• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.267-277
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• 2021

This study was done with collected and analyzed data using the convenient sampling method on 349 middle school students located in the metropolitan area in order to verify the effect of instructors verbal and nonverbal communications on instructor trust and class commitment in middle school sports clubs. As a result of analyzing the collected data, First, as a result of correlation analysis using the total number of items between sub-factors of latent variables, all correlation coefficients showed a positive (+) significant relationship. Second, as a result of the effect of verbal and nonverbal communications on instructor trust, it was found that the influence of spatial language, appearance language, body language, and linguistic factors were significantly explained in order. Third, as a result of the effect of verbal and nonverbal communications on class flow, it was found that class commitment was significantly explained in the order of appearance language, spatial language, and linguistic factors. Fourth, as a result of the influence of instructor's trust on class commitment, it was found that only the exercise capacity factor significantly explained class commitment. This study provides basic academic data to plan and create interactions with school sports club instructors and students.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.93-104
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• 2007

The purpose of this study is to investigate brain activity both during the processing of a scientific hypothesis about biological phenomena and mental arithmetic using 3.0T fMRI at the KAIST. For this study, 16 healthy male subjects participated voluntarily. Each subject's functional brain images by performing a scientific hypothesis task and a mental arithmetic task for 684 seconds were measured. After the fMRI measuring, verbal reports were collected to ensure the reliability of brain image data. This data, which were found to be adequate based on the results of analyzing verbal reports, were all included in the statistical analysis. When the data were statistically analyzed using SPM2 software, the scientific hypothesis generating process was found to have independent brain network different from the mental arithmetic process. In the scientific hypothesis process, we can infer that there is the process of encoding semantic derived from the fusiform gyrus through question-situation analysis in the pre-frontal lobe. In the mental arithmetic process, the area combining pre-frontal and parietal lobes plays an important role, and the parietal lobe is considered to be involved in skillfulness. In addition, the scientific hypothesis process was found to be accompanied by scientific emotion. These results enabled the examination of the scientific hypothesis process from the cognitive neuroscience perspective, and may be used as basic materials for developing a learning program for scientific hypothesis generation. In addition, this program can be proposed as a model of scientific brain-based learning.

• Journal of the Korean Dietetic Association
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• v.14 no.4
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• pp.382-395
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• 2008

This study was conducted to evaluate the sanitary performance and knowledge of elementary school foodservice employees. The specific aim of this study was to decipher why employees cannot apply learned knowledge to real work situations. In total, 437 foodservice operation employees attended a regular sanitary education program under the auspices of Seoul Gangdong and Gangseo district offices. The five sanitary practice performance evaluators included personal hygiene, ingredient control, process control, safety management, and sanitary education. These dimensions were self-evaluated using the Likert 5-point scale. Collected data were subjected to descriptive and comparative analysis using SPSS (Version 12.0, SPSS Inc., Chicago, IL, USA) statistical package. The main results are summarized as follows: 93.6% of the respondents were women and 57% were aged between 40$\sim$49. Total mean score of the five sanitary performance evaluators was 4.73 for elementary school. Ingredient control score was 4.86, process control 4.80, and personal hygiene 4.79. But the sanitary education field score was 4.48, which was significantly lower than the total mean score. Safety management score was 4.73. The main source of sanitary education for school foodservice employees was verbal education.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.525-534
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• 2007

Elementary students are tend to depend heavily on visual informations in the cognitive process. Thus, elementary science textbooks provide science contents mostly by inscriptions, the visual materials, with little verbal information in the limited page area. Especially, since the textbooks include many accompanying inscriptions rather than a basic inscription, it is very important to understand the relationships among many inscriptions in teaching and leaning science. Therefore, this study analyzed the status and characteristics of accompanying inscriptions used. in elementary science textbooks, and classified them according to their functions. As results, we found six types of the accompanying inscriptions such as inner part, detail, result, process, emphasis, and explanation. Accompanying inscriptions were used more frequently in the lower grade (3rd and 4th grades) than the higher grade (5th and 6th grades). We discussed the examples of each type in detail, and thus revealed some possible difficulties in understanding inscriptions caused by the inconsistency of the directions of the basic inscription and accompanying inscription, and by the absence of the sign linking the basic and accompanying inscriptions.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.76-82
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• 2021

