• Journal of the Korean Association of Geographic Information Studies
• /
• v.25 no.1
• /
• pp.56-76
• /
• 2022

This study shared with community mapping participants spatial analysis information, collected using smart devices, to give them an opportunity to objectively review their opinions. The study examined the impact of sharing such spatial information on residents' decision-making and perceptions. Yeongju-dong in Jung-gu district of Busan Metropolitan City, South Korea was selected for the case study; community mapping was carried out in Yeongju-dong to identify hazardous areas to improve pedestrian safety of primary school students. The community mapping participants drew a preliminary hazard map based on their experience and perception. Then, they drew a second hazard map after being given spatial information on pedestrian safety installations and pedestrian flow collected with smart devices including drones and sensors. Numerous changes in ranking across various sections occurred when the two maps were compared. There was a climb in the ranking of areas where the pedestrian flow was higher and lacked safety installations based on objective measurements over the perceptions of the participating people. Furthermore, according to a survey conducted among the participants, the provision of spatial analysis information using smart devices during community mapping process not only helped them recognize local community problems, but also raised their expectations that their submitted opinions would be reflected in policies. Moreover, the participants demonstrated increased self-confidence and faith in themselves as they were able to have more trust in the outcome they created.

• Education of Primary School Mathematics
• /
• v.25 no.1
• /
• pp.57-79
• /
• 2022

Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.

• Education of Primary School Mathematics
• /
• v.25 no.2
• /
• pp.197-211
• /
• 2022

In this study, we tried to find a way to improve the pedagogical decision-making practices related to the presentation order of 'large number' and 'small number' in problem situations of subtraction of the natural number. For this purpose, the elementary school teachers' perception about problem situations in real-life context of subtraction of natural numbers was investigated, and the collected data were analyzed qualitatively and quantitatively to identify teachers' pedagogical perceptions. As a result of this study, it was confirmed the need for consideration on how to set up a problem situations in real-life context of subtraction so that students can develop their ability to solve various types of problems. To this end, not only in a problem situation of subtraction where you have to think of 'large number' first and 'small number' later, but also about the introduction of problem situations in real-life context of subtraction in which you think about 'small number' first and 'large number' later, which often appears in real-life. You will need to recognize the need. And you should have a pedagogical view on this. The results of this study will be able to contribute to the preparation of pedagogical method that can expand the understanding of various problem situations where subtraction is applied from the lower grades of elementary school.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.7
• /
• pp.539-548
• /
• 2020

TTH(tension-type headache) is the most common primary headache among adults. Long-term headaches cause chronic headaches and have a better impact on daily life. The purpose of this study is to compare the contributions to TTH through AVE(audio-visual entertainment) and STM(soft tissue mobilization) suitable for management of pathogenic and psychogenic factors of TTH. The participants of this study were from 30 people who complained of intermittent or persistent headaches for more than 6 months, and 10 participants each in the AVE group, STM group, and AVE plus STM group. In the assigned group, a total of 12 sessions were performed three times a week for 4 weeks after the baseline, followed by post-test. Outcome measures measured PPTs(pressure pain thresholds), psychophysiological parameters, and EEG(electroencephalogram). The measured results were analyzed for interaction between time and group through a two way rmANOVA(repeated measurement variance analysis). As a result of the PPTs, interaction was found in the results of the right trapezius (p<.05), and the more improvement was observed in the AVE group. Therefore, through AVE based on psychological factors rather than direct access to the muscles of pathogenic factors, a positive impact on the PPTs was shown, but the average value of the psychophysiological parameters and brain waves that were not statistically significant. The amount of change was observed. Through this, it is suggested that audio-visual stimulation could be considered in the management of TTH.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.95-102
• /
• 2022

The article considers the fundamentalization of education in improving the future specialists professional training with usage of multimedia technologies by various scientists. Various points of view and approaches to defining the concepts of fundamentalization of education and multimedia technologies are identified. The concept of fundamentalization of professional training of a future specialist is based on the goals and functions of fundamentalization and - on the ways and means of achieving it, etc. Most authors agree only in their views that the fundamentalization of education is aimed at improving the quality of education and the education of the individual. Others involve the formation of a culture and worldview, increasing the creative and intellectual potential, forming the professional competence of a specialist and the potential for further education, and so on. The term multimedia refers to interactive systems that provide processing of moving and still video images, animated graphics, high-quality audio and speech. It is found out that professional training of a specialist by means of multimedia technologies includes not only the activities of the teacher and student, which form the learning process, but also the independent activity of the subject, self-development, assimilation of experience by the subject through analysis, comprehension and transformation of the field of activity in which he is included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education, it becomes possible to fully present theoretical training courses and effectively pass practical training by students, which contributes to improving the quality of training of future specialists in higher education institutions. Theoretical analysis of scientific views indicates a fairly serious attention of scientists to the problem of professional readiness of specialists and the possibility of higher educational institutions in preparing for it. At the same time, professional readiness is considered from different positions: as an active state of a person, which manifests itself in activity; as a result of activity; as goals of activity; as a quality that characterizes the attitude to solving professional problems and social situations; as a prerequisite for purposeful activity; as a form of activity of the subject; as an integral formation of personality; as a component of socio-professional culture; as a complex professionally significant neoplasm of the individual.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.49-58
• /
• 2022

