• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.581-592
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• 2020

This research aims to explore the effect of participation in 'peer tutoring(learning tutoring)' program designed for low achiever students, and to provide an explanation for the improvement of related extracurricular activity. For this, firstly, the study analyzed differences between goal attainment group and non-attainment group in self-directed learning readiness, learning presence and learning transfer. Secondly, the relationships between three variables were analyzed. Based on an online survey of 154 low achievers participating in learning tutoring, two research questions were examined using t-test, correlation and hierarchical multiple regression analyses. Our findings show that firstly, the academic achievement after participating in tutoring improved more than before. Secondly, there were differences in three variables by gender and grades. Also, there were differences in three variables between two groups. Finally, there was a high positive correlation between three variables, and 71% of learning transfer was explained by self-directed learning readiness and learning presence. Based on these findings, the practical implications are discussed regarding the improvement of tutoring program.

• The Journal of the Korea Contents Association
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• v.13 no.4
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• pp.518-528
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• 2013

A number of schools have introduced the Reward and Punishment Mark System. It has been applied to children at school in order to minimize the ill effects that are often caused by physical punishment. In this case, teachers have caused problematic issues in the course of student life guidance at school. However, the application of the personal Reward and Punishment Mark System raises many other questions as well. Accordingly, there is the necessity of making up for its weak points on the systematic level. The purpose of this study is to understand the Effect of the Collective Reward and Punishment Mark System, as a substitute punishment to the physical punishment, applying the reward and punishment mark system not to an individual but to a group. The Collective Reward and Punishment Mark System for the upper grade students of primary schools showed a positive effect which assists their adaptation to school. To put it more concretely, according to the characters of the study subjects, the system has proved that boy students are more positively affected than girl students. It has been also revealed that those students in the fourth grade experience a positive change in all areas of the adaptation to school, while those in the fifth and the sixth grade were negatively affected. Moreover, those who hold a lower rank in respect of grade achievement experienced a more positive change than those standing among a high rank. It is expected that the Effect of the Collective Reward and Punishment Marks System, on the basis of the study, possesses affirmative intervention on the field.

• Korean Journal of Ichthyology
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• v.20 no.4
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• pp.272-278
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• 2008

Optimum concentration of alizarine complexone (ALC) for staining of otoliths for Pacific cod was determined by examination of stained quality, growth and survival rates. Small juveniles ($34.1{\pm}1.8mm$ TL, $mean{\pm}SD$) were immersed in four different concentrations (20, 40, 60, 80 mg/L) and large ones ($73.8{\pm}1.2mm$ TL, $mean{\pm}SD$) in five different concentrations (1, 5, 10, 20, 40 mg/L) of ALC for 24 hrs. The fish were then reared and observed for 14 days. The stained quality of otoliths was evaluated by dividing them into four grades by the presence of fluorescent stains on the otoliths under G-excited UV light. The small juveniles stained with the different ALC concentrations had 100% staining success, and their growth rate and body weight did not differ significantly between treatments. Optimal ALC concentration for the smaller juveniles was 20 mg/L in the present experiment. On the other hand, distinct fluorescent rings were confirmed on otoliths of larger juveniles in the 10 mg/L treatment with high survival rate. These results suggest that ALC staining at concentrations of 10 mg/L with larger juveniles will be helpful for release-recapture experiments for stock enhancement of Pacific cod.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1041-1054
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• 2013

Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, 'diversity,' 'structure,' 'interaction,' and 'change,' were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for 'structure' were developed for grades 5~6.

• Proceedings of the KOR-BRONCHOESO Conference
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• 1993.05a
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• pp.83-83
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• 1993

The nuclear phosphoprotein p53 is expressed in all normal cells and appears to function in cell cycle regulation. Abnormally high levels of the protein are found in many different types of cancer. In human cancer overexpression of p53 is associated with point mutations within highly conserved regions of p53 gene. These altered genes encode stable p53 proteins that can detected by standard immunocytochemical techniques unable to detect rapidly degraded wild-type protein. Using of a monoclonal antibody to p53 antigen, immunocytochemical analysis of 29 squamous cell carcinomas of tongue(n= 19) and tonsil(n= 10) was performed. Non-tumor nuclei showed all negative reactivity. Positive reactivity was found in 4/29(13.8%)of SCCs of tongue and tonsil. In sizes of primary tumor, the cases over 4cm showed more positive reactivity than the cases under 4cm(p < 0.05). There was no stastical correlation between the reactivity and histopathologic grades, the primary sites of tumor or the presence of cervical metastasis.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1109-1123
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• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.577-586
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• 2017

The purpose of this study is to try to structuralize the perception of the mothers of science-gifted elementary students using the concept mapping approach. The mothers who participated in this research had children who were 5th and 6th graders selected as science-gifted by a regional education office, a science high school and two national universities in a city. One of the authors interviewed 26 mothers, and extracted 50 general statements of their perceptions about the career path of their children. Ten mothers who participated in interviews sorted a shuffled pack of statement cards. The categorization of the statements into the dissimilarity matrix was carried out by SPSS multidimensional scaling analysis and hierarchical cluster analysis to generate a conceptual diagram. After that 140 mothers rated each statement using a Likert-type response scale from one to five. The result showed six clusters of parental views such as were 'Burden of private education, grades and going to the next grade,' 'Thinking about career guidance in gifted education and school,' 'Parental roles in child career education,' 'Difficulties in career guidance at home,' 'Demand for strengthening the parental capacity for career guidance,' and 'Demand for social support.' 'Demand for social support' obtained the highest sympathy from mothers of elementary science gifted.

• Child Health Nursing Research
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• v.21 no.1
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• pp.55-63
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• 2015

Purpose: The purpose of this study was to identify cell phone addiction in school-age children and factors influencing addiction. Methods: The participants were 163 parents of elementary school students in the 1st to 4th grades. Data were collected through self-report questionnaires completed by the parents, and analyzed using the SPSS/WIN 19.0 IBM program. Results: Of the children, 86.5% were reported as being average users, 9.2%, at risk users, and 4.3%, at high risk users. Cell phone addiction in the children was significantly different according to games played by the children and parents' monthly income. Significant factors influencing cell phone addiction in the children were children's self-control, games played by the children, parents' cell phone addiction and parental control for children's cell phone use, explaining 24% of variance in cell phone addiction. Conclusion: The findings indicate that cell phone addiction in school-age children is influenced by parent-related factors as well as personal factors. Therefore approaches to education programs on cell phone use in school-age children should include parent-related factors as well as personal factors of the children.

• Polymer(Korea)
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• v.33 no.6
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• pp.561-568
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• 2009

Small injection molded articles are generally molded by multi-cavity injection molding. The most important thing in multi-cavity molding is flow imbalance among the cavities because it affects the physical property and the quality of products. The cavity filling balance can be achieved by flow balance in the runner through the thermal balance. In this study, novel screw type runner or helical type runner has been developed for the flow balance in the runner and performed experiment and computer simulation. Flow balance has been observed using various screw type runners for several resins such as amorphous and crystalline polymers including low and high viscosities grades. Flow balance experiments have been performed for various injection speeds since the flow balance can be affected by injection speed among the injection conditions. Experimental results have been compared with computational results and they showed good agreement. The cavity filling balance can be achieved by the screw runner where the temperature distribution is uniform through the circulation flow along the screw channel in the screw runner. It has been verified that the novel screw runner is very effective device in flow balance in the multi-cavity injection molding. cavity filling imbalance, multi-cavity injection molding, runner design, screw runner, thermal balance.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.