• Journal of the Korean earth science society
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• v.30 no.1
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• pp.127-140
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• 2009

The purpose of this study was to explore the characteristics of children's interactive learning focusing on the Vygotsky's ZPD (the zone of proximal development) in a natural history museum as a representative free-choice learning context. We focused on the understanding of peer dyadic discourses and data were collected from 13 peer groups of children (3rd and 4th graders) who were videotaped all conversations occurred as they visited around the exhibits with no predetermined path. The transcribed data were analyzed by the developmental level of ZPD system and the discourse within an ADL (an actual developmental level) was overwhelmingly common in the conversations between child-child dyads. The representative discourse by discourse types were parsed according to three constructs of ZPD. Children formed the intersubjectivity through semiotic mediation such as conversations and exhibits and ended up with the similar situation definition. In conclusion, the details of discourses of the most impressive dyad were looked into focusing on the scientific concept. The study implies that a natural history museum becomes a meaningful resource to offer a deeper understanding of the nature of children's learning as an informal learning setting.

• Journal of the Korean Geographical Society
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• v.37 no.4
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• pp.425-441
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• 2002

This study focused on the geographical concepts development and its zone of proximal development(ZPD) through the collaborative interaction. Among the conclusions are: 1) Students who have higher cognitive structure represented the Creator Seoul Metropolitan Area(GSMA) as a geographical concepts, not as a spontaneous concepts. The concepts is developed from concrete facts, subordinate element concept to basic element concept hierarchically. The most difficult concept that the learner should internalize was represented as the basic element concept. 2) Although ZPD of GSMA is individualized, it could be divided into 9 types. The ZPD was developed differently according to the qualitative differences how much more and how systematically represented the geographical concepts. The characteristics shown in this development procedure was that there was a quality change based on quantity extensive.

• Maxillofacial Plastic and Reconstructive Surgery
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• v.18 no.2
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• pp.298-307
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• 1996

Osteochondroma is a common benign tumor of the axial skeleton, especially the distal metaphysis of the femur and the proximal metaphysis of the tibia, however, is occurred rarely on the facial skeleton. Development of the tumor is most frequently seen in the second or third decades of life. Typically, it arises directly from the cortex of the underlying bone, without any intervening zone of abnormal osseous tissue, and is covered by a cap composed of cartilage undergoing calcification. In case of osteochondroma of the mandibular condyle, its clinical features are occulusal change, facial asymmetry, headache, pain and click on temporomandibular joint, mouth opening limitation, and jaw deviation to involved site. This is a case report of a 13-year old woman who had mouth opening limitation and severe temporomandibular joint pain. We obtained successful results with surgical removal of the osteochondroma on the mandibular condyle.

• Journal of Life Science
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• v.12 no.1
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• pp.1-8
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• 2002

Antlers from deer species are alternative animal by-products. Due to the oriental trade, the velvet antler industry is rapidly emerging in North America. The unique biological property of antler wish a deciduous natural phenomenon offers the valuable model of biomedical research. Growing antlers showed different structures according to cell populations consisting of mesenchymes, chondroblasts, chondrocytes and osseous tissues from distal to proximal portions of main beam. Their structures were different from two tissues, cartilage and bone, in growing antlers. Zone of maturing ants calcifying chondrocytes referred as upper section was invaded by osteoblasts indicating the occurrence of endochondral ossification. The cartilaginous tissues were gradually replaced by osseous tissues downward. The bony tissues referred as the middle and base sections in this thesis contained spongy bone and cortical bone structure in the difference of the degree of mineralization antral the thickness of cortical bony in adjacent to outer velvet layer. In addition, the endocrinological regulators such as testosterone, prolactin, growth hormones and other growth factors are actively involved in the unique deciduous nature shown in the growth and development of antler.

• Korean Medical Education Review
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• v.22 no.2
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• pp.85-92
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• 2020

The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The first search included both fields (social constructivism AND medical education), while the second search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the first and second searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of "meaning" (dialogue and discourse), (3) learner's identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.71-87
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• 2005

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.

• Applied Biological Chemistry
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• v.8
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• pp.101-111
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• 1967

Daily doses of phenylmercuric acetate arranged in $30{\gamma}\;(group\;I)$, 3{\gamma}\;(group\;II)$ and $0.3{\gamma}\;(group\;III)$ were administered respectively to rabbits for 90 days. The chief histopathological changes in the organs and the analytical data on mercury residues in the excretion and liver were as follows. 1. Kidney: In group I, severe degrees of vacuolization and cloudy swelling were occurred in the epithelial cells of proximal convoluted tubules and severe cloudy swelling and coagulative necrosis were observed in the proximal straight tubules. There were many hyaline casts in the collecting tubules. In group II, moderate degrees of vacuolization and cloudy swelling were observed in the epithelial cells of proximal convoluted tubules and moderate cloudy swelling and coagulative necrosis were encountered in the proximal straight tubules. A little numbers of hyaline casts were located in the lumen of collecting tubules. In group III, slight degree of cloudy swelling were observed in the epithelial cells of proximal convoluted and straight tubules. 2. Liver: In group I, cloudy swelling, fatty changes and coagulative necrosis were observed in the central zone of hepatic lobules. Dissociation of hepatic cell cords was encountered. Hyperplsia of hepatic cells were remarkable in group II. No Pathological changes were observed in group III. 3. Spleen: Deposition of hemosiderin pigment was prominant in group I and small amount of the pigment was observed in group II. There were no pathological changes in group III. 4. Adrenal, colon and heart: No pathological changes were detected in all 3 groups. 5. In an average about 76.5% of mercury was excreted from group I, 85.4% from group II and 79.8% from group III. 6. Mercury content in the liver was 0.0348 g in group I, 0.00378 g and 0.00066 g in group II and group III respectively. 7. In general, as to increased mercury doses the concentration of mercury accumulation in the liver became higher, how·ever, the accumulation quantity against a total amount of mercury doses showed an adverse trend. In other word, the quantity of mercury accumulation was not increased proportionately by higher dose of mercury.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.109-121
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• 1997

A lot of educators claim that the open education should be performed in elementary classroom, but it is true that they do not suggest the specific direction of practicing open education in case of mathematics subject. Although a project lesson is recommended, there is little case that suggests the direction of practice and the evaluation method of project lesson. Therefore this study searchs for the possibility of practicing open education in elementary mathematics classroom by reviewing the portfolio assessment and suggesting the specific case of applying the portfolio assessment to project lesson. A portfolio is a folder in which is recording solution process, student's self reflection, and teacher's comment, about topics and problems more than one. Students can see their own varying aspects and recognize their own merits and demerits, sincerities, and potentialities by portfolio assessment. Futheremore, teacher can both grasp the student's cognitive situation and give them the professional advice about the cognitive development. That is, they can perform the instruction underlining the learner's ability and personality, by identifying what Vygotsky calls 'the proximal zone of development' through portfolio assessment. Consequently, portfolio assessment is an alternative evaluation method for integrating process and product of learning, and can be used as an important tool for developing the learner's potential possibility of self-realization.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.