• Korean Journal of Child Studies
• /
• v.34 no.6
• /
• pp.57-75
• /
• 2013

The purpose of this study was to examine changes in the rate of occurrence of challenging behaviors in young children according to their increase in age. The study is based on the responses of teachers in child care centers(N=246). They were asked which 38 types of challenging behavior occur most among ages 2, 3, 4, or 5 in young children's classrooms. The major results of this study were as follows. First, the occurrence rates of young children's challenging behaviors were classified into 5 clusters; decreased(Cluster 1, Cluster 2, Cluster 3), maintained(Cluster 4), or increased(Cluster 5) according to increases in their respective ages. Second, the behaviors such as throwing tantrums and biting, evident in Cluster 1, decreased very rapidly from a very high occurrence rate by age 3. The classroom culture maladjustment behaviors such as running aimlessly around the classroom and shouting, apparent in Cluster 2, had decreased rapidly from a high occurrence rate by age 4. The intentional classroom disruptive behaviors such as dropping objects to create noise and the peer culture maladjustment behaviors studied in Cluster 3 decreased gradually from a rate of medium occurrence by age 5. These results revealed the discontinuity which a few young children exhibit. Third, hurting others, observed in Cluster 4 maintained a low occurrence rate from age 2 until age 5. Using inappropriate language and threatening others in Cluster 5 increased gradually from a low occurrence at 2 to a high rate of occurrence at age 5. By carefully examining the change of young children's challenging behaviors on the basis of objective data in terms of the continuity/discontinuity and increased/decreased rate of diverse challenging behaviors, we will be better able help teachers and parents to plan the instruction, prevention and intervention of young children's challenging behaviors.

• Journal of The Korean Association of Information Education
• /
• v.15 no.1
• /
• pp.137-146
• /
• 2011

The elementary school English Education Course consists of four integrated aspects of language (Listen, Speak, Read, Write) used to develop skills for daily communication in English. yet the 6th Grade English Education Curriculum focuses almost exclusively on sentence completion through copying and "fill-in-the-blank" exercises. Further, these activities are insufficient time to develop literacy skills. Additionally, the curriculum's emphasis on memorization within the written component is very time consuming for students, leading many to develop negative opinions of the written aspect of a comprehensive understanding of English. This thesis attempts to address each these problems through development of a web-based Learning Model for Cooperative Writing in English. The study resulted in three observations. First, this model overcame limitations of the current teaching model in schools. Second, students expressed more interest in the experimental model than in the current curriculum and standard pedagogical methods. Finally, the study demonstrated that improvement of English literacy is indeed possible using the model presented here.

• English Language & Literature Teaching
• /
• no.3
• /
• pp.95-122
• /
• 1997

The purpose of this research was to investigate the effects of content and formal schema on reading comprehension. Five hundred fiftynine subjects from high school were assigned to one of the following levels and treatment conditions : (1) Higher level & Schema Activation, (2) Higher level & Non-schema Activation, (3) Lower level & Schema Activation, and (4) Lower level & Non-schema Activation. To evaluate the effects of schema activation. two experiments were conducted : one was related to the content schema and the other to the formal schema. To evaluate the effects of content schema, three different types of tests were conducted : (1) cloze test, (2) guessing the meanings of nonsense words, and (3) immediate recall test. To evaluate the effects of formal schema instruction, four kinds of tests were conducted : (1) sorting the sentences according to the importance, (2) identifying the signal words, (3) immediate recall test, and (4) identifying the specific information. For content schema condition, results indicated that the subjects given the titles or pictures before reading in "Content Schema Activation" treatment had better grades than those of the other treatment in all types of tests. regardless of their levels. Schema activation helped the subjects to increase the cognitive predictability of missing words and to participate in the tasks more actively with risk-taking. And it was also shown that good readers tend to process the words meaningfully, while poor readers tend to process the words phonetically or morphologically. Formal schema activation through teaching the text organization also had a significant influence on three types of tests: sorting the sentences according to the importance, identifying the signal words, and immediate recall test, but not on identifying the specific information. The implications from this study can be briefly noted as follows : (l) In teaching reading, the student's background knowledge should be activated as a pre-reading activity. (2) In reading, it is more important to emphasize the student's schema than the features of the text. (3) Various educational interventions should be introduced, especially for the lower level students. (4) Teaching text structures can be a powerful method for the top-down processing strategy.

