• 영어어문교육
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• 제16권3호
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• pp.59-80
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• 2010

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

• 대한정형도수물리치료학회지
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• 제11권1호
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• pp.29-36
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• 2005

The purpose of this study was to evaluate change of path length center of body on sacroiliac joint mobilization. The subjects were consisted of sixty healthy adult two decade(28 females. 32 males; mean aged 22.2) from 20 to 29. All subjects randomly assigned to the control group, sacroiliac joint mobilization group. sacroiliac joint mobilization group received sacroiliac joint mobilization for 2-3 minutes per day and three times a week during 3 weeks period. The study carried out to determine the change of path length center of body on sacroiliiac joint mobilization from July 1, 2004 through september 30, 2004. Active balancer(SAKAI EAB-100) was used to measure equilibrium ability. All measurements of each subjects were measured at pre-experiment and post-experiment. The results of this study were summarized as follows: 1. The WPL of control group, sacroiliac joint mobilization group was no significantly differences at pre-experiment but significantly reduced post-experiment(p<.05). The results of analyzed effects of WPL was significantly reduced between experiment type of control group, sacroiliac joint mobilization group according to pre-experiment and post-experiment(p<.05). 2. The UPL of control group, sacroiliac joint mobilization group was no significantly differences at pre-experiment but significantly reduced post-experiment(p<.05). The results of analyzed effects of UPL was significantly reduced between experiment type of control group, sacroiliac joint mobilization group according to pre-experiment and post-experiment(p<.05). Conclusionally these data suggest that a 3-week S-I joint mobilization improved equilibrium. Additional randomized controlled trials to more fully investigate treatment effects and factors that may mediate these effects are needed.

• The Journal of Korean Physical Therapy
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• 제17권3호
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• pp.285-295
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• 2005

The purpose of this study was to evaluate effects of sacroiliac joint mobilization and lumbopelvic stabilizing exercises on the equilibrium ability. The subjects were consisted of ninety healthy adult two decade(43 females. 47 males; mean aged 22.1) from 20 to 29. All subjects randomly assigned to the control group, sacroiliac joint mobilization group, lumbopelvic stabilizing exercises group. Lumbopelvic stabilizing exercises group received lumbopelvic stabilizing exercises for 30 minutes, sacroiliac joint mobilization group received sacroiliac joint mobilization for 2-3 minutes per day and three times a week during 3 weeks period. Active balancer(SAKAI EAB-100) was used to measure equilibrium ability. All measurements of each subjects were measured at pre-experiment, after 10 days, and post-experiment. The results of this study were summarized as follows: 1. The WPL of control group, sacroiliac joint mobilization group, lumbopelvic stabilizing exercises group was no significantly differences at pre-experiment(p>.05), but significantly reduced after 10 days and post-experiment(p<.05). The results of analyzed effects of WPL was significantly reduced between experiment type of control group, sacroiliac joint mobilization group, lumbopelvic stabilizing exercises group according to pre-experiment, after 10 days, and post-experiment(p<.05). 2. The RA of control group, sacroiliac joint mobilization group, lumbopelvic stabilizing exercises group was no significantly differences at pre-experiment(p>.05), but significantly reduced after 10 days, and post-experiment(p<.05). The results of analyzed effects of RA was significantly reduced between experiment type of control group, sacroiliac joint mobilization group, lumbopelvic stabilizing exercises group according to pre-experiment, after 10 days, and post-experiment(p<.05). Conclusionally these data suggest that a 3-week SI joint mobilization and lumbopelvic stabilizing exercises improved equilibrium. Additional randomized controlled trials to more fully investigate treatment effects and factors that may mediate these effects are needed.

• 한국화재소방학회논문지
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• 제28권2호
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• pp.14-19
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• 2014

현재 국내의 침윤소화약제 기술기준은 표면장력에 대한 기준만 존재하여 이를 통한 약제의 성능평가는 어려운 실정이다. 따라서 침윤소화약제의 성능평가 기법을 제시하기 위해 축소모형 실험 장치를 통한 최적화된 성능평가 방법을 제시하고자 한다. 본 연구는 해외 기준인 NFPA 18의 실험과 자체 제작된 축소모형 실험 장치를 이용한 실험의 결과 비교분석을 통해 자체 제작 축소모형 실험 장치실험 결과의 타당성을 규명하고자 한다. 목화솜을 대상으로 침투성능만을 평가하는 NFPA 18 실험과 목분을 대상으로 침투성능과 소화성능을 모두 평가하는 축소모형 실험을 비교분석한 결과 NFPA 18의 실험과 자체 제작 축소모형 실험에서 모두 소화용수의 침투성에 관한 변별력을 확인할 수 있었다. 또한 자체 제작 축소모형 실험에서는 T/C를 통한 내부온도 측정을 통해 보다 명확한 변별력을 나타냄을 확인하였다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of Power Electronics
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• 제10권6호
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• pp.604-610
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• 2010

