• Education of Primary School Mathematics
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• v.8 no.1
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• pp.1-11
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• 2004

Whole number concept is an important part of mathematics learning. Elementary school students should understand and master whole number concept. Models can help students learn whole number concepts. Realistic Mathematics Education in Netherlands had investigated and developed three different structural models: line model, group model, combination model. These models are related whole number concepts and structures closely and compatible. The purpose of this study is to investigate models related with whole numbers in 7th elementary textbooks. As a result of analyses, we found out some pattern and several problems. On the foundation of the analyses, we discussed the better ways of using models in teaching whole number and the research issues concerning these.

• The Mathematical Education
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• v.51 no.1
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• pp.21-45
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• 2012

The purpose of the study was to investigate how students understand each operations with whole numbers and fractions, and the relationship between their knowledge of operations with whole numbers and conceptual understanding of operations on fractions. Researchers categorized students' understanding of operations with whole numbers and fractions based on their semantic structure of these operations, and analyzed the relationship between students' understanding of operations with whole numbers and fractions. As the results, some students who understood multiplications with whole numbers as only situations of "equal groups" did not properly conceptualize multiplications of fractions as they interpreted wrongly multiplying two fractions as adding two fractions. On the other hand, some students who understood multiplications with whole numbers as situations of "multiplicative comparison" appropriately conceptualize multiplications of fractions. They naturally constructed knowledge of fractions as they build on their prior knowledge of whole numbers compared to other students. In the case of division, we found that some students who understood divisions with whole numbers as only situations of "sharing" had difficulty in constructing division knowledge of fractions from previous division knowledge of whole numbers.

• East Asian mathematical journal
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• v.34 no.4
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• Korean Journal of Health Education and Promotion
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• v.23 no.2
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• pp.1-10
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• 2006

Purpose: This study was aimed to evaluate the effects of substance abuse prevention education for middle school students in Busan. Method: The data were collected by a self-administered questionnaire before education and one month later. The whole subjects were 458 students in first grade of middle school. The data were analyzed using frequencies and difference t-test after classifying the whole into potential drug abuse group and not potential group. Results: The substance abuse prevention education was ineffective in the whole group and the potential group. However, in the not potential group, the increasing rate of SPDA(Screening scale for Potential Drug-use Adolescents) score in experimental group was less than in control group. Conclusion: The substance abuse prevention education was effective for the not potential drug abuse group. On the other hand, intensive long-term drug abuse treatment program was needed for the potential group.

• Journal of Microbiology and Biotechnology
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• v.24 no.5
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• pp.619-628
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• 2014

To identify lipase LipA (PFL_0617) from Pseudomonas protegens Pf-5, a lipA deletion mutant (Pf0617) and a complementary strain (Pf0617lipA) were constructed, and their effects on the lipase production were examined. Pf0617 remarkably decreased its whole-cell lipase activity, whereas Pf0617lipA made its whole-cell lipase activity not only restore to wild-type level but also get a further increment. However, the deletion and overexpression of lipA did not affect the extracellular lipase activity. In addition, the unbroken whole cells of these strains were able to catalyze the hydrolysis of membrane-permeable p-nitrophenyl esters, but could not hydrolyze the membrane-impermeable olive oil. These results confirmed that LipA was an intracellular lipase and Pf-5 could also be used as a natural whole-cell biocatalyst. To evaluate the potential of Pf-5 as a whole-cell biocatalyst and separately characterize the whole-cell LipA, the properties of the whole-cell lipases from Pf-5 and Top10lipA were characterized. The results demonstrated that both Pf-5 and Top10lipA exhibited high tolerance to alkaline condition, high temperature, heavy metal ions, surfactants, and organic solvents. Taken together, lipA can realize functional expression in E. coli Top10, and Pf-5 and Top10lipA as whole-cell biocatalysts may have enormous potential in applications.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.36-46
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• 2020

Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ²-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.391-405
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• 2006

In this paper we study on administration system and student's activities in whole-day club activities. As a result of this study we propose teaching methods, mathematical program for the year, and concreate teaching-learning materials for mathematical circle in whole-day club activities.

• Journal of the Korea Society of Computer and Information
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• v.18 no.4
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• pp.201-211
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• 2013

The purpose of this study is to identify the educational effects of Whole language approach through ICT Education to see children with intellectual disorders's change after praticing this program. It's specially meant determine specially, It's impact on reading ability. by focusing reading comprehension. (comprehension of detail contents and memorizing of detail contents.) that is differences of other existing research. The subjects are 14-16 years old who are with intellectual disorders and This study utilized a single case. (1) Is there any effects of the whole language approach through ICT Education on comprehension of detail contents, (2) Is there any effects of the whole language approach through ICT Education on memorizing of detail contents. The result showed the following: First, the Whole language approach served to increased comprehension of detail contents of children with intellectual disorders. Second, the Whole language approach served to increased memorizing of detail contents of children with intellectual disorders. Third, the Whole language approach given to positive influence about maintenance that comprehension of detail contents and memorizing of detail contents of children with intellectual disorders.

• Kyungpook Mathematical Journal
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• v.54 no.1
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• pp.1-9
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• 2014

We build new Hilbert-type integral inequalities in the whole plane with the non-homogeneous kernel involving some parameters and the best constant factors. We also consider their reverse.