• School Mathematics
• /
• v.10 no.3
• /
• pp.319-337
• /
• 2008

Intuitions in independence formed by common language help and also hinder the establishment of new conceptual system about independence as a mathematical term. Intuitions which entail such conflicts can be a driving force in explaining independence but at the same time, it is the impedimental factor causing a misconception. The goal of this paper is to help students use the intuitions properly by distinguishing helpful intuitions and impedimental intuitions. This paper suggests that we need to reveal in teaching the misconception resulting not from mathematic but from linguistic interpretation of independence. This paper points out the need for the clear distinction of independence of trials and independence of events and gives an counterexample of the case that sampling with and without replacement shouldn't be specified as a representative example of independence and dependence of events. The analysis of intuition in this parer is based on intuitions classified by Fischbein and this paper analyzed institutions applied to the concept of independence corresponding intuitions classified by Fischbein.

• Journal of Distribution Science
• /
• v.20 no.12
• /
• pp.1-12
• /
• 2022

Purpose: Nutrition has a direct and substantial effect on the agenda of the Sustainable Development Goals (SDGs). Recognizing the importance of adequate diet in strengthening school children's health, the relevant parties should take the initiative to introduce effective nutrition intervention programs. Malnutrition, in all conditions, hinders children's potential to survive and thrive. It has been challenging to demonstrate that enhancing nutrition and sustainability instruction in schools leads to healthier and more sustainable eating patterns. This scoping review is to discover the important drivers and emerging themes in nutritional health intervention distributions at schools toward the attainment of SDGs for school children's health. Data and methodology: A scoping review of the literature was conducted between 2007 and 2022 using the Web of Science (WoS) and Scopus databases. A total of 25 journal articles were identified for a full review. Results: Five themes were found from the literature relevant to the scenario surrounding pupils and food intake in schools. The data implied that nutrition intervention distributions, including food literacy, food consumption, good governance, and food entrepreneurship, might have a prominent impact on the behavioral and health outcomes of school children. Conclusions: Findings have emerged on the usefulness of nutrition intervention distributions at school in encouraging healthy diet intake among school children and consequently meeting the Sustainable Development Goals.

• Phonetics and Speech Sciences
• /
• v.4 no.4
• /
• pp.139-146
• /
• 2012

This study was designed to examine comfort levels of pitch and loudness with target matching and their effects on electroglottographic (EGG) and acoustic measures. Twelve speakers, six males and six females, were instructed to produce /a/ sustained vowel for three seconds at a comfortable pitch and loudness level without any instruction and with a target matching procedure of either a certain f0 or SPL separately with visual and auditory feedback. The range of pitch for females and males were presented by progressing up and down randomly at intervals of 5Hz from 150 Hz to 310 Hz (total 33 frequency targets) and from 85 Hz to 190 Hz (total 22 frequency targets), respectively. The loudness levels were 65, 75, 85, 95 dB (total of four intensity targets) for both males and females. Subjective estimations of comfortable levels were obtained using a 10-point equal-appearing interval rating scale following each phonation. The results showed that males and females demonstrated similar trends in loudness levels with greatest comfort at 75 dB, whereas pitch comfort ratings showed a greater variability with females having a wider range with target matching. In the comfort levels of individuals, most male and female speakers rated higher comfort at soft, rather than loud phonations. On the other hand, most male speakers perceived highest comfort levels below the comfort pitch levels they phonated under natural conditions. Higher frequency ranges, however, were perceived to be more comfortable than those of natural condition in most female speakers, although the comfortable pitch levels in spontaneous phonations were within the comfort level ranges determined by targeted phonations. When comparing acoustic (%jitter, %shimmer, SNR) and EGG measures (CQ%) between spontaneous comfortable phonations and targeted phonations produced by the same subject at similar f0 and intensity, no significant differences were observed (p>0.05). Thus, target matching procedures may be considered a compatible and alternative method to reduce the variability of comfortable pitch and loudness levels by eliciting consistent comfortable phonations.

