• Journal of Families and Better Life
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• v.6 no.1
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• pp.167-187
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• 1988

The purpose of this study is to explore whether wives communicate differently over the family life cycle(FLC), and whether their communication contents and frequencies are differently over the FLC. Marital communication scales are composed of six subfactors such as The selectivity of channel (SC), Channel direction (CD), communication style(CS), Comprehension of nonverbal communication (CNC), Communication contents and frequencies(CCF) and Olson's marital communication (LCQ). The number of the subjects are 582, who are living in Pusan in 1987 and they divided into six stages family life cycle; The newly married (FLC 1). The family with preschoolers(FLC 2), The family with schoolages (FLC3), The family with teenages(FLC4)， The family with launching children(FLC 5) and The postparenthood (FLC 6). This study is surveyed by Frequencies and Mean score from six subfactors and tested by chi-square test and ANOVA. the results are as follows; 1) There are a few significant differences in CS and CNC by FLC. The wives from FLC 1 and FLC 2 use the most open communication style and them form FLC5 use the most closed style. There are revealed that comprehension of nonverbal communication is the highest of FLC2, but on FLC 1 it is the lowest. 2) There are significant difference in CCF. Children, Wive's life, Husband's life, Affection and sex and Empathy show significant differences over the over the FLC. Regardless of FLC, there are conclueded that Children, Wive's and husband's life and economy management are the most frequence communicative contents. These results suggest that there needs to be further investigation on Olson's marital communication scale for comparing another country with ours and on the training and programs for couple's skillful communication ability.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• The Journal of Internal Korean Medicine
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• v.39 no.6
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• pp.1105-1115
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• 2018

Objectives: The aim of this review is to investigate clinical studies on Oriental medicine treatment for aphasia after cerebrovascular disease. Methods: Using the keywords 'Aphasia', 'Oriental medicine', 'Stroke' 'Cerebral infarction', 'Cerebral hemorrhage', and 'Clinic', we searched domestic databases, including "NDSL (National Discovery for Science Leaders)", "Korean Traditional Knowledge Portal", "OASIS (Oriental Medicine Advanced Searching Integrated System)", and "RISS (Research Information Sharing Service)". Each keyword was not searched individually, but combined in various ways. To investigate recent trends, we limited our search to papers published after 2000. Papers that did not include a specific treatment method or did not match the subject "Aphasia after stroke" were excluded. Results: Using the searching method, 13 studies were found. Of these, 12 studies were in the form of case reports, while one was in the form of a non-randomized controlled trial. These studies showed positive results for the use of Oriental medicine in terms of the Korean version of the Western Aphasia Battery (K-WAB), the evaluation form on functional performance capability and accuracy of articulatory organs developed by Lee, aphasia screening test refered in 'Assessment in Speech-Language Pathology' and adapted properly to Korean, the Communicative Ability in Daily Living Test (CADLT), the Korean Version-Boston Naming Test (K-BNT), and language assessment items included in CNS, and NIHSS. Conclusions: Of the 12 case reports, 11 studies showed positive results of the use of Oriental medicine for treatment of aphasia after cerebrovascular disease. However, more sophisticated and large-scale clinical research on aphasia should be conducted.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.67-96
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• 2023

The purpose of this study was to develop and validate a scale that can grasp the reality of the three systems of action for middle and high school students in home economics. For this purpose, a total of 105 questions, 35 questions for each systems of action, were developed as a 5-point Likert scale in order to measure technical action, communicative action, and emancipative action as preliminary questions by reviewing domestic and international literature related to the three systems of action. The procedure for revising and supplementing the developed preliminary questions by reviewing the content validity of the home economics education expert was executed twice. A preliminary survey was conducted on middle and high school students with 70 developed preliminary questions, and 166 copies were collected. As a result of exploratory factor analysis of the collected questionnaires to test the validity of the scale, it was found that 38 questions 7 factors were appropriate. After constructing this survey based on the results of exploratory factor analysis, this survey was conducted on middle and high school students, and 548 copies were collected and a confirmatory factor analysis was performed. A total of 38 questions were finally selected through confirmatory factor analysis, including basic living ability 5 questions, self-management ability 4 questions, information processing ability 4 questions, communication/interpersonal ability 12 questions, critical thinking ability 3 questions, decision-making ability 7 questions, empowerment 3 questions. The Model Fit was χ²=1846.741(p<.001), CFI=0.865, TLI=0.853, RMSEA=0.058, and the Standardized Regression Weights for each question was more than 0.5, so it can be seen as a suitable measurement instrument for measuring the status of the three systems of action of middle and high school students in home economics. The three systems of action scales were found to have significant correlations with self-acceptance, future planning, intimacy, uniqueness, which are sub-factors of the self-identity scale, and social participation scales therefore confirmed that they have recognized concurrent validity.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.6
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• pp.25-39
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• 2017

The role of traditional universities has been emphasized as a career path to advance into society. Recently, it has become a new paradigm of university education by emphasizing entrepreneurship as a career aspect. While entrepreneurship education is constantly expanding for college students, relatively few young people choose to start their own business. Despite the fact that the government is continuing to expand the university's entrepreneurship education, there are very few achievements that lead to actual entrepreneurship and student start-up There is still a lack of research on ways to cultivate creative talents and increase practical entrepreneurial intention. The results of this study are as follows: First, the effects of creativity competency education on self-efficacy and entrepreneurial intention were analyzed. The effect of self-efficacy on the entrepreneurial intention. Finally This study examined the effects of social support (parent support) between self-efficacy and entrepreneurial intention. This study used 393 samples in August 2016 for university students who received entrepreneurship education. The results showed that the ability of communicative communication and creative problem solving had a positive effect on self-efficacy. On the other hand, innovative work behavior abilities did not directly affect self-efficacy. In addition, creative problem solving ability and innovative work behavior ability had a positive effect on the entrepreneurial intention. On the other hand, the ability to communicate in a collaborative manner has no direct effect on the entrepreneurial intention. In addition, self-efficacy has a positive effect on the entrepreneurial intention. Finally, the adjustment effect of social support (parent support) between self-efficacy and entrepreneurial intention has no effect. The implications of this study are empirically verified the effectiveness of creativity capacity through entrepreneurship education and the result of meaningful research that the social support through cooperation of parents is indispensable in order to increase the actual starting will of college students. Therefore, universities need to establish entrepreneurship education programs for their parents in order to increase the willingness of college students to start-up. This study can be used as a meaningful basic data for establishing policy for student start - up and suggesting the right direction of entrepreneurship education.

