• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.495-515
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• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

• Journal of the Korean Association of Geographic Information Studies
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• v.10 no.4
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• pp.46-59
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• 2007

Urban infrastructure is a core of urban growth management which concerns with location, time and costs of development. Despite an inevitable link between development density and infrastructure capacity in urban areas, little study have been performed. For this reason, development activities are undergone without any clear evidence or analysis. The main purposes of this paper are to build subject maps of urban infrastructure capacity which illustrate the level of education service and road capacity, and to give reference standard for development decision at given location. For these purposes, the case study of the high-rise multi-purpose buildings in Daegu metropolitan city is performed. The main findings are follows. First, road ratio is high in the CBD and its surrounding areas as well as rural area, and low in areas of manufacturing, parks and military use. Second, educational facility, represented by the number of student per classroom of elementary school, is fairly abundant across the city, especially in the CBD and rural areas. Third, the high-rise multi-purpose buildings have been built in population-losing infrastructure-abundant areas, in general. Based on these results, this study concludes that the high-rise multi-purpose buildings may induce population-inflow and have low possibility to bring about overly dense developments.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.51-72
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• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.1039-1051
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• 2014

This study aims to measure intelligence (cognitive characteristics), self-esteem, mathematical attitudes, and scientific attitudes (affective characteristics) of gifted students from low-income families, and to identify the relationship among these variables. 147 students in the lower grades of elementary schools who were enrolled to university-based gifted education centers were participants of the study. The results showed that the percentile scores of each variable were 85% for intelligence, 75.6% for self-esteem, 73.3% for mathematical attitudes, and 71.3% for mathematical attitudes. There was no statistically significant relationship between intelligence and the affective characteristics (i.e., self-esteem, mathematical attitudes, and scientific attitudes), while statistically significant relationships were shown between self-esteem and mathematical attitudes (r=.448, p=.000), between self-esteem and scientific attitudes (r=.522, p=.000), and between mathematical attitudes and scientific attitudes (r=.448, p=.000). The results suggest that although the gifted students from low-income families show lower levels compared to other gifted student groups, their potential level of giftedness is considerably high, which calls for appropriate educational support systems designed for this population.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.84-98
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• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.

• Korean journal of food and cookery science
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• v.15 no.2
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• pp.133-145
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• 1999

The schools in the survey consisted of 61 schools where foodservice was managed by themselves and 49 schools where it was done cooperatively. According to the style managed, the urban style was 42 schools, the rural style was 46, and the island style was 22. With regard to the amount for each student that parents have to pay. it was 745 won at schools managed by themselves and 616 won at schools managed cooperatively. The budgeted amount was 75 won at schools managed by themselves and 97 won at schools managed cooperatively. The result showed that parents at schools managed for themselves paid much more for the cost of food and management. The mean area of kitchens was 31 pyong (102 sq. meters) in environment of cooking utilities, and management was done wherever they were needed. The budgeted amount was supplied from the Educational Office and parents. In the situation of utilities and instruments for cooking, the places to wash hands and flush toilets, which were regarded as sanitary facilities were insufficient. The rates of containing measuring instruments and thermometers for cooking were also insufficient. The list to be considered in the management of menu was concentrated on raising acceptance of students served, based on the order of the tastes of students served, the quantity of the cost, nutrition needed, and then facilities. The replies that leftover food was thrown away after meals were numerous and the rate of leftover food was reflected on the menu. In purchase and management, the rate of food needed to be purchased was calculated through experience. A private contract was chosen to purchase food. The frequency of purchasing food was usually once a day, which would nutritists examined food, concentrating on the order of quality, number, and price. In the management of operation, a schedule for making food was seldom formed, referring to it only at the time needed. All the food was made in a day but some special foods were made the day before they would be required. It shows the situation was thought to be the most important. Guidance for sanitation was carried out once a month and the content of the guidance was about the sanitary treatment of food. With regard to degree of satisfaction with the management of meal service, all the dietitian at schools managed for themselves and cooperatively were somewhat satisfied with all the questions about the budgeted amount of food, and management, the management of purchase, operation, and sanitation. However, they were not satisfied with the environment of facilities.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.287-307
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• 2011

The purpose of this study is to investigate levels of mathematically gifted students' understanding of statistical samples through comparison with non-gifted students. For this purpose, rubric for understanding of samples was developed based on the students' responses to tasks: no recognition of a part of population (level 0), consideration of samples as subsets of population (level 1), consideration of samples as a quasi-proportional, small-scale version of population (level 2), recognition of the importance of unbiased samples (level 3), and recognition of the effect of random sampling (level 4). Based on the rubric, levels of each student's understanding of samples were identified. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. For both of elementary and middle school graders, the t tests show that there is a statistically significant difference between mathematically gifted students and non-gifted students. Table of frequencies of each level, however, shows that levels of mathematically gifted students' understanding of samples were not distributed at the high levels but were overlapped with levels of non-gifted students' understanding of samples.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.97-111
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• 1993