An anthological analysis of known literature and historical sources is carried out in the work. It was found that the development of foreign language training of future professionals was influenced by a number of factors: socio-economic (focus on the needs of the labor market, integration into the international space, scientific and technological progress); educational (updating legal documents in the field of education, standardization of educational content, development of methods of professional development of a specialist). The historical period is analyzed and the following stages are determined: ideological (realization of ideological imperative in language and professional training of future specialists; educational-methodical (preparation according to unified curricula, reading and translation as a leading type of speech activity); integration (integration of foreign language teaching and multicultural education)), methodological (use of traditional verbal methods, standardized textbooks). Thus, the research conducted in the article indicates the periods (stages) of formation, functioning and development of foreign language education.

• International journal of advanced smart convergence
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• v.8 no.2
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• pp.8-17
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• 2019

The main purpose of this study isto explore the potential of affective computing (AC) platforms in education through two phases ofresearch: Phase I - platform analysis and Phase II - classification of academic emotions. In Phase I, the results indicate that the existing affective analysis platforms can be largely classified into four types according to the emotion detecting methods: (a) facial expression-based platforms, (b) biometric-based platforms, (c) text/verbal tone-based platforms, and (c) mixed methods platforms. In Phase II, we conducted an in-depth analysis of the emotional experience that a learner encounters in online video-based learning in order to establish the basis for a new classification system of online learner's emotions. Overall, positive emotions were shown more frequently and longer than negative emotions. We categorized positive emotions into three groups based on the facial expression data: (a) confidence; (b) excitement, enjoyment, and pleasure; and (c) aspiration, enthusiasm, and expectation. The same method was used to categorize negative emotions into four groups: (a) fear and anxiety, (b) embarrassment and shame, (c) frustration and alienation, and (d) boredom. Drawn from the results, we proposed a new classification scheme that can be used to measure and analyze how learners in online learning environments experience various positive and negative emotions with the indicators of facial expressions.

• Journal of Engineering Education Research
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• v.7 no.4
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• pp.38-44
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• 2004

The purpose of this study was to investigate the creative characteristics of the scientifically gifted university students and the relationship between creativity and introductory engineering courses. Torrance Test of Creative Thinking(TTCT) verbal and figural forms were administered to the two groups of students, scientifically gifted students and general students. The TTCT results and their first year grade point average(GPA) were analysed by t-test method and Pearson's correlation analysis. The major findings are, (1) general students group got higher scores in some factors such as flexibility of verbal form TTCT, but significant differences between the two groups were generally not found, and (2) the factors such as the originality of figural form TTCT showed small positive correlation with GPA, but the other factors were barely related to GPA.

• Journal of Music and Human Behavior
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• v.8 no.2
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• pp.21-46
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• 2011

The purpose of this study is to discover how therapeutic music making affects the way of communications in single-parent families. To do this, the study conducted a therapeutic music making program in two families consisting of a mother and a child. Songwriting, Ostinato-creating, improvisation imitation, and ensemble were used as musical interventions. The results of this study are following. First, the participant group B improved from 59 to 69.5 point after the program. However, the group A decreased from 81 to 75.5 point mainly due to frequent absences, differences in applying music. Second, the analysis of the results of verbal, nonverbal and musical responses from the program suggests that the group B gradually improved functional communications as each session develops. For the case of group A, at the initial stage, dysfunctional communications in verbal and nonverbal ones could be found. After the eighth session however, functional communications had increased. The result of the study shows that overall therapeutic music making has been an effective musical intervention in improving communication in single-parent families.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.