• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• Journal of dental hygiene science
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• v.11 no.5
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• pp.389-395
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• 2011

The purpose of this study was to examine dental hygiene students' achievement motivation and factors affecting dental hygiene students' achievement motivation by the general characteristics of subjects in this study. The subjects in this study were 450 who were selected by convenience sampling from three different three-year-course colleges. After a survey was conducted, the answer sheets from 421 respondents were analyzed. The collected data were analyzed, which made use of t-test, ANOVA and Kruscal-Wallis test. The findings of the study were as follows. 1. The dental hygiene students investigated got 3.34 in achievement motivation. They got the highest score of 3.78 in the item 'I perform what I have to do with a sense of responsibility.' and they got the lowest score of 2.67 in the item 'I like to do something risky.' 2. Concerning links between their general characteristics and achievement motivation, the students whose academic year was higher(p<0.001) and who had more clinical practice experiences (p<0.01) were better motivated than their counterparts. As to connections between achievement motivation and expected post-graduation length of service, those who replied that they planned to find another job after getting married were better motivated(p<0.05). Regarding relationship between achievement motivation and a will to work abroad, the students who had a stronger will to work abroad were better motivated. 3. As a result of checking the influence of their general characteristics on achievement motivation, stronger motivation was found among the students whose academic year was higher(p<0.01), who intended to work until marriage(p<0.01) and who didn't plan to keep working after marriage(p<0.05) when the other variables were controlled. Therefore dental hygiene students should be taught to look at things positively when they enter college, and they should also be educated to become progressive to keep working for their lifetime instead of just getting a temporary job after graduation.

• Korean Journal of Veterinary Research
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• v.42 no.2
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• pp.137-146
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• 2002

The immunohistochemical localization of the nerve growth factor (NGF), glial fibrillary acidic protein (GFAP) and ciliary neurotrophic factor (CNIF) in the developing Mongolian gerbil forebrain was investigated by the immunohistochemical and electron microscopy methods. Generally, the NGF specifically recognizes the neurons, the GFAP does the glia, and the CNIF does the motor neurons. This study demonstrates the location of the NGF, GFAP and CNTF in the developing Mongolian gerbil from the embryonic days 17 (E17) to the postnatal weeks 3 (PNW 3). The NGF was localized at E19 in the olfactocy bulb and the cerebral cortex, expanded to the hippocampus, and the diagonal bond from the late prenatal period to PNW 3. GFAP was observed in the lateral ventricle and the third ventricle at E17, projected into the cerebral cortex at E19. The GFAP was observed to have the largest numbers in several parts of the forebrain at the postnatal days 2 (PND2), while the most numerous CNTF was observed at PNW 2. The CNTF-IR cells were observed only in the postnatal days and were found in the olfactory bulb, cerebral cortex both neuron and neuroglia at PND3. Electron microscopy showed that the NGF, GFAP and CNTF were not related to any connections with any particular subcellular structure. These results suggest that NGF, GFAP and CNTF be related to the neuron and neuroglia at the prenatal and postnatal stages in the developing Mongolian gerbil.

• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.25-42
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• 2004

This study set out to investigate the relations between middle school students' perception of body image and their allowance for plastic surgery, to understand their perception of body image and desire for plastic surgery, and provide some data needed to warn against reckless plastic surgery and guide the students effectively. For those purposes, an examination was conducted of the relationships between the individual characteristics and perception levels of body image, the individual characteristics and allowance for plastic surgery, and perception levels of body image and allowance for plastic surgery. The subjects were drawn from sour middle schools located in two regions of Gyeonggi Province. Total 922 boys and girls were surveyed on a questionnaire, which was developed based on the pretest of previous literature, reviewed for appropriateness, and tested for reliability and reasonableness. The body image on the five scale was greater as the perception level was higher. The allowance for plastic surgery was also greater as the scores were more. The findings were as follows: First, the relationships between individual characteristics and perception levels of body image were examined. The third graders showed the highest perception level, being followed by the first and second graders. The girls were more perceptive than the boys, and those who were extrovert were more perceptive than those who were introvert. Those students whose parents earned 2 million won or more a month and who adapted themselves to the environmental changes had a higher perception level. In a word, the girls from the middle class that were well adapted, felt happy, and were extrovert had a higher perception level of body image. Second, the connections between individual characteristics and allowance for plastic surgery were investigated. The third graders were the most admissive of plastic surgery, followed by the second and first graders. That is, the upper graders were more admissive of plastic surgery. In addition, the girls were more admissive than the boys, and those who were extrovert were more than those who were introvert. There were no significant differences according to the monthly income of the parents, grades, adaptability to surroundings, and happiness, which results almost resembled the findings of a study conducted on adults. Third, there were negative correlations found between the perception levels of body image and the allowance for plastic surgery. To elaborate, the higher the perception levels were, the lower the allowance was, and vice versa. As for the items, the subjects showed more allowance for plastic surgery when they scored less in the item of caring about appearance, importance of looking pretty to others, and efforts to improve appearance. When they had a low value of body and easily felt tired, they were highly acceptive of plastic surgery. The allowance for plastic surgery was also great when their perception was much of how healthy they felt, how important they felt about their bodies, how they were satisfied with their current appearances, how they evaluated the appearance of others, how much they were satisfied physically, and how much demanding they were for physical changes. Meanwhile, there were no correlations between the allowance and physical attraction, the degree for one's activities to be hindered, and sickness. In short, the demand for plastic surgery was 41% for the girls and 20.2% for the boys. Just as the study on adults reported, those who had a low or negative perception of body image were more acceptive of plastic surgery. The middle school students were generally positive about their bodies with the lowest perception level at 2.91 and the highest at 3.21. Their individual allowance for plastic surgery was related to their individual body images, which were in turn affected by the mass communication, surrounding environments, and social values. Thus it's necessary for the entire society to try to improve or change the overall perception. Helping measures should be taken so that the students can form right sense of values about their bodies, avoid the obsession with appearance and appearance-based evaluation, and exercise righteous criteria against humans beings and things. In conclusions, the following suggestions were made: they need to develop such questionnaires or tools as can measure the body image of teens and fit the reality. Moreover, body image improvement programs should be more diverse and more applicable to teens. Despite the consistent reports that prove the correlations between body image and plastic surgery, there has been little effort to apply such factors as experience of the life of the disabled, volunteer activities for the disabled and at the hospitals, and others that can induce changes to body image to the body image improvement programs. In the future, comparative research should be carried out on body image and plastic surgery.