본 연구는 국민학교 실과 과목의 식품 영양 단원에 관한 교사, 학생의 인지 및 학생의 지식, 태도, 기능 평가를 위하여 71개 인천시내 공립 국민학교 4,5,6학년 교사 510명과 12개교학생 1,754명을 대상으로 설문조사를 통한 내용을 분석한 것으로 연구의 목적은 1)실과의 정해진 교육목표에 관한 교사의 인지정도 규명 2)식품, 영양 단원에서 교사가 중요하다고 인지하는 내용과 가르치기에 어려움을 느끼는 내용 규명 3)교사가 인지하는 식품영양 단원학습을 증진하기 위한 요소 4) 학생들이 흥미를 느끼는 내용 5)본 단원 학습 후 학생의 지식, 태도, 기능 정도 6)지식, 태도 기능간의 상호 상관관계 규명 등이며 그 연구결과는 다음과 같다. 1. 교사들이 인지하는 실과의 정해진 교육목표는 거의 모두가 중요한 것으로 나타났다. 2. 교사들이 인지하는 식품 영양 단원의 중요한 내용은 영양과 질병과의 관계, 식품위생, 식품저장 등이며, 가장 중요하지 않은 내용으로는 영양 필요량이었다. 또한, 지도에 어려움을 느끼는 내용은 영양 필요량, 조리준비, 식품구성/함유량 등이며 어려움을 느끼지 않는 내용은 영양과 질병과의 관계, 식품위생, 식품저장 등이었다. 3. 교사가 인지하는 단원 학습 증진을 위한 긍정적 요소는 적합한 실습설비와 자료, 시청가자료등이었고 부정적 요소는 남교사, 실험 실습이 필요한 부분은 숙제로 미루는 것 등이었다. 4. 학생들이 흥미를 느끼는 내용으로는 간단한 음식 만들기, 영양소의 기능, 영양문제 등이었고, 쥬스나 차 준비, 조리연료, 부엌용구 사용법 등은 흥미를 느끼지 못하는 내용이었다. 5. 학생의 학업성취 중 지식은 4학년이 식품위생, 기초식품군이, 5학년은 알맞은 조리용구, 조리원리, 6학년은 여가활용의 뜻, 올바른 예절 등이 90% 이상 바르게 답하였고 5학년의 삶은 달걀의 화학적 변화, 감자의 주된 영양 등은 60%이하였다. 6 태도 테스트 결과는 5학년이 4,6학년보다 약간 높은정도(Mn=3.653) 였으나 기능테스트에서는 4학년이 5,6학년보다 약간 낮게 (Mn=3.0) 나타났다(구체적인 것은 본문 참조). 7, 4, 5, 6학년 모두 지식, 태도 기능 간에 정적 상관을 나타내었는데 특히 태도와 기능 사이에는 4학년 r=.7166, 5학년 r=.5175, 6학년 r=.6796을 나타내었고 지시과 태도(4학년 r=.1546, 5학년 r=.0872, 6학년 r=.2192)와 지식과 기능사이에서는 (4학년 r=.1631, 5학년 r=.0585, 6학년 r=.2521)태도와 기능간보다 약한 상관관계를 보였다.

• Journal of Periodontal and Implant Science
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• v.24 no.1
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• pp.15-25
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• 1994

Keratinized ginigva has clinical singificance in periodontal health because it plays important roles in resistance to mechanical trauma, to penetration of bacteria, and to tensional stress by muscle attachment. In order to investigate the width change of anterior keratinized gingvial during transitional period, the width of kerainized gingiva on anterior teeth was measured annually in elementary school children with deciduous dentition until the successive anterior teeth were completely erupted. The distance from the gingival margin on mid-portion of crown to mucogingival junction was measured by Boley gauge(Hu-Friedy, U.S.A.) and was recorded as the width of keratinized gingiva. The difference of the width of keratinized gingiva according to sex and dentition was analyzed statistically by Student t-test. Following results were obtained : 1. In deciduous dentition, it was shown that the width of keratinized gingiva on maxillary central incisors($3.28{\pm}0.83mm$) was the widest(p<0.01), and that on maxillary lateral incisors, mandibular central and lateral incisors was $2.69{\pm}0.86mm$, $2.51{\pm}0.71mm$, $2.43{\pm}0.68mm$, respectively. 2. In mixed dentition, it was shown that the width of keratinized gingiva on maxillary central incisors ($5.10{\pm}0.86$) was the widest(p<0.01), and that on maxillary lateral incisors, mandibular central and lateral incisors was $4.35{\pm}0.83mm$, $3.51{\pm}0.60mm$, $3.57{\pm}0.66mm$, respectively. 3. The width of anterior keratinized gingiva was significantly increased after the successive anterior teeth were completely erupted(p<0.001). The width of keratinized gingiva on maxillary central and lateral incisors, and mandibular central and lateral incisors was increased by $1.82{\pm}0.83mm$, $1.65{\pm}0.69mm$, $0.99{\pm}0.39mm$, and $1.14{\pm}0.98mm$, respectively. 4. There was no statistical significance in the difference of the width of anterior keratinized gingiva between male and female(p>0.05).

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1008-1017
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• 2004

In physics education, language is an fundamental learning tool as in other subjects. In writing activity, students can get fair opportunities to express their own ideas during the class. Even though there are various styles of writing, students are usually supposed to make a report in their science classes. But there have been few studies in science education on the tasks and features of student's science writing. In this research, different styles of writing tasks were designed for science classes, and students' writing was analysed in terms of conceptual and emotional aspects. Also the usefulness of each task type was discussed relating to school physics education. Four types of writing, i.e. , , , and writing were developed, and 'The reflection of light' was selected as the theme and given to students. Four types of writing were analysed in this paper. In each type of writing, students showed different features in their conception. They also showed emotional expressions in imaginative writing types, that is, and types. Based on these results, it is recommended that in physics teaching various types of writing need to be designed, developed and applied according to the aim of a particular lesson.