The purpose of this study is to find out how on-line counseling modalities (phone, video, and video counseling using digital mask) differ from face-to-face counseling in terms of clients' perception of working alliance, depth and smoothness of each session, satisfaction, and their qualitative counseling experience. 40 university students participated in the experiment, divided into 4 groups, received 3 personal counseling sessions per person. The quantitative data revealed no significant difference among the four counseling groups in working alliance. Also, the "depth" of the session was similar in the four groups, but phone and video with mask counseling group who did not expose their faces showed higher "smoothness" in the first and second sessions than face-to-face counseling group, indicating that anonymity was helping the clients' inhibition overcome. Through the post-interview data, subtle differences in experience of each counseling method were identified by the participants. The results are expected to provide primary information for developing and implementing various online counseling modalities in the future.

• International Journal of Computer Science & Network Security
• /
• v.22 no.5
• /
• pp.335-341
• /
• 2022

This article is devoted to the study of the process of formation of the digital generation in a distance learning environment. With the introduction of quarantine due to the spread of COVID-19, opponents of digital technologies were forced to turn to relevant resources, while supporters identified new opportunities for the development of didactics and education in general. The irreversibility of the former educational reality became apparent and only the scale of the vision of potential change by interested and disinterested groups differed. Using a comprehensive approach, the authors consider the issues related to the direct and indirect impact of distance learning on children and young people born after the beginning of the XXI century. The article reveals the prerequisites and implications of distance education for the interaction of participants in the educational process. IC technologies during the educational process in the primary grades, in addition to identifying the student's learning deficit, should provide the transmission of non-verbal signals, which are important for children of this age. At the same time in the secondary school IR-technologies are designed to replace frontal learning during the assimilation of knowledge and at the same time not to worsen the quality of the educational process. Formation of students in the HEI takes place in the political science format, constant discussion of problem situations, so the task of introducing IC technology in this process is the accurate transfer of the content of the discussions. Individualization and autonomization of the educational process, its dependence on the results of the choice of educational content, and the use of pedagogical management tools change the philosophy of education for children and youth. The authors conclude that the formation of a digital generation, characterized by an increased level of digital literacy of children and youth, the possession of a certain level of digital capacity requires the use of strategies aimed at optimizing the learning process in a digital educational environment.

• Journal of Korean Library and Information Science Society
• /
• v.53 no.4
• /
• pp.319-345
• /
• 2022

This study aims to investigate the perceptions of researchers and information professionals on scholarly journals and events hosted by the four primary associations for library and information science in Korea and to suggest improvements. The four associations include the Korean Society for Library and Information Science, the Korean Library and Information Science Society, the Korean Society for Information Management, and the Korean Biblia Society for Library and Information Science, and they co-funded this study. A total of six focus group interviews were conducted with 21 university professors, researchers, librarians, practitioners, and executive directors of associations who are actively engaged in research and academic activities. Findings presented, first, that the overall process of the journal article review and publishing needs to be improved to enhance the quality of the journals. Second, efforts should be made to increase the visibility of practice by increasing opportunities for information professionals to submit and publish manuscripts with findings from the field. Third, each journal can be specialized by differentiating the scope of journals, providing articles with findings in practice, and facilitating collaborations with scholars abroad or in other fields. To improve scholarly events, first, a large-scale academic conference can be held regularly, co-hosted by the four associations, promoting academic needs and social networking. Third, each association can specialize in academic events in collaboration with professional institutions and agencies. Fourth, the opportunities to participate in academic events should be increased for early-career researchers, practitioners, and graduate and undergraduate students.

• Journal of The Korean Association For Science Education
• /
• v.43 no.4
• /
• pp.403-414
• /
• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Korean Journal of Comparative Education
• /
• v.19 no.1
• /
• pp.25-58
• /
• 2009

This study aimed to establish a conceptual scheme of the quality of university and to develop a set of structured indicators for assessing the quality of university based on the result of comparative analysis of major approaches in foreign countries. Reviewing extensive literatures regarding the quality of higher education, a conceptual scheme of the quality of university, in which three representative approaches such as a goal-accomplishment approach, a customer-satisfaction approach, and a value-added approach were emphasized, was proposed and the quality of university was defined as a function of harmonization of input-process-output elements of universities. To develop indicators for assessing the quality of university, four types of approaches including university accreditation system, commercially-producted university ranking system, college student survey, and direct assessment of students' learning outcomes were reviewed. Finally thirteen sets of evaluation indicators out of six countries were comparatively analyzed. The analyses focused on the format, the content, and the primary concept of the quality in each instrument and a draft of the assessment indicators were structured. The draft of the assessment indicators were verified through a panel of professionals. The final indicators assessing the quality of university consist of three dimensions and seven areas. The input dimension comprised institutional goals, human resources, and physical resources. In the process dimension, curriculum and learning process areas were included. And, finally, the output dimension consists of educational outputs and research outputs. Based on the outcomes of the study, the recommendations were suggested for improving and utilizing the assessment indicators of the quality of university.