• Cartoon and Animation Studies
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• s.37
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• pp.107-142
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• 2014

The purpose of this study is to examine the effects of the teaching English factors on student's communicative competence and motivation by using animation at the College. To achieve this purpose, this study presented an effective integrative teaching model to develop students communicative competence. The study created animation based teaching English model by using the animation of Frozen and applied it to lectures. Using animation in the classroom was a creative English teaching technique involving authentic activities like English dram, English guide contest, and various communicative activities A case study on the use of the animation in English classes at was examined and the language teaching syllabus were provided. In order to investigate the motivation and proficiency of learners, the writer chose 79 students who took the lecture. The study discovered the students' motivation and proficiency in English improved significantly. The results of experiment are as follows: First, using animation in the English class was found to have meaningful influence student's intrinsic motivation to learn English. Second, using animation in the English class was found to be effective for developing student's English proficiency. Third, appropriate materials should be selected and applied it to the real classroom activities. In conclusion, one of disadvantages of learning is less communication and the authentic interaction in a real life, so that the integrative teaching methodology which is combined English content and English animation content is also the effective method to improve student's intrinsic motivations in the age of global village.

• Journal of Korean Biological Nursing Science
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• v.4 no.1
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• pp.25-39
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• 2002

The purpose of this study is to develop and evaluate a web-based instruction Program(WBI) to help nurses improving their knowledge and skill of cardiopulmonary resuscitation. Using the model of web-based instruction(WBI) program designed by Rhu(1999), this study was carried out during February-April 2002 in five different steps; analysis, design, data collection and reconstruction, programming and publishing, and evaluation. The results of the study were as follows; 1) The goal of this program was focused on improving accuracy of knowledge and skills of cardiopulmonary resuscitation. The program texts consists of the concepts and importances of cardiopulmonary resuscitation(CPR), basic life support(BLS), advanced cardiac life support(ACLS), treatment of CPR, nursing care after CPR treatment. And in the file making step, photographs, drawings and image files were collected and edited by web-editor(Namo), scanner and Adobe photoshop program. Then, the files were modified and posted on the web by file transfer protocol(FTP). Finally, the program was demonstrated and once again revised by the result, and then completed. 2) For the evaluation of the program, 36 nurses who in K university hospital located in D city, and related questionnaire were distributed to them as well. Higher scores were given by the nurses in its learning contents with $4.2{\pm}.67$, and in its structuring and interaction of the program with $4.0{\pm}.79$, and also in its satisfactory of the program with $4.2{\pm}.58$ respectively. In conclusion, if the contents of this WBI educational program upgrade further based upon analysis and applying of the results the program evaluation, it is considered as an effective tool to implement for continuing education as life-long educational system for nurse.

• The Mathematical Education
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• v.24 no.2
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• pp.48-73
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• 1986

Though the tradition of Korean mathematics since the ancient time up to the 'Enlightenment Period' in the late 19th century had been under the influence of the Chinese mathematics, it strove to develop its own independent of Chinese. However, the fact that it couldn't succeed to form the independent Korean mathematics in spite of many chances under the reign of Kings Sejong, Youngjo, and Joungjo was mainly due to the use of Chinese characters by Koreans. Han-gul (Korean characters) invented by King Sejong had not been used widely as it was called and despised Un-mun and Koreans still used Chinese characters as the only 'true letters' (Jin-suh). The correlation between characters and culture was such that, if Koreans used Han-gul as their official letters, we may have different picture of Korean mathematics. It is quite interesting to note that the mathematics in the 'Enlightenment Period' changed rather smoothly into the Western mathematics at the time when Han-gul was used officially with Chinese characters. In Koryo, the mathematics existed only as a part of the Confucian refinement, not as the object of sincere study. The mathematics in Koryo inherited that of the Unified Shilla without any remarkable development of its own, and the mathematicians were the Inner Officials isolated from the outside world who maintained their positions as specialists amid the turbulence of political changes. They formed a kind of Guild, their posts becoming patrimony. The mathematics in Koryo significant in that they paved the way for that of Chosun through a few books of mathematics such as 'Sanhak-Kyemong', 'Yanghwi-Sanpup' and 'Sangmyung-Sanpup'. King Sejong was quite phenomenal in his policy of promotion of mathematics. King himself was deeply interested in the study, createing an atmosphere in which all the high ranking officials and scholars highly valued mathematics. The sudden development of mathematic culture was mainly due to the personality and capacity of king who took anyone with the mathematic talent into government service regardless of his birth and against the strong opposition of the conservative officials. However, King's view of mathematics never resulted in the true development of mathematics perse and he used it only as an official technique in the tradition way. Korean mathematics in King Sejong's reign was based upon both the natural philosophy in China and the unique geo-political reality of Korean peninsula. The reason why the mathematic culture failed to develop continually against those social background was that the mathematicians were not allowed to play the vital role in that culture, they being only the instrument for the personality or politics of the king. While the learned scholar class sometimes played the important role for the development of the mathematic culture, they often as not became an adamant barrier to it. As the society in Chosun needed the function of mathematics acutely, the mathematicians formed the settled class called Jung-in (Middle-Man). Jung-in was a unique class in Chosun and we can't find its equivalent in China or Japan. These Jung-in mathematician officials lacked tendency to publish their study, since their society was strictly exclusive and their knowledge was very limited. Though they were relatively low class, these mathematicians played very important role in Chosun society. In 'Sil-Hak (the Practical Learning) period' which began in the late 16th century, especially in the reigns of Kings Youngjo and Jungjo, which was called the Renaissance of Chosun, the ambitious policy for the development of science and technology called for. the rapid increase of he number of such technocrats as mathematics, astronomy and medicine. Amid these social changes, the Jung-in mathematicians inevitably became quite ambitious and proud. They tried to explore deeply into mathematics perse beyond the narrow limit of knowledge required for their office. Thus, in this period the mathematics developed rapidly, undergoing very important changes. The characteristic features of the mathematics in this period were: Jung-in mathematicians' active study an publication, the mathematic studies by the renowned scholars of Sil-Hak, joint works by these two classes, their approach to the Western mathematics and their effort to develop Korean mathematics. Toward the 'Enlightenment Period' in the late 19th century, the Western mathematics experienced great difficulty to take its roots in the Peninsula which had been under the strong influence of Confucian ideology and traditional Korean mathematic system. However, with King Kojong's ordinance in 1895, the traditional Korean mathematics influenced by Chinese disappeared from the history of Korean mathematics, as the school system was hanged into the Western style and the Western mathematics was adopted as the only mathematics to be taught at the Schools of various levels. Thus the 'Enlightenment Period' is the period in which Korean mathematics shifted from Chinese into European.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.258-279
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• 2015