• 한국벤처창업학회:학술대회논문집
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• 2017.08a
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• pp.1-13
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• 2017

In the era of the 4th Industrial Revolution, as the importance of creative talent became more and more important, we recognized the urgent need for start-ups to innovate new growth industries and creative talents to lead these eras.And the importance of entrepreneurship education emphasized in entrepreneurship education and the necessity of creativity competency education.However, there is a lack of research on how creativity competency education affects entrepreneurship intention for college students. Especially, research on the moderating effect of social support on the effect of entrepreneurship through education is very insufficient. The purpose of this study is to examine the effects of creativity competence education on the will of entrepreneurship and empowerment of social support. For this purpose, 393 college students were used for empirical analysis for 1 month from August 2016. As a result of this study, the ability of communicative communication and creative problem solving had a positive effect on self - efficacy. On the other hand, innovative work behavior abilities did not directly affect self-efficacy. In addition, creative problem solving ability and innovative work behavior ability had a positive effect on the will to start up. Collaborative communication skills, however, did not directly affect the willingness to start a business. Self - efficacy has a positive effect on the will of founding. Finally, the moderating effect of social support between self-efficacy and willingness to work was not directly affected. The implication of this study is that the effect of the creativity competency education on college students has a positive effect on the self - efficacy of self and the positive influence on the will to start up. The results of this study are as follows. First, it is found that the influence of social support (parental support) is not positively influenced by the control effect of the parents. In the case of college students, As well as the need to do so. Therefore, in order to further increase the willingness of young people to establish a university in the university, it is necessary to provide education and programs not only for direct education for college students, but also for improving the understanding of the talents and entrepreneurship required by the age of their parents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.98-105
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• 2016

Group play for sociality is a therapeutic method involving a mixture of various factors, such as targeted activities, perceptions, and physical mobility required in daily life, through group activities to encourage self-expression for the purpose of facilitating sociality. This study was conducted in order to verify its effects by applying it to autistic adolescents who lack communicative ability with others and ultimately to improve their interpersonal relationships and sociality. This study applied a single pre- and post-test experiment design to 8 autistic adolescents with lack of sociality who use a daycare center in Daejeon. The group play for sociality program consisted of two sessions a week for 7 weeks from October to December 2013 for a total of 14 sessions. The sociality of the adolescents before and after the intervention was analyzed by the Wilcoxon signed-rank test. As a result of the study, the total grades of the E-CLAC and social maturity test showed significant changes from $39.88{\pm}6.78$ to $47.00{\pm}4.28$ and $49.96{\pm}28.00$ to $61.36{\pm}21.75$, respectively. In detail, there were significant changes in the sub-items, such as adjustment in group, following guidance, and increasing behavioral frequency. In conclusion, it was shown that the combined effect of the group activities, including group play for sociality and play activities taking into consideration the developmental stage of the participants, led to a significant improvement in the sociality of the autistic adolescents.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Journal of Science Education
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• v.38 no.2
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• pp.344-355
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• 2014

The 2009 revised curriculum emphasizes science writing as a way to foster scientific thinking, creative thinking and communicative abilities. This research attempted to find out the aspects of science writing in science textbooks by analyzing seven versions of the 2009 revised science textbooks. The results of the analysis are as follows. First, it was found that the proportion of science writing pages is small and the amount of science writing differs a lot depending on the kind of textbook. Also, science writing is generally located in the wrap-up part of each unit, and the amount and the number of science writing vary substantially from unit to unit depending on the textbook. Second, it was found that 'scientific knowledge-explanation' statements have the largest proportion and 'STS-assertion' statements have the second largest proportion in terms of topics and styles of science writing in science textbooks. Some 'scientific knowledge-explanation' statements are not appropriate to foster scientific ability because they evaluate reading comprehension of the suggested passage as nonliterary writing, not the writing itself as a method to learn science. Third, it was found that there are many predicates that do not indicate a clear purpose of the science writing contained in science textbooks.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.277-291
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• 2011

It is necessary for the teacher to understand why teach mathematics in order to implement the visions and expectations of the national mathematics curriculum in her actual classroom. This study conducted a survey of examining how elementary school teachers might understand the purpose of teaching mathematics. The results of this study showed that teachers' conceptions of the purpose of teaching mathematics were related mainly to the development of logical thinking, practical use of mathematics in everyday life, and a tool for studying other subjects or disciplines. However, teachers did not perceive much other purposes of mathematics education such as understanding the world, appreciating aesthetic value of mathematics, and developing communicative ability as well as sociality. Whereas teachers did not think of the significance of mathematics as an intellectual field when asked to write down how they would explain students why they had to learn mathematics, they tended to strongly agree it in the Likert-scale responses. Teachers' conceptions were not different according to their gender but teachers with less than five years' teaching experience were relatively negative than others with more experience. Given these results, this study provided issues and implications of teachers' conceptions of the purpose of teaching mathematics.