• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.293-302
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• 2008

Since 2008, it has been stipulated to conduct programming education for grade 5 and 6 elementary school student. However, it is the reality that the plans and studies for this are seriously lacking until now. The objective of this study is to propose a programming education utilizing robots as a plan to overcome limitations of existing programming education, find the problems through developing and applying education program for general elementary school students. As a result of experimental application of the developed program, since the gap of academic accomplishment for the robot programming is large for each student, it is necessary to develop education program to enable individual studies of each level and operate program with the focus on programming education rather than the robot. Moreover, it is pointed that the difficult and unnecessary elements in the robot programming course must be improved or reduced, it is better to exercise it on the grade 6 program for concentration on the programming education, and there should be improvement on equipment, environment for robot programming.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.57-65
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• 2011

The purposes of this study investigated the effects of placement of analogy on the conceptual changes of air of elementary students, while learning the air conceptions. The subjects consisted of 108 students who are in the sixth grade classes in an elementary school in Busan city. For this study, comparative group(37 members), experimental group I(37 members), and experimental group II(34 memgers) were selected. A pre-test and a post-test on the air conception were done both for the comparative group and the experimental groups. The results are as follows. First, the averages of experiment group I and II are statistically higher than comparative group's. By the way, it just has a small gap between the comparative group and the experimental II. In other words, activity of analogy does not keep always constant to change of air conceptions of elementary students. Therefore, it has a different reason that only before or after during the analogy. Second, it shows that experimental group I has effected on a more change of air conceptions as compared with experimental group II. Then, the first group's result shows better than the other group's result. From this result, six grade students showed a change of air conceptions very well by analogy. It means if the analogy is given to students at the beginning state of chapter, they can understand scientific concepts easily.

• Korean Journal of Social Welfare
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• v.61 no.1
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• pp.57-79
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• 2009

This study analyzes the effect of poverty on child development outcomes including academic achievement, self-esteem, depression/anxiety, attention problems, aggression, and delinquency. The poverty experiences among elementary school children are longitudinally observed during 3 years between the 4th grade and the 6th grade. When development outcomes are compared among persistently poor children, transitory poor children, and non-poor children, academic achievement is found to be significantly different. The analyses of the relationships between the poverty status and developmental trajectories show that academic achievement among non-poor children has improved over time, while the level of poor children's achievement has decreased. The result also shows that problematic behaviors such as attention problems, aggression, delinquency has improved over time among all the children. Yet, the gap between poor and non-poor children has not decreased. The multivariate analyses indicate that the effect of poverty remains statistically significant only for academic achievement after children's individual and familial characteristics are controlled. Past experiences of poverty in addition to the current poverty affect academic achievement and persistent poverty has a stronger effect than transitory poverty on academic achievement, although the findings are not consistent across all the estimated models.

• Journal of The Korean Society of Emergency Medicine
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• v.29 no.5
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• pp.519-528
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• 2018

Objective: Delayed neuropsychiatric sequelae (DNS) following carbon monoxide (CO) poisoning, which may result from a demyelinating leukoencephalopathy, is a disease with a poor prognosis. This study examined the factors affecting the long-term prognosis of DNS and the efficacy of hyperbaric oxygen therapy (HBOT) in patients with DNS. Methods: This retrospective study included 84 patients with DNS following CO poisoning from January 2013 to June 2016. HBOT was given to 24 patients. The patients were divided into an improvement group and non-improvement group based on their clinical condition on a telephone interview at intervals between 3 months and 3 years after the onset of DNS. The improvement group was defined as having Cerebral Performance Category (CPC) scores in their daily life that improve to 1 or 2 grade. Results: Of the 594 patients, DNS were found in 18.2%, and 70.2% (59 of 84) of the patients with DNS improved. The prognostic factors for the improvement of DNS were an age of 45 years or less (odds ratio [OR], 12.068; 95% confidence interval [CI], 2.393-60.858; P<0.005), CPC score of 1 or 2 group at the time of DNS onset (OR, 12.361; 95% CI, 3.161-48.330; P<0.005), and a lucid interval longer than 20 days (OR, 5.164; 95% CI, 1.393-19.141; P<0.01). HBOT was not associated with the improvement of DNS in CO poisoning (OR, 0.467; 95% CI, 0.172-1.269; P>0.1). Conclusion: Patients aged less than 45 years, low grade CPC score of 1 and 2, and lucid interval longer than 20 days are more likely to have a good prognosis. On the other hand, HBOT failed to produce a benefit for DNS patients.