• Journal of the Korean Institute of Landscape Architecture
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• v.41 no.2
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• pp.11-26
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• 2013

Designing large parks such as Yongsan Park requires the open-ended process-oriented design approach in complex layers rather than the conventional self-completed master plan method. This study aims to examine the characteristics of process-oriented design in the eight invited entries of "International Competition for the Master Plan of the Yongsan Park, Korea"(2012). For this purpose, it analyzed each entry according to three criteria: objects of process-oriented approach, time factor and its features of phasing plan, and presentation method of the process. This analysis can not only critically review the current level of the process-centered design methodology but also suggest strategic future directions for Yongsan Park. The objects of process-oriented design in the eight works were order of physical space development, restoration process of ecosystem, recovering process of publicity, and economic operation and management. Main considerations in the objects were connections to adjacent urban fabrics, links to regional green and water system, reuse of existing buildings and infrastructures in the site. The temporal criteria of the phasing plan had two aspects. One was planning a certain time and period, and the other was just establishing an order of phases. Most of the presentation method of process was the phasing plan, but some of the entries suggested a scenario plan. The eight works of "International Competition for the Master Plan of Yongsan Park" did not attempt process-oriented designs entirely and completely. Rather, they tried to introduce the phasing plan as part of a process-centered design. Also, they took an eclectic approach between master plan and process-oriented design instead of rejecting the conventional master plan approach.

• Journal of the Korean Society for information Management
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• v.31 no.2
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• pp.57-77
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• 2014

As co-authorship has been prevalent within science communities, counting the credit of co-authors appropriately is an important consideration, particularly in the context of identifying the knowledge structure of fields with author-based analysis. The purpose of this study is to compare the characteristics of co-author credit counting methods by utilizing correlations, multidimensional scaling, and pathfinder networks. To achieve this purpose, this study analyzed a dataset of 2,014 journal articles and 3,892 cited authors from the Journal of the Architectural Institute of Korea: Planning & Design from 2003 to 2008 in the field of Architecture in Korea. In this study, six different methods of crediting co-authors are selected for comparative analyses. These methods are first-author counting (m1), straight full counting (m2), and fractional counting (m3), proportional counting with a total score of 1 (m4), proportional counting with a total score between 1 and 2 (m5), and first-author-weighted fractional counting (m6). As shown in the data analysis, m1 and m2 are found as extreme opposites, since m1 counts only first authors and m2 assigns all co-authors equally with a credit score of 1. With correlation and multidimensional scaling analyses, among five counting methods (from m2 to m6), a group of counting methods including m3, m4, and m5 are found to be relatively similar. When the knowledge structure is visualized with pathfinder network, the knowledge structure networks from different counting methods are differently presented due to the connections of individual links. In addition, the internal validity shows that first-author-weighted fractional counting (m6) might be considered a better method to author clustering. Findings demonstrate that different co-author counting methods influence the network results of knowledge structure and a better counting method is revealed for author clustering.

