after (T2) surgery and at the end of treatment (T3). The correlation between the extent of surgery and the amount of relapse in the experimental group was also determined. Results: In the control group, the dental width exhibited a significant decrease of $0.70{\pm}1.28mm$ between T3 and T2. In the experimental group, dental and skeletal expansion of $1.83{\pm}1.66$ and $2.55{\pm}1.94mm$, respectively, was observed between T2 and T1. The mean changes in the dental and skeletal widths between T3 and T2 were $-1.41{\pm}1.98$ and $-0.67{\pm}0.72mm$, respectively. There was a weak correlation between the amount of skeletal expansion during segmental Le Fort I osteotomy and the amount of postoperative skeletal relapse in the experimental group. Conclusions: Maxillary expansion via segmental Le Fort I osteotomy showed good stability, with a skeletal relapse rate of 26.3% over approximately 12 months. Our results suggest that a greater amount of expansion requires greater efforts for the prevention of relapse.

• Journal of Periodontal and Implant Science
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• 제27권4호
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• pp.845-866
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• 1997

Several experimental studies showed that the application of small amounts of electric current to bone stimulated osteogenesis at the site of the cathode and suggests that the application of electrical currents to periodontal defects could promote bone and cementum formation. The purpose of this study was to determine the effect of direct microcurrent to the periodontal regeneration of class III furcation defects in dogs. Class III furcation defects were surgically created on the third and the fourth premolars bilaterally in the mandibles of nine mongrel dogs. Experimental periodontitis were induced by placing small cotton pellets into the created defects for 3 weeks. The experimental sites were divided into three groups according to the treatment modalities: Group I-surgical debridement only; Group II-allogenic demineralized freeze dried bone grafting; Group III-allogenic demineralized freeze dried bone grafting and electrical stimulation. For fluorescence microscopic evaluation, calcein, oxytetracycline HCI and alizarin red were injected 2, 4 and 8 weeksfS days prior to sacrifice) after surgery. The animals were sacrificed in the 1st, 2nd, 4th and 8th week after periodontal surgery and the decalcified and undecalcified specimens were prepared for histological and histometrical examination. After the first and the second weeks, gingival recession was more severe in group I than groups II and III. After the fourth and the eighth weeks, there was no difference in the width of junctional epithelium and connective tissue attachment among the three groups, but the width of connective tissue attachment increased in group II at the eighth week, compared to the fourth week. The amount of bone repair in new attachment was significantly greater in group III, compared to groups I and II. New attachment formation was significantly greater in group III, compared to groups I and group II. These results suggest that electrical stimulation using microcurrent generator could be a useful tool for periodontal regenerative therapy in class III furcation defect.

• 한국가정과교육학회지
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• 제5권1호
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• pp.113-120
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• 1993

This study in order to seek for a more effective teaching method, I am to propose a measure that the career education material for female middle school students a program produced already could be applicable on the class and to understand the efficiency by examining practically it to the student. The research method was to make up a questionnaire and gaze two kinds of educational effect. The procedure was that, after surveying the general features in order to help them known their consciousness on the career education Researcher practiced common theorectical teaching on comparative class and moduling teaching on comparative class through making a guiding data. Then Researcher analysed the changing o consciousness on career, knowledge on kinds and numbers of jobs, and the results and rate of interest in the teaching with persentage and t-test. The results are as followed; First, on the consciousness on career, both group showed little change on their wishful job between before and after teaching. On the purpose to get a job, consciousness on work and job, and fixed idea of job on gender, there were some changes, but both groups had few defferences in the changing rate. Second on the consciousness on work and job experimental group recognized the variety of job more than comparative group and wrote more hind of job. Third on the evaluating result, the record of experimental group was higher. Fourth, on the rate of interesting in learning the rate of experimental group was higher. As observed the class applied by the module of female career education is effective, since experimental group showed more consciousness on work and job, evaluation of record after teaching and the rat of interesting in learning, through there was no difference in the consciousness of the career.

• 과학교육연구지
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• 제43권3호
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• pp.329-341
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• 2019

이 연구의 목적은 초등 과학 수업에서 절차적 사고 과정을 사용하여 학생들의 컴퓨팅적 사고와 창의적 문제해결 능력에 대한 교수 전략의 효과를 알아보는 것이다. 이를 위해 과학수업에서 활용할 수 있는 절차적 사고 과정을 이용한 수업 전략이 개발하여 적용하였다. 이 연구의 대상은 김포시에 있는 S 초등학교의 실험반(29 명)과 비교반(29 명)의 6학년 학생이었다. 연구 결과는 다음과 같다. 첫째, 초등과학 수업에서 절차적 사고과정의 수업전략을 활용한 실험반 학생들의 컴퓨팅 사고력은 비교반 학생들에 비해 높아졌으나 통계적으로 유의한 차이가 없었다. 둘째, 실험반 학생들의 창의적 문제 해결력에 있어서도 비교반 학생보다 높게 향상되었고 이는 통계적으로 유의한 차이가 있음을 알 수 있었다(p < .05).