• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• The Journal of Korean Philosophical History
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• no.28
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• pp.87-116
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• 2010

In elementary, environmental education have been doing in various subjects. The features of environmental instruction would be reflected on contents of environmental education and characteristics of each subjects. These contents of environmental education might be contained normative contents, and it is moral subject that treats these normative contents systematically. Then environmental instruction of moral subject in elemental school should be approach and inquire teaching contents related to environment education. In elementary school curriculum of moral subject, teaching contents related to environment are 'preciousness of life' and 'right views of Nature and protection of the environment'. By these contents, moral instruction can approach to life of animal and plants centered on the reason to take them preciously and relation between nature and humans centered on the moral consideration. It is a difference that approaches to the environmental education not by factual understanding but by normative understanding in moral instruction. It must be focused on ethical inquiry for normative approach and reserving identity of moral subject. Necessary conditions for ethical inquiry to the environmental instruction are moral status of things besides humans. For the ethical inquiry to the moral status of nature environments, teachers could be set the logic of instruction based on the developments of environmental ethics. Formal cohesiveness of environmental instruction could be developed in sequence of ethical inquiry on moral status to the life of animal, life of plants, and whole system of nature. For this, teacher could reflect on their instruction focused on some explanations. That is, it is explanation to the animal life based on the individual-extended human oriented ethics for human, plants life based on the individual-non human oriented ethics, whole natural system based on the holistic-non human oriented ethics. When teachers reflect these explanation, they can compose their instruction as 'finding something in common with humans and animals', 'reflection on the attitude to the commons', 'thinking about reasons on the different attitudes to the commons', 'the things that disappear as plants die', 'thinking on values about non organism'. These plan of instruction could be critically reconstruct by other teachers. But environmental consciousness by ethical inquiry should be hold on instruction to the environment reflected on identity of moral subject.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.5
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• pp.1233-1238
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• 2013

The course evaluation is used in faculty evaluation model even the grade of course evaluation has a big gap in absolute value with the characteristics of subjects. It is important to obtain the reliability of course evaluation because the result of course evaluation is fed to instructor to assure the quality of instruction. The purpose of this paper are to analyze the relation of attendance rate and course evaluation to improve the reliability of course evaluation.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.317-332
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• 2011

The purpose of this study is to suggest an effective plan for teaching the definition of prism by integrating and analyzing the theories related to the instruction of definitions. The subjects in this study to realize these objectives were as follows. First, it looks to theoretical backgrounds regarding the instruction of the definition of solid by functions of definition in mathematics education. Second, it explores the instructional way to form the definition of solid through function of definition, by analyzing the unit of solid in the 6th grade. Third, after conducting the real practice with the 5th graders who before learn solid in 6th curriculum, according to plan of instruction, it examined student's response and testify its effectiveness, and then propose a teaching scheme which is designed to be useful based on the outcomes. In terms of theoretical background, it investigated the precedent research in relation to the instruction of the definition that mathematical definition is not given perfectly but the process of making knowledge that mathematization activity is necessary. It investigated the effects of the instruction of definitions, based on the effects of teaching and interviews with the 5th graders, and analysis of student's handout. The followings were the results of this study. First, 'Making Definitions' activities through remove counterexample process was possible to analytic thinking not intuitively thinking, and it effects the extend of awareness in definition that definition is not fixed but various. Second, it need the step of organize terms that is useful on solid's definition through activate of background knowledge. Third, it is effective that explore characters of the solids after construct the solids. Fourth, interactive discussion that students correct their mistakes each other through mathematical communication and they can think developmental is useful on making definition more than individual study.

• Journal of radiological science and technology
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• v.44 no.5
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• pp.503-512
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• 2021

The purpose of this study is to check the extent to which "instruction of physician or dentist" defined in the Medical Service Technologists, etc. Act is applied in relation to radiography examination procedures for radiological technologists. In addition, it is intended to present basic data on the requirement to revise the Medical Service Technologists, etc. Act in the radiological technologist's duty area and scope of work, The subjects of this study were radiological technologists with license, and the response data were collected after sending the questionnaire link written on the online questionnaire form. The final number of respondents were 1,018, and the response rate was 6.8%. Most of the negative responses were "I have never received 'instruction' for radiologic examination by a physician or dentist, including a radiologist in a medical environment." There were a high perception that "the professionalism in radiation examination on radiological technologists are higher than that of a physician or dentist." They answered that the current continuing education has a great impact on maintaining and continuing professionalism and learning new knowledge in the radiology field. In addition, the radiological technologists provide a very high level of education in areas related to radiography procedure ethics such as patient care, patient safety, and patient privacy protection, as well as specialized fields such as radiation-related examination methods, radiography examination dose, and patient exposure dose. Radiological technologists replied that they were receiving it consistently. In conclusion, in the current medical environment, the 'instruction' of a physician or dentist cannot be seen as being realistically performed. The phrase 'instruction' of a physician or dentist as defined in the Medical Service Technologists, etc. Act is considered inappropriate in respect of the fact that the state recognizes the qualifications of the medical service technologist through a license. It is thought that revision to a new term suitable for the current medical environment is necessary.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.363-371
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• 2012

