• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.253-264
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• 2013

We development the service that teacher and parent can control the smart phone of student in school and home, the name is I_smart_keeper. The service is composed of server system, teacher's application, parent's application and student's application. The control of student's phone in school is operated by school timetable and GPS(Global Positioning System) in smart phone. The student's phone is operating one of six policy. The six policy is 'emergency call only', 'specific application only', 'call only', 'call and text only', 'all allowed' and 'all lock'. The teacher can change the current policy with his or her phone, That is a the temporary policy can be applied on a day. In school hours, teacher is able to instruct student using application appropriate to the teaching. If student is leaving school early and located outside school, the service do free the student's phone by GPS of her or his phone. We show the Smart Health Indicator (SHI)that analyse the pattern of student's phone habit and SHI will guide a desirable student's phone habit. In home, parent can control child's phone. The service will help the risk reduction of a robbery case due to keeping student's phone by teacher in class. Currently one elementary school's all student use I_smart_keeper and three elementary school is testing to some class. The teacher's impression was very good and they usually use I_smart_keeper for class in positive light. Survey results for students with higher satisfaction.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.171-186
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• 2018

Recent research has shown that elementary school students can experience epistemic affect -emotions and feelings experienced within epistemic practices, such as the enjoyment of having a wonderful idea or uncomfortable feeling of at a cognitive dissonance- during modeling process. This study explores how an introverted elementary student could participate in the modeling process by constructing an epistemic affect. Based on the theory of constructed emotion, we analyzed one elementary student's constructed epistemic affect using data resources such as emotion diaries, video recordings, and post interviews. We selected one introverted student (a fifth grader), showing peripheral and full participation during modeling. Specifically, we explored which emotions were constructed when she participated in modeling peripherally -and which epistemic affect was constructed when she participated fully- during the construction, evaluation, and revision processes. The research results showed, first, that the introverted elementary student came to participate in the model construction process by constructing the epistemic affect called aha. Second, the results showed that she came to participate in the model revision process by constructing the epistemic affect called feeling that the reasoning was wrong when confronting the rebuttals of the other student. Finally, she came to participate in the model evaluation process by constructing the epistemic affect called dislike of another student's idea. Through our exploration of the constructed epistemic affect of the introverted elementary student, we deduced that it is important to help each student to construct an epistemic affect that facilitates his or her participation in modeling. Also, we discussed that it is important to understand the impact of the emotional load that can occur for each student, depending on the constructed past, present, and future emotions.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.273-290
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• 2011

This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.

• Journal of Korean Library and Information Science Society
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• v.44 no.1
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• pp.305-331
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• 2013

The aim of this study was to find out how the activity and the effect of the service of school library assistance is done. To this end, a library in S high school was visited, and interviews were conducted with regard to the student assistants to find out how the selection of new members, operating organization and activities are done. Also, a survey was conducted to examine the service activity and satisfaction level with regard to 77 student assistants in libraries of four high schools. In addition, a survey was conducted to find out the satisfaction level of the service provided by the student assistants in the school library with regard to 386 general students. The study results showed that the satisfaction level of the student assistants in the school library was high, and the satisfaction level of the service provided by the student assistants in the school library was positive.

• Research in Community and Public Health Nursing
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• v.13 no.4
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• pp.826-835
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• 2002

Health perception is a very important issue for student nurses to be future health professionals. The concept of health has changed with the emphasis of 'health promotion', and thus nurses now have a demanded role as a health promoter. According to health promotion theories, health-promoting behaviors are affected by cognitive variables, and human behaviors are related to thoughts and perception. This study was conducted to recognize the relationships of attitude toward health behaviors to other health related variables. The data was collected using a self administered survey. The instrument used in this study was attitude of health behavior scales that were developed by Okayama medical school. The subjects were 512 student nurses recruited from 1 college and 3 universities. The data was analyzed using SPSS pc program with mean, correlation. and multiple regression technique. The results were as follows: 1. The mean score of attitude of health behaviors of the student nurses was 8.11, showing a relatively high level. A high score of health belief was reported in 'self-responsible type' with the score of 4.80, and a high score of 'think for health or disease' was reported in passive type with the score of 3.12. 2. Specifically, there were significant positive correlations between the level of 'attitude of health behaviors' and other health related variables such as health perception, think for health or disease, and age. 3. Stepwise multiple regression analysis revealed that active thought, leisure, self-responsible perception and depression accounted for 13%of variance of attitude toward health behaviors. In conclusion, although student nurses certainly perceived the performance of health behavior, they need to learn in more systematical way in order to be a better health promoter, one of the role of nurses. The results of the study suggest that further studies need to be done on attitude toward health behaviors and performance of health behavior by student nurses.

• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.321-348
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• 2014

The purpose of this study is to examine in depth the personal experience of Pre-Service Librarian Teacher during Student Teaching Practice. This helps us understand the overall process and diverse environment of Student Teaching Practice. We conducted in depth interview with participants who had recently experienced. and data analysis was undertaken using the phenomenological method devised by Giorgi. The significance of Pre-service Teacher Librarian experiences during Student Teaching Practice can be summarized in five categories as follows: 'the formation of Pre-service Librarian teacher's awareness about library and librarian through growth process', 'concretization and Strategy Implementation about Career Planning', 'Self-growth Need through experience of student teaching practice', 'Understanding of Organizational Culture Perception of Communication', 'Face reality about library and librarian'. These constituents can be understood in the context of time sequence. The result of this study may contribute for improving the overall environment at Student Teaching Practice.

• Korean Journal of Oriental Medicine
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• v.16 no.2
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• pp.193-198
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• 2010

Objectives : The directional supplementation and draining and twirling supplementation and draining have been used widely in oriental medical clinic. The aim of this study is to compare the effects between directional supplementation and draining method and twirling supplementation and draining. Methods : Clinical experiment was performed with 21 students of oriental medical college of Daegu Haany university. Acupuncture was applied at left Hapgok (LI4) with directional supplementation and twirling supplementation respectively, and the thermographic change was checked using DITI (Digital Infrared Thermographic Image). Results and Conclusion : A significant thermographic change was observed at bilateral Igan (LI2), Yanggye (LI5), Gokji (LI11), and Yeonghyang (LI20) in directional supplementation. A significant thermographic change was observed at bilateral Igan (LI2), Yanggye (LI5), and Yeonghyang (LI20) in twirling supplementation. Based on the thermographic change, it could be demonstrated that directional supplementation is more effective that twirling supplementation.

• The Journal of Korean Association of Computer Education
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• v.7 no.2
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• pp.47-56
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• 2004

The purpose of this study was to investigate the effect of learner's characteristics on the student's achievement in Information Communication Technology (ICT) teaching-learning environment. The subjects of this study were a total of 140 8th students in middle school in Taejeon province. The methods of teaching were the ICT teaching-learning, Academic achievement test. the learning style inventory. self-concept test and cognitive style test were used as the instruments to determine the effect. Such statistical analyses as the pearson co-relation, multi regression and t-test through SPSS WIN version 11.0 were used to determine the relationship between learner's characteristics and student's achievement. The results of this study were as follows: first, learner's emotional and social factor of learning style influenced positively the student's academic achievement in ICT teaching-learning environment. Second. learner's academic factor of self-concept had an positive influence on the student's academic achievement in ICT teaching-learning environment. Third, there were differences of student's academic achievements according to the student's cognitive style in ICT teaching-learning environment.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.133-142
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• 1994

Many students have misconceptions that upward direction force act on the object which is moving upward after being thrown vertically upward, and no force act on the object at the top of its flight because the object stop or don't' move at the top. To change these misconceptions, in this study, deductive reasoning tasks were used, and student's responses to the tasks were analyzed. In the first part of this study, student's prior conceptions about force and motion and student's deductive reasoning abilities were investigated. And the second part, student's explanations were classified to either the premise-based or idea-based explanation. In the case of the object which is moving upward, 62% of students who had misconception changed their misconceptions to physically correct concept, but, only 24% of students changed their misconceptions for the object at the top. For the first task, more students changed their misconceptions when they made responses based on premises than based on their own idea(p<.05), so, the first task can be helpful for conceptual change. 40% students changed their own misconception by reasoning deductively based on premises provided in the first task, but only 17% students changed by the second task. Student's reasoning abilities investigated in the first part of this study did not affect the conceptual change. Four students for the first task and one student for the second task did not change their misconception even though they made premise-based explanation and had high reasoning abilities.

• Journal of the Korean Data and Information Science Society
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• v.26 no.6
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• pp.1417-1426
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• 2015

We develop the high risk group predictive model for loan default by utilizing the direct loan data from 2012 to 2014 of the Korea Student Aid Foundation. We perform the decision tree analysis using the data mining methodology and use SAS Enterprise Miner 13.2. As a result of this model, subject types were classified into 25 types. This study shows that the major influencing factors for the loan default are household income, national grant, age, overdue record, level of schooling, field of study, monthly repayment. The high risk group predictive model in this study will be the basis for segmented management service for preventing loan default.