• Progress in Medical Physics
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• v.19 no.4
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• pp.231-240
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• 2008

We developed a user-friendly program to independently verify monitor units (MUs) calculated by radiation treatment planning systems (RTPS), as well as to manage beam database in clinic. The off-axis factor, beam hardening effect, inhomogeneity correction, and the different depth correction were incorporated into the program algorithm to improve the accuracy in calculated MUs. A beam database in the program was supposed to use measured data from routine quality assurance (QA) processes for timely update. To enhance user's convenience, a graphic user interface (GUI) was developed by using Visual Basic for Application. In order to evaluate the accuracy of the program for various treatment conditions, the MU comparisons were made for 213 cases of phantom and for 108 cases of 17 patients treated by 3D conformal radiation therapy. The MUs calculated by the program and calculated by the RTPS showed a fair agreement within ${\pm}3%$ for the phantom and ${\pm}5%$ for the patient, except for the cases of extreme inhomogeneity. By using Visual Basic for Application and Microsoft Excel worksheet interface, the program can automatically generate beam data book for clinical reference and the comparison template for the beam data management. The program developed in this study can be used to verify the accuracy of RTPS for various treatment conditions and thus can be used as a tool of routine RTPS QA, as well as independent MU checks. In addition, its beam database management interface can update beam data periodically and thus can be used to monitor multiple beam databases efficiently.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.89-101
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• 2001

The purpose of this study was to develop the elementary school science instructional material for nurturing students' creativity and to analyze the effects of this material on the changes of students' creativity. This material was composed of student's worksheet and a teacher's guidebook, in which are relevant to the elements of creativity and creative activities that can be applied to elementary science curriculum of 5th and 6th grades. Student's worksheets include various creative activities: imagination, guided imagery, experimental activity, mind mapping as wrap-up, and 'let's think' as an extended activity, game, puzzle, making a cartoon, to be, role playing, and so on. These materials were applied to 5th grade science class, 156 students. They were divided into two groups: the treatment group to which developed material was applied and the control group which was a traditional lecture-centered class. After this material had been applied for 3 months, students of both groups took a test of creativity. Interviews and observation were also carried out with three level groups (higher, medium and lower level) which were divided within the treatment group based on their creativity score. The results of this study were as follows: The treatment group showed higher score on creativity than that of control group(p<0.01). In the result of interviews and observation, the students of the higher and the medium level accomplished their tasks by themselves better than those on lower level.All of them took an interest in visual activity. In a wrapping-up step, the higher level students made mind map more systematically and the medium students improved as time goes on, but low level students feel constrained. In totally, they used various expression methods and were interested in making drawings and cartoons creatively.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.