• Science of Emotion and Sensibility
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• v.5 no.4
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• pp.59-66
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• 2002

This study was proposed as an exploratory study for understanding the biological bases and structures of three personality models: Eysenck's PEN model, Gray's BIS/BAS model, and Costa & McCrae's Five Factor Model, which was chosen as the major descriptive model regardless of its biological bases. Besides, Eysenck's impulsivity scale, IVE, was added to demonstrate the relationship of P and impulsivity. Concerning personality, most previous reports have explored the relationships between P300 and the introversion-extraversion of Eysenck's theory because of its putative biological bases. In the present study, forty-eight undergraduate took four personality batteries (ERQ-R, NEO-Pl-R, BIS/BAS, and IVE). Two types of oddball tasks including different stimulus duration were used to induce ERPs (50ms for task 1, 300ms for task 2). Distributional topographies of correlation coefficients with personality traits and ERP components were drawn, and considered for the consistent interpretation of the personality model structures. Even though all equivalences for extraversion of personality batteries showed similarities for their intra-correlation, their correlations with P3 amplitudes were dissociate. Eysenck's E might not be the proper psychometric measure for elucidating its biological bases. The present study supported the negative relationship of P3 amplitude and extraversion, which is the consensus of previous studies. Neuroticism and Psychoticism showed correlations with the earlier sensory processing components such as N1 and P2. This result might explain the reason why most of studies have failed to find biological connections relating them. Interaction between gender and personality traits should be considered for the interpretation of correlations. Two types of auditory stimulus duration had different sensitivity to personality traits.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.131-155
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• 2015

The purpose of this study is to investigate if top-ranked high school students do integrated understanding about the concept of a differential coefficient. For here, the meaning of integrated understanding about the concept of a differential coefficient is whether students understand tangent and velocity problems, which are occurrence contexts of a differential coefficient, by connecting with the concept of a differential coefficient and organically understand the concept, algebraic and geometrical expression of a differential coefficient and applied situations about a differential coefficient. For this, 38 top-ranked high school students, who are attending S high school, located in Cheongju, were selected as subjects of this analysis. The test was developed with high-school math II textbooks and various other books and revised and supplemented by practising teachers and experts. It is composed of 11 questions. Question 1 and 2-(1) are about the connection between the concept of a differential coefficient and algebraic and geometrical expression, question 2-(2) and 4 are about the connection between occurrence context of the concept and the concept itself, question 3 and 10 are about the connection between the expression with algebra and geometry. Question 5 to 9 are about applied situations. Question 6 is about the connection between the concept and application of a differential coefficient, question 8 is about the connection between application of a differential coefficient and expression with algebra, question 5 and 7 are about the connection between application of a differential coefficient, used besides math, and expression with geometry and question 9 is about the connection between application of a differential coefficient, used within math, and expression with geometry. The research shows the high rate of students, who organizationally understand the concept of a differential coefficient and algebraic and geometrical expression. However, for other connections, the rates of students are nearly half of it or lower than half.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.115-125
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• 2008

The purpose of this study was to examine the relationship between the Dentocult SM and LB scores of students and their DMF rate. The subjects in this study were 134 special school students in south Gyeong-sang province. After they were tested to find out their, they received tooth brushing education and preventive treatment. The test, education and treatment were all conducted from March 17 to April 9, 2008. Their oral state was checked and recorded by using a mirror and explorer, and then the data on oral state were analyzed to their DMFT, DT, FT and MT rates. All the collected data were analyzed with SPSS 15.0 for Windows program, and independent-samples t-test, one-way ANOVA and crosstabs analysis were implemented to see what differences their disability type, gender, Dentocult-SM scores and Dentocult-LB scores made. The findings of the study were as follows: 1. As for connections between disability type and DMFT rate, the students with mental retardation were similar to the other students in that regard. The mentally retarded students had higher DT and FT rates than the other students, and the MT rate of the latter was higher than that of the former. 2. Concerning the relationship of gender to DMFT and DT rates, the girls had larger DMFT and DT rates than the boys, and the FT and MT rates of the boys were higher than those of the girls. 3. As to links between Dentocult SM scores on the tongue and DMFT, the students whose bacteria was mildly activated had the highest DMFT rate, and the students who had a severely activated bacteria had the highest DT and FT rates. Those who had a moderately activated bacteria had the highest MT rate. 4.Regarding the connection of Dentocult SM scores on maxillyright molar to DMFT and DT rates, the students whose bacteria was severely activated had the highest DMFT and DT rates. Those who had no activated bacteria had the largest FT rate, and the students who had a mildly activated bacteria had the highest MT rate. 5.Regarding the connection of Dentocult SM scores on maxillyleft molar to DMFT and DT rates, the students whose bacteria was severely activated had the highest DMFT and DT rates. Those who had no activated bacteria had the largest FT rate, and the students who had a mildly activated bacteria had the largest MT rate. 6. Regarding the connection of Dentocult SM scores on mandibularright molar to DMFT and DT, FT rates, the students whose bacteria was severely activated had the highest DMFT and DT, FT rates. Those who had a moderately activated bacteria had the highest MT rate. 7. Regarding the connection of Dentocult SM scores on mandibularleft molar to DMFT and DT rates, the students whose bacteria was mildly activated had the highest DMFT and DT rates. Those who had no activated bacteria had the largest FT rate, and the students who had a moderately activated bacteria had the highest MT rate. 8. Regarding the connection of Dentocult LB scores to DMFT and DT rates, the students whose bacteria was severely activated had the highest DMFT and DT rates. Those who had no activated bacteria had a moderately FT rate, the students who had a mildly activated bacteria had a mildly MT rate.