Experiments in electrical engineering should mirror the key components of successful research and development: Understand the basic theory needed, test the resulting concepts by simulation and verify these, finally, in the experiment. For optimal learning outcome continuous monitoring of the progress of each individual student is necessary, immediately repeating those subjects which have not been learned successfully. Classically, this is the task of the teacher. In case of remote-controlled experiments this monitoring process and the repetition of subjects should be automated for optimal learning outcome. This paper describes a remote-controlled experiment combining theory, simulation and the experiment itself with an automated monitoring process. Only the evaluation of the experimental results and their comparison to the simulation results has to be checked by a teacher. This paper describes the details of the educational structure for a remote-controlled experiment introducing active filtering of harmonics. For better understanding the content of the learning material (theory and simulation) as well as the results of the experiment and the underlying booking system are shortly presented.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.204-218
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• 2020

This study aims to investigate the representation patterns used by elementary teachers and their meaning-making process in electromagnetic experiments. In particular, we analyzed the representations depending on three levels of their abstractness: enactive representation (action based), iconic representation (image based) and symbolic representation (language based). For this, four experiment activities of two teachers were analyzed and the results are as follows. First, as an overall pattern of representation, an experiment subject is presented as the form of symbolic representation and the related concepts, experimental materials and methods are embodied through iconic representation. Then, through enactive representation, the actual experiments are implemented. The experimental results are primarily recorded through iconic representations and abstracted into symbolic representations to draw conclusions. The different levels of representations complement each other to expand their meanings, however, sometimes they also make inconsistent meanings among different levels. Based on these results, educational implications were discussed in terms of supporting and improving electromagnetic experiment activities.

• 한국철도학회:학술대회논문집
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• 한국철도학회 2003년도 추계학술대회 논문집(III)
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• pp.132-137
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• 2003

This paper concerns the prediction of railway noise propagation using scale model experiment in acoustics. In order to make acoustical experiment the digital signal processing technique are applied and spark discharge sound sources have been developed in which impulse response measured in 1/20 scale model railway. In the case of scale model experiment, it is difficult to realize sufficiently small size and directivity and to get sufficient sound energy and to get repeatability. Several type of Spark discharge sound source is made in laboratory. Experiment results are compared with the calculated results by the prediction model. As the results, it was found that railway noise could be predicted in acoustical scale model experiment using spark discharge sound source.

• 대한지구과학교육학회지
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• 제4권3호
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• pp.231-241
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• 2011

The purpose of this study lies in finding out a betterment of ongoing experimental training program in science for the secondary science teachers to increase their training ability more effectively. For this, from 2010 July to September, a preliminary study on secondary science experiment training, questionnaire on the satisfaction of 128 secondary teachers in U metropolitan city with the training program were carried out which were contributive to the preparation of a better plan for the training program to be helpful for the teachers at schools. Following are the study results. First, the class theme should be selected by the teachers who participate in the experiment for the year to raise their training ability for experiment class. Second, the direct activity of the teachers' joining in experiment training for the development of experiment training module, and the demonstration with the developed module-used experiment class need to be included to the program Third, the assessment for the demonstration of experiment attitude, the development process of experiment training module, would be more advisable compared with that for written examination for the teachers joined in the experiment training to concentrate more on the experimental activities and to get richer experiment experience As this study results show, the theme selection, class method and assessment method involved in ongoing experiment training need for betterment for the science teachers to apply it at schools and this improved experiment training program proposed by this study is suitable for that under a condition it has to be modified and supplemented to the distinct features of every city and province.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.502-518
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• 2015

본 연구는 초등학교 과학교과서에 수록된 광합성 실험을 초등 예비교사들이 직접 수행하고 그 실험결과와 자신의 반성을 담은 탐구과정상의 어려움과 해결책을 탐구보고서에 작성하도록 하였다. 10개조의 탐구보고서와 발표자료를 바탕으로 초등 예비교사들의 반성적 사고와 실험 수행 능력을 분석하였다. 반성적 사고에 대해서는 10편의 탐구보고서에서 '지식', '과정', '지향', '태도' 4가지 유형과 관련된 총 108개의 진술 문장을 추출하였다. 분석 결과 광합성 실험을 통해 획득한 '지식'에 대한 반성적인 사고에 대한 내용이 가장 많았다. 지식유형에서도 실험을 통해 새롭게 알게 된 것이나 기존의 개념이해가 변화한 내용에 대한 반성이 가장 높은 빈도를 보였다. 실험 수행 능력은 10개조 중 반성적 사고 4가지 유형을 합산하여 가장 높은 빈도를 보인 한 개 조와 가장 낮은 빈도를 보인 한 개 조의 탐구보고서를 '실험준비 및 안전사고 예방', '실험 수행', '실험결과 정리 및 일반화', '실험결과 보완 및 피드백' 4단계에 따라 분석하여 56개의 문장을 추출하였다. 분석 결과 '실험결과 보완 및 피드백' 단계에서 두 조 간에 가장 큰 차이를 보였다. 최하위 조의 경우 '실험결과 정리 및 일반화' 단계의 '컴퓨터를 이용한 정보 처리', '대체 시약 및 재료 탐색', '대체 실험법 고안' 능력과 관련된 내용은 탐구보고서에서 찾을 수가 없었다.