This study examined the cognitive consequences of constructivist teaching practices on the acquisition and transfer of programming with respect to the design of an instructional context that would encourage students to engage in reflective thought; the cognitive consequences of learning in the constructivist context; and the relation between the social and the individual in the teaching and learning process of programming. Students worked on a variety of programming and design problems in constructivist instructional contexts. The results indicated that between-group differences over repeated measures consistently favored students in reflective instruction. Rather than simple differences on measures, the pattern of mean differences over time conformed to a chain of cognitive consequences regulating the acquisition of programming. The implications of the study and suggestions for future research were discussed.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.10a
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• pp.164-165
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• 2015

고성능 복수 연산 처리 장치를 갖는 VLIW (Very Long Instruction Word)와 같은 프로세서 아키텍처는 정밀한 명령어 스케쥴링을 하드웨어가 아닌 소프트웨어가 처리해 주어야 한다. 통상 컴파일러가 하드웨어의 풍부한 자원을 충분히 활용할 수 있도록 이러한 기능을 수행하여 준다. 기존에 다양한 명령어 스케쥴링 알고리즘이 연구되었고 수 십년에 걸쳐 새로운 스케쥴링 기법들이 소개되었다. 이러한 스케쥴링 기법의 성능은 알고리즘의 효율뿐만 아니라 프로그램 코드에 내재된 의존관계 (dependence relation)의 복잡도에 따라 상당한 영향을 받는다. 본 연구에서는 의존도 완화기법으로서 레지스터 재할당 (register reallocation) 기법을 살펴보고 이를 활용하여 스케쥴링 성능 개선을 시도하여 보았다.

• Physical Therapy Rehabilitation Science
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• v.11 no.1
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• pp.88-96
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• 2022

Objective: Purpose of this study was to compare muscle activity ratio of multifidus to erector spinalis according to various cueing including tactile stimulation to provide an effective strategy to provide verbal and tactile feedback during exercise to provoke multifidus muscle activation. Design: Cross-sectional study. Methods: Participants of this study included 28 healthy adults. Muscle activities of the multifidus and erector spinalis were measured while the participants performed tasks according to the three different methods of verbal cueing and three different tactile stimulation. Surface EMG was used to measure the muscular activity of the muscles during all the tasks. Results: Tactile stimulation to abdomen and lumbar vertebrae showed no significant difference in the muscle activity ratio (p>0.05). However, muscle activity ratio of the multifidus in relation to the erector spinalis was increased when subjects were given verbal instructions to make lumbar curvature with little force and to make lumbar curvature while pulling navel (p<0.05). However, it was decreased when they were provided with verbal instruction to make lumbar curvature with strong force (p<0.05). Conclusions: According to the results, proper verbal instruction was an effective tool to increase the muscular activity of multifidus. This study aimed to find and provide the most appropriate verbal cueing while doing exercises to activate multifidus.

• Journal of Korean Physical Therapy Science
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• v.15 no.4
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• pp.43-50
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• 2008

Background: This study is intended as an investigation of the recognition for physical and occupational therapist on the Pilates. Methods: Thirty three therapist were participated in instruction of C-college, completed questionnaire form and then analyzed data. Results: Subjects who don't instruct or practice on the Pilates was 90.9% and physical therapist(PT) was 83.3%, occupational therapist(OT) 100%. 57.6% subjects was well aware of the Pilates by the media and was a most higher respondents. Therapists knowing the exact effect of the Pilates was 54.5%. PT was 33.3%, OT 80.0% and between PT and OT groups were significant difference(p<.05). Therapists knowing the exact practice with Pilates method of applicable a patient was 54.5%. In relation to Pilates and rehabilitation, a lot was 18.2%, a yes 69.7% and a little 12.1%. Therapists have applied the Pilates in rehabilitation was 12.1%. In minded therapists applying the Pilates after instruction, a lot was 24.2%, a yes 69.7%, a little 6.1% and a none 0%. Conclusion: Judging from the above, the knowledge and recognition of the Pilates for PT and OT was low and the will applying for therapy was high. Therefore, therapist is in need of instruction of the Pilates and further research on the Pilates and therapist would clarify the development of PT or OT.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.141-159
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• 2008

The purpose of this study id to delve into how elementary mathematics textbook deal with the quadrilaterals from a view of Didactic Transposition Theory. Concerning the instruction period and order, we have concluded the following: First, the instruction period and order of quadrilaterals were systemized when the system of Euclidian geometry was introduced, and have been modified a little bit since then, considering the psychological condition of students. Concerning the definition and presentation methods of quadrangles, we have concluded the following: First, starting from a mere introduction of shape, the definition have gradually formed academic system, as the requirements and systemicity were taken into consideration. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Concerning the contents and methods of instruction, we have concluded the following: First, the subject of learning has changed from textbook and teachers to students. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Third, when instructing the characteristics and inclusive relation, students could build up their knowledge by themselves, by questions and concrete operational activities. Fourth, constructions were aimed at understanding of the definition and characteristics of the figures, rather than at itself.