• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.487-500
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• 1999

Observation is one of the important aspects in science and science education. However. observation has so many varieties that the purpose and the meaning of scientific observations used in science education are different in persons, contexts, and subjects. In this study, we tried to understand the natures of scientific observation and investigated students' observational activities using four observation tasks: candle, double pendulum, iron filings around bar magnet, two electric bulbs connected in series. We required the subjects to observe the given tasks and described what did they observe. Based on students' observational descriptions, students' observational activities could be classified in four categories: primitive, interpretive, operational, and interfered observation. Also, we could find that some of the descriptions were non-observational activities such as predicting and questioning and so on. Finally, implications for the teaching of observation in science education are suggested.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.767-778
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• 2014

Many biologists and various educational associations define evolution as a unifying theme as well as a central idea in biology. In this study, teacher education programs were developed as 18-hour courses on understanding the unified role and significance of evolution in biology, and their effectiveness was tested. As factors for the program content, enhancement of the acceptance of evolution, reinforcement of the conception of evolutionary theory, and recognizing and practicing evolution as the unifying nature of evolution were considered. Hands-on activities, self- and peer-evaluation, and projects based on the small teams including frequent questioning and feedback by instructors were considered methodological factors. Six in-service biology teachers and seven pre-service teachers took part in the programs of the graduate school of H university to testing their effectiveness. They were effective in improving the acceptance of evolution, the understanding of evolutionary mechanism, the perception on the unified role of evolution. The programs also induced a positive change in self-evaluation for knowledge of evolution and perception on importance of evolution in biology. Subsequent studies on whether the changed perceptions of the teachers who participated in the programs reflect on their biology classes in secondary schools after finishing the graduate program are required.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• School Mathematics
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• v.17 no.3
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• pp.377-390
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• 2015

This study attempts to analyse mathematical thinking and attitude of students related to mathematization in the problem solving process and provide implication of teachers' roles. For this, this study analyses mathematical thinking and attitude by dividing the process of solving problems of triangular array into several steps. And it makes a proposal for teachers questioning which can help students according to steps. Therefore this study results students' mathematization needs various steps and compositive mathematical thinking and attitude when students solve even a problem. From the point of view of teachers who attempt to wean students on mathematization, it is necessary for teachers to observe and analyze how students have mathematical thinking and take a stand for mathematics in detail. It also indicates that it is desirable for students who can not move on next step to provide opportunities to learn on their own rather than simply providing students mathematical thinking directly. Students can derive pleasure from the process of solving difficult problems through this opportunity and realize usefulness of mathematics. Finally this experience can build mathematical attitude and prepare the ground to be able to think mathematically.

• Korean Journal of Social Welfare
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• v.57 no.2
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• pp.405-434
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• 2005

This study has been performed to analyze the experience of parents who had led a parents-group of children with cancer. For this study, fifteen participants were selected for an in-depth interview and the personal experiences of each participant had been interviewed in person until data were saturated. This study employed the grounded theory approach of Strauss and Corbin(1998). With the qualitative constant comparative analysis, ninty four concepts, twenty six subcategories, and seventeen categories were generated. In the axial coding, a paradigm model was proposed as follows: The central phenomenon of the leaders' experiences was that they had been 'Pushed Back' to lead the groups. The causal conditions were 'A Sense of Solidarity', 'Regaining Self-possession', and 'Feeling a Necessity of Parents Group'. The contextual conditions were 'Want to Help', 'A Sense of Mission', and 'Discontent with the Cure Environment'. The intervening conditions were 'Self-reflection of Leadership', 'Reaction of Their Own Family', 'Hope to Have an Expanded Group'. The action/interaction strategies were 'Assuming All Field Work', 'Accumulation of Experiences', 'Recognition of a Role Scope'. The consequences were 'Being Comforted', 'Positive Self-awareness', 'a Sense of Worthiness', and 'Desire to Quit'. In the selective coding, the core category was 'Pushed to Lead a Group'. Based on the core category, four types and five stages in the leaders' experiences were identified. The types include 'a Devoted Family Type', 'a Volunteer Type', 'a Role Model Type', and 'a Activist Type': the stages consist of 'Stage of Maintain Identity as a parent of a child with cancer', 'Stage of Questioning', 'Stage of Active Participation', 'Stage of Experience Accumulation', and 'Stage of Progressive Change'. The result of this study presents some implications and suggestions for social work services and theories with respect to the self-help group of pediatric cancer by attempting to understand more about the experiences of leaders' in such groups.