• Journal of the Korean association of regional geographers
• /
• v.12 no.2
• /
• pp.281-290
• /
• 2006

Map uses graphic language of dot, line and area to represent surface of the earth. Map has been adopted as tools for regional and cartography learning to improve graphicacy in geography education. Due to the rapid development in GIS and internet, practical use of maps has been extended in various study area. This Study is to develope web-based leaning materials for self-controled geography instruction. As learning materials for this aim, it has been constructed WebGIS for topography and thematic maps with boundary map of Chungbuk, digital map of Jochiwon(1:25,000), statistic data and field images. Function of WebGIS intend to improve skills on geo-information collection and spatial query, regional difference of spatial distribution. Individual learning using internet can make an improvement of learner centeredness and problem-solving. Finally, it will be expected to be suggest one of the education guide as blueprint in info-society.

• Journal of People, Plants, and Environment
• /
• v.24 no.6
• /
• pp.595-608
• /
• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• Journal of Korean society of Dental Hygiene
• /
• v.10 no.1
• /
• pp.173-183
• /
• 2010

Objectives : The purpose of this study was to provide basic materials for defining educational direction of dental hygiene department and establishing the instruction to improve direction consulting and academic effect of dental hygiene department student. Methods : The researcher surveyed the relation among job aptitude, academic ability and academic performance by selecting 131 dental hygiene department students of P university as study targets. Results : For high school classifications, direction searches and academic abilities of dental hygiene department students of P university, it was found that classical high school was 68.7% and vocational high school was 31.3%. For job aptitude, social type was 58.0% and artistic type was 26.0% so they were usual. For academic ability, interpersonal relation($12.78{\pm}1.34$), music/rhythm was($12.32{\pm}1.09$) and natural($12.32{\pm}1.00$) showed high scores in order over the first, the second and the third field and language/vocabulary(22.6%) and music/rhythm(21.6%) was the next. For academic performance depending on high school classification, job aptitude and academic ability, there was a significant difference in high school classification by classical high school($86.55{\pm}8.21$) and vocational high school($85.34{\pm}11.31$)(p<0.05) and there was also a significant difference in job aptitude by social type($85.45{\pm}9.42$) and artistic type($88.41{\pm}6.93$)(p<0.05). In the mutual relation between academic ability and academic performance, the high academic ability score in the first field was led to the high score in the second and the third field, showing significant mutual relation(p<0.00). Conclusions : This research has been accomplished by college students of dental hygeine department, so you have to consider before generalizing these results. Therefore it is required to research more, likewise using a comparison with other students or it should be conducted by general people.

• The Mathematical Education
• /
• v.61 no.4
• /
• pp.559-579
• /
• 2022

Research on lexicon and language provides insights into the interests, values and practices of a community where individuals use the language. The International Classroom Lexicon Project, in which ten countries participated, identified own country's mathematics teaching and learning lexicons by investigating mathematics classroom instruction from teachers' perspectives in a speaking-oriented community. This study, as an extension of the International Classroom Lexicon Project research, investigated pedagogical lexicons used in 「Mathematics and Education」 journals specialized for Korean professional mathematics teachers published by the Korean Society of Teachers of Mathematics. Using the text mining approach, we also traced how these pedegogical lexicons have changed quantitatively over the past 10 years with a diachronic perspective. As a results, several novel terms were found in the writing-oriented community, which were not identified in the speaking-oriented community. In addition, we could discover some pedagogical lexicons have increased statistically significantly and some lexicons appeared(increased) rapidly across years. This implies the teacher community's values and zeitgeist by reflecting these changes in the sociocultural, incidental and social changing (i.e., periodical change) contexts. This study has value as a first step in understanding zeitgeist for mathematics education in Korean mathematics teacher community according to changes of times over the past 10 years. Also, this study contributes to the methodological insights: the text mining technique provides a methodological contribution to researching changes in interests, values and zeitgeist according to these changes in the times.