• Investigative Magnetic Resonance Imaging
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• v.1 no.1
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• pp.119-124
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• 1997

Purpose: To assess the utility of magnetic resonance(MR) cerebral blood volume (CBV) map in the evaluation of brain tumors. Materials and Methods: We performed perfusion MR imaing preoperatively in the consecutive IS patients with intracranial masses(3 meningiomas, 2 glioblastoma multiformes, 3 low grade gliomas, 1 lymphoma, 1 germinoma, 1 neurocytoma, 1 metastasis, 2 abscesses, 1 radionecrosis). The average age of the patients was 42 years (22yr -68yr), composed of 10 males and S females. All MR images were obtained at l.ST imager(Signa, CE Medical Systems, Milwaukee, Wisconsin). The regional CBV map was obtained on the theoretical basis of susceptibility difference induced by first pass circulation of contrast media. (contrast media: IScc of gadopentate dimeglumine, about 2ml/sec by hand, starting at 10 second after first baseline scan). For each patient, a total of 480 images (6 slices, 80 images/slice in 160 sec) were obtained by using gradient echo(CE) single shot echo-planar image(EPI) sequence (TR 2000ms, TE SOms, flip angle $90^{\circ}$, FOV $240{\times}240mm,{\;}matrix{\;}128{\times}128$, slice-thick/gap S/2.S). After data collection, the raw data were transferred to CE workstation and rCBV maps were generated from the numerical integration of ${\Delta}R2^{*} on a voxel by voxel basis, with home made software (${\Delta}R2^{*}=-ln (S/SO)/TE). For easy visual interpretation, relative RCB color coding with reference to the normal white matter was applied and color rCBV maps were obtained. The findings of perfusion MR image were retrospectively correlated with Cd-enhanced images with focus on the degree and extent of perfusion and contrast enhancement. Results: Two cases of glioblastoma multiforme with rim enhancement on Cd-enhanced Tl weighted image showed increased perfusion in the peripheral rim and decreased perfusion in the central necrosis portion. The low grade gliomas appeared as a low perfusion area with poorly defined margin. In 2 cases of brain abscess, the degree of perfusion was similar to that of the normal white matter in the peripheral enhancing rim and was low in the central portion. All meningiomas showed diffuse homogeneous increased perfusion of moderate or high degree. One each of lymphoma and germinoma showed homogenously decreased perfusion with well defined margin. The central neurocytoma showed multifocal increased perfusion areas of moderate or high degree. A few nodules of the multiple metastasis showed increased perfusion of moderate degree. One radionecrosis revealed multiple foci of increased perfusion within the area of decreased perfusion. Conclusion: The rCBV map appears to correlate well with the perfusion state of brain tumor, and may be helpful in discrimination between low grade and high grade gliomas. The further study is needed to clarify the role of perfusion MR image in the evaluation of brain tumor.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• 대한공업교육학회지
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• v.31 no.2
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• pp.64-82
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• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.328-337
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• 2002

Looking at multimedia education contents from a design point of view, the instructor's design model may differ from the child's understanding model due to gap of the instructor's and child's knowledge. This fact implies it impacts the effectiveness of the education contents. The learning efficiency of Korean typography in WBI for children depends on the font-family, line space, font-size, the age of user, the output device such as the monitor, and other various factors. In this paper, we measured and analyzed on readability of Korean typography in WBI for children by reading speed method. The results of experiments show that readability depends on the font-family of typography, age(grade), and sex of children. In detail, "Goolymche" has the shortest time to be read, and girl and the highest grade students of elementary school have shorter time than boy and the lower grade students. Moreover, we consider the elegance of typography in WBI for holding children's interests because they prefer "Yopseoche". We provide some CSSs in WBI for children based on the experimental results, to used in school fields.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.422-431
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• 2002

Because of the gap between the cognitive levels of the students and the curricular materials for the students to understand, the secondary school students feel science difficult and they get to avoid science as they go up to the higher grade. So it is absolutely needed to take the active measures to improve the cognitive development of the students through some special programs stimulating their cognitive process. This study investigated the effects of thinking science activity program devised for cognitive acceleration of the students. After implementing thinking science program to 181 7th grade students, the effectiveness of this program was examined through the analysis of covariance of both experimental and control groups. The result of the study showed that the cognitive level of the students in experiment group dealt with thinking science program was more accelerated than that of the students in control group who were just taught regular science curriculum. Especially, the effect was clear to the students in stages 1 and 2B. It was also found that the percentage of the students who promoted from concrete operational stage to formal operational stage was higher in experimental group than in control group. The results of the study implied that cognitive acceleration of the students might be possible through the specially designed materials such as thinking science program.