• Maxillofacial Plastic and Reconstructive Surgery
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• v.37
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• pp.33.1-33.9
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• 2015

Background: The porion (Po) is used to construct the Frankfort horizontal (FH) plane for cephalometrics, and the external auditory meatus (EAM) is to transfer and mount the dental model with facebow. The classical assumption is that EAM represents Po by the parallel positioning. However, we are sometimes questioning about the possible positional disparity between Po and EAM, when the occlusal cant or facial midline is different from our clinical understandings. The purpose of this study was to evaluate the positional parallelism of Po and EAM in facial asymmetries, and also to investigate their relationship with the maxillary occlusal cant. Methods: The 67 subjects were classified into three groups. Group I had normal subjects with facial symmetry ($1.05{\pm}0.52mm$ of average chin deviation) with minimal occlusal cant (<1.5 mm). Asymmetry group II-A had no maxillary occlusal cant (average $0.60{\pm}0.36$), while asymmetry group II-B had occlusal cant (average $3.72{\pm}1.47$). The distances of bilateral Po, EAM, and mesiobuccal cusp tips of the maxillary first molars (Mx) from the horizontal orbital plane (Orb) and the coronal plane were measured on the three-dimensional computed tomographic images. Their right and left side distance discrepancies were calculated and statistically compared. Results: EAM was located 10.3 mm below and 2.3 mm anterior to Po in group I. The vertical distances from Po to EAM of both sides were significantly different in group II-B (p=0.001), while other groups were not. Interside discrepancy of the vertical distances from EAM to Mx in group II-B also showed the significant differences, as compared with those from Po to Mx and from Orb to Mx. Conclusions: The subjects with facial asymmetry and prominent maxillary occlusal cant tend to have the symmetric position of Po but asymmetric EAM. Some caution or other measures will be helpful for them to be used during the clinical procedures.

• The Journal of Industrial Distribution & Business
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• v.9 no.6
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• pp.37-47
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• 2018

Purpose - In this study, the safety related tasks for low cost carriers' were examined and measures to improve them were suggested. As the air demand increases rapidly, number of passenger has mushroomed in Korea and in order to keep with the demand low cost carriers have played a role. However, low cost carriers' safety related tasks are not reliable level so far. Thus, in this study, the low cost carriers' current situations in terms of safety are investigated, especially regarding how well the ICAO's new safety policies are applied. Research design, data, and methodology - The results of the Ministry of Land, Infrastructure and Transportation' investigation are introduced and field study results are analysed. Current status of retaining experts, staffs, administrators in terms of aviation safety tasks of low cost carriers is compared to those of major airliner and low cost carriers' aviation safety culture is also analyzed by examining the systems and questioning staffs. Especially the culture regarding aviation safety is very important because the culture surrounding the safety tasks plays a major role in every respect of conducting the tasks. Results - Overall the current status of low cost carriers' aviation safety tasks is below standard. Especially retaining experts and staffs is basically below the required level. Also, system and organization to conduct safety tasks are not satisfactory. In particular, aviation safety culture is not settled to operate appropriately. Conclusions - The International Civil Aviation Organization (ICAO) and member states are continuing to launch new safety policies in response to the surging demand for air travel worldwide. The most urgent and important issue among the various safety policies is to reduce air accidents. In order to reduce the number of accidents, ICAO decided to reduce the number of accidents by using the Reactive Safety Management. ICAO has to ensure that each member country can implement proactive safety management for aviation safety. A safety management system (Safety Management System) is a system in which each member state implements a fulfillment standard. The current situation and problems of the safety management system for each airline are suggested and proposed for improvements.

• Cartoon and Animation Studies
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• s.45
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• pp.479-512
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• 2016

This is a practice-based research, aiming to explore the experiments of Animated Documentary, which is a unique form can explore the mysteries and complexity of memories. Animated Documentary is a medium through which one can reveal an individual's memories within the context of a narrative that is historically situated and influenced. The marriage of animation and documentary gave birth to a new form of film. How to category this new form? Is it an animated short or documentary short? In fact, this raises issue that questioning the nature of animation and documentary. From Shuibo Wang's works, more young Chinese artists began to experiment with symbols (related to the Political Pop Trend) in visual narration, which could also be seen as a reflection of structuralism and semiology in the contemporary Chinese art field. As a case study, this paper demonstrates how animated short "Ketchup" revealed the problems of youth and social turmoil through the memories of a six-year boy. On the Festivals and conferences, the publics were shocked to know "Ketchup" based on true memories, and they were more curious why the crucial things almost be forgotten. Actually forget fulness is one of the layers of memories and Animated Documentary will offer a new way to explore how our memories are shaped.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.1-16
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• 2015

This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.