• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• 한국보육지원학회지
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• 제15권1호
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• pp.37-55
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• 2019

Objective: This study investigated whether executive function has a significant relationship to concrete, picture, and language clue tasks of the arithmetic story problem-solving ability, and its effects. Methods: The participants in the study were 112 young children at childcare centers. The following methods were used to evaluate executive function: Day-Night/Flag-Raising tasks, DCCS tasks, and digit span-reverse digit span methods. To measure the arithmetic story problem-solving ability concrete, picture, and language clue tasks were evaluated. Results: First, the higher the child's age, the higher their executive function and arithmetic story problem-solving abilities were. Second, there is a significant positive correlation between a young child's executive function and arithmetic story problem-solving ability. Third, when the task presentation method varied for concrete, picture, and language clue tasks, the effect of the subordinate factor of the execution function of the arithmetic story problem-solving ability also varied. Conclusion/Implications: Analysis confirmed the relationship between young children's executive function and arithmetic story problem-solving ability. The results are meaningful in showing that the sub-factors of the executive function have different influences on concrete, picture, and language clue tasks of the arithmetic story problem-solving ability.

• 한국컴퓨터정보학회논문지
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• 제24권1호
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• pp.265-271
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• 2019

In this paper, the Software Education program for elementary school students in Multicultural families developed so that Multicultural students can adapt to national, school, peer, and teacher. The effects of Resilience, Communication skills and Interpersonal Relationshiop were investigated. The developed Software education program was designed in such a way that the target students became more intimate with each other and adapted to Korean culture, peers, and teachers through the analysis of the research subjects. Resilience test showed statistically significant difference in peer relationship and support, family support and interaction, teacher's interest and support, self - identity, and cultural acceptance. Communication ability test showed statistically significant differences in interpretation ability, self presentation ability, goal setting ability, and message conversion ability. The interpersonal Relationship test showed statistically significant differences in people's orientation toward people, facing people, and away from people. The results of this study indicate that the software education program for elementary school students in multicultural families has effects on adaptive flexibility, communication ability, and interpersonal ability. In the future, There is a need for continuous research with development and effectiveness of various software education programs for Multicultural students.

• 한국과학교육학회지
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• 제22권3호
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• pp.595-603
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• 2002

밀도 학습에서 변칙 사례의 특성이 인지 갈등과 개념 변화에 미치는 여향을 조사했다. 남자 중학교 1학년 416명을 대상으로 논리적 사고력 검사와 선개념 검사를 실시했다. 그 후, 변칙 사례에 대한 반응 검사를 실시하였는데, 변칙 사례는 제시 방식(동영상/읽기 자료)과 권위 수준(상/하)에 따라 네 종류를 무작위로 제시했다. 밀도에 대한 컴퓨터 보조 수업 후, 개념 검사를 실시했다. 연구 결과, 동영상으로 제사한 변칙 사례가 읽기 자료로 제사한 변칙 사례보다 인지 갈등을 더 많이 유발했다. 높은 권위 수준의 변칙 사례를 제시받은 학생들의 개념 점수가 낮은 권위 수준의 변칙 사례를 제시받은 학생들보다 높았다. 인지 갈등 점수와 개념 점수에서 변칙 사례의 특성과 학생들의 논리적 사고력 사이에는 상호작용 효과가 없었다.

• IMMUNE NETWORK
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• 제5권3호
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• pp.150-156
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• 2005

Background: Dendritic cells (DCs) playa critical role not only in the initiation of immune responses, but also in the induction of immune tolerance. In an effort to regulate immune responses through the modulation of antigen presenting cell (APC) function of DCs, we searched for and characterized APC function modulators from natural products. Methods: DCs were cultured in the presence of propolis components, WP and CP, and then examined for their ability to present exogenous antigen in association with major histocompatibility complexes (MHC). Results: WP and CP inhibited class I MHC-restricted presentation of exogenous antigen (cross-presentation) in a DC cell line, DC2.4 cells, and DCs generated from bone marrow cells with GM-CSF and IL-4. The inhibitory activity of WP and CP appeared to be due not only to inhibition of phagocytic activity of DCs, but also to suppression of expression of MHC molecules on DCs. We also examined the effects of WP and CP on T cells. Interestingly, WP and CP increased IL-2 production from T cells. Conclusion: These results demonstrate that WP and CP inhibit MHC-restricted presentation of exogenous antigen through down-regulation of phagocytic activity and suppression of expression of MHC molecules on DCs.

• IMMUNE NETWORK
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• 제6권2호
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• pp.102-110
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• 2006

Background: Dendritic cells (DC) are professional antigen-presenting cells in the immune system and can induce T cell response against virus infections, microbial pathogens, and tumors. Therefore, immunization using DC loaded with tumor-associated antigens (TAAs) is a powerful method of inducing anti-tumor immunity. For induction of effective anti-tumor immunity, antigens should be efficiently introduced into DC and presented on MHC class I molecules at high levels to activate antigen-specific $CD8^+$ T cells. We have been exploring methods for loading exogenous antigens into APC with high efficiency of Ag presentation. In this study, we tested the effect of the cationic liposome (Lipofectin) for transferring and loading exogenous model antigen (OVA protein) into BM-DC. Methods: Bone marrow-derived DC (EM-DC) were incubated with OVA-Lipofectin complexes and then co-cultured with B3Z cells. B3Z activation, which is expressed as the amount of ${\beta}$-galactosidase induced by TCR stimulation, was determined by an enzymatic assay using ${\beta}$-gal assay system. C57BL/6 mice were immunized with OVA-pulsed DC to monitor the in vivo vaccination effect. After vaccination, mice were inoculated with EG7-OVA tumor cells. Results: BM-DC pulsed with OVA-Lipofectin complexes showed more efficient presentation of OVA-peptide on MHC class I molecules than soluble OVA-pulsed DC. OVA-Lipofectin complexes-pulsed DC pretreated with an inhibitor of MHC class I-mediated antigen presentation, brefeldin A, showed reduced ability in presenting OVA peptide on their surface MHC class I molecules. Finally, immunization of OVA-Lipofectin complexes-pulsed DC protected mice against subsequent tumor challenge. Conclusion: Our data provide evidence that antigen-loading into DC using Lipofectin can promote MHC class I- restricted antigen presentation. Therefore, antigen-loading into DC using Lipofectin can be one of several useful tools for achieving efficient induction of antigen-specific immunity in DC-based immunotherapy.

• 문화기술의 융합
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• 제9권5호
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• pp.431-441
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• 2023

좋은 수업은 수업을 구성하는 요소들이 하나의 체제로서 유기적 연관성을 갖는다. 수업의 목표는 학생들이 해당 과목의 교육내용을 충분히 이해한 뒤 이를 실제로 자신의 전문영역에 적용할 수 있는 능력을 함양하는 것이다. 따라서 이상적인 수업을 위해서는 학생들이 필요한 이론을 습득함과 동시에 이를 실질적으로 적용하도록 설계하는것이 필요하다. 우리는 수업을 진행하면서 늘 스스로 질문하기를 어떻게 하면 학생들을 위한 대단위 수업을 효과적으로 할 수 있을까를 연구한다. 이는 여러 전공 분야에 걸쳐 개설된 대단위 수업을 담당하는 많은 교수들의 고민이기도하다. 우리는 이렇게 대단위 수업을 효과적으로 할 수 있는 방안을 모색할 필요가 있는 시점에서 강의, 발제 및 조편성, 과제 부과, 조별 발표, 교수의 조별 발표지도, 강의 자료의 게시, 질문과 답변, 조별 발제에 대한 학생들의 피드백, 기말보고서 작성, 성적산출방식과 같은 다양한 요소들을 어떻게 설계하고 실행하는 것이 가장 효과적인지 연구하였다.

• 융합보안논문지
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• 제14권6_1호
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• pp.33-43
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• 2014

이 연구에서는 현재 부사관 후보생으로 재학 중인 학생들을 대상으로 부사관 전형에 필요한 언어논리력의 향상을 위한 자기주도적 학습(self directed learning)의 과정을 소개하며, 부사관의 군 조직내 중요성을 바탕으로 후보생들의 의사소통의 문제점을 진단하고 이를 향상시키기 위한 몇 가지 수업 모형을 제시하였다. 말하기와 내용 구성에 관련된 면접, 프레젠테이션, 토론의 3가지 커리큘럼을 제안하여 학생들 스스로 자기주도 학습이 가능하도록 하였다. 이 과정에서 흔히 학습자가 자기주도 학습에서 겪는 어려움을 해결할 수 있는 방안 중 하나로 스캐폴딩(scaffolding)방식을 사용하였으며, 3가지 수업모형의 적용 결과 의사표현 능력의 향상을 이끌어낼 수 있음을 보였다.

• 한국컴퓨터정보학회논문지
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• 제23권2호
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• pp.117-123
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• 2018

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• 음성과학
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• 제3권
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• pp.26-37
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• 1998

The Connected Speech Test (CST) was developed to test hearing aid performance using realistic stimuli (Connected speech) presented in a background of noise with a visible speaker. The CST has not been investigated as a measure of speech reading ability using the visual portion of the CST only. Thirty subjects were administered the 48 test lists of the CST using visual presentation mode only. Statistically significant differences were found between the 48 test lists and between the 12 passages of the CST (48 passages divided into 12 groups of 4 lists which were averaged.). No significant differences were found between male and female subjects; however, in all but one case, females scored better than males. No significant differences were found between students in communication disorders and students in other departments. Intra- and inter-subject variability across test lists and passages was high. Suggestions for further research include changing the scoring of the CST to be more contextually based and changing the speaker for the CST.