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.289-297
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• 2007

The purpose of this study was to analyze the temperament of the science gifted and to identify a relationship between temperament and test-anxiety of the students. The participants were composed of 92 middle school the science gifted who had been educated for the gifted in science educational institution of university and 97 general students in their first-year of middle school. A revised dimensions of temperament survey (DOTS-R) was used for data collection. This study revealed that the science gifted displayed higher concentricity, persistence, and approach-temperament than those of general students. On the other hand, general students were higher than the science gifted at activity, flexibility and positive mood. In the analysis of superior temperament, the science gifted were superior to general students in persistence, while general students were superior to the science gifted in flexibility. The Results of correlation with temperament and test-anxiety was as following. There was close correlation between approach-temperament and test-anxiety of the science gifted. Persistence was the same. While general students were not close correlation between concentricity and test-anxiety. Also science gifted and general students was close correlation between activity and test-anxiety. This mean that activity brings about a disturbing factor of test-anxiety. According to the results of superior temperament frequency analysis, persistence is superior temperament of the science gifted. While flexibility was superior temperament of general students. This study expects to making the use of providing appropriate teaching and learning strategies for the science gifted.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.177-189
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• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.51-69
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• 2012

This research is a fundamental research to provide the foundation that psychological test can be utilized efficiently. It investigated and studied the reality of the psychological test used in elementary school, teacher's degrees of understanding and utilization of psychological test, requirements for improving the psychological test that is performed currently, and the direction of the testing tools that are required by elementary school. First, the main purpose of psychological test was different. The tests that were usually utilized in elementary schools were career inventory test and aptitude test, followed by personality test, learning test, creativity test and intelligence test in order. Second, it showed that teachers read the testing manual before carrying out the psychological test and understood it individually, the degree of understanding of T score showed to be the lowest. As a factor that hampered elementary school teacher's understanding of the psychological test, there was insufficiency of the teacher's professional knowledge, and it showed that the preparatory training for teachers about the tools of psychological test was necessary in order to improve this. Teacher's degree of utilization of psychological test showed to be lower than that of understanding. As a factor that influenced this kind of utilization by teachers, the lack of methodical understanding in afterwards guidance after the testing was the biggest factor. To increase the teacher's degree of utilization of psychological test, it was investigated that advice for more specific methods of guidance after the testing was necessary. Third, cross analysis was executed to find out if there was difference in the degree of understanding and utilization of psychological test according to whether a teacher completed the education course regarding counseling or not, and as a result, there was difference in the degree of understanding regarding some tests, but there was no difference found in the degree of utilization. Besides these, the point to be complemented in psychological test that was currently executed elementary schools and the direction of the testing tools that elementary schools require were investigated.

• Proceedings of the Korea Environmental Mutagen Society Conference
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• 2003.10a
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• pp.34-63
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• 2003

Occupational and environmental exposure to manganese continue to represent a realistic public health problem in both developed and developing countries. Increased utility of MMT as a replacement for lead in gasoline creates a new source of environmental exposure to manganese. It is, therefore, imperative that further attention be directed at molecular neurotoxicology of manganese. A Need for a more complete understanding of manganese functions both in health and disease, and for a better defined role of manganese in iron metabolism is well substantiated. The in-depth studies in this area should provide novel information on the potential public health risk associated with manganese exposure. It will also explore novel mechanism(s) of manganese-induced neurotoxicity from the angle of Mn-Fe interaction at both systemic and cellular levels. More importantly, the result of these studies will offer clues to the etiology of IPD and its associated abnormal iron and energy metabolism. To achieve these goals, however, a number of outstanding questions remain to be resolved. First, one must understand what species of manganese in the biological matrices plays critical role in the induction of neurotoxicity, Mn(II) or Mn(III)? In our own studies with aconitase, Cpx-I, and Cpx-II, manganese was added to the buffers as the divalent salt, i.e., $MnCl_2$. While it is quite reasonable to suggest that the effect on aconitase and/or Cpx-I activites was associated with the divalent species of manganese, the experimental design does not preclude the possibility that a manganese species of higher oxidation state, such as Mn(III), is required for the induction of these effects. The ionic radius of Mn(III) is 65 ppm, which is similar to the ionic size to Fe(III) (65 ppm at the high spin state) in aconitase (Nieboer and Fletcher, 1996; Sneed et al., 1953). Thus it is plausible that the higher oxidation state of manganese optimally fits into the geometric space of aconitase, serving as the active species in this enzymatic reaction. In the current literature, most of the studies on manganese toxicity have used Mn(II) as $MnCl_2$ rather than Mn(III). The obvious advantage of Mn(II) is its good water solubility, which allows effortless preparation in either in vivo or in vitro investigation, whereas almost all of the Mn(III) salt products on the comparison between two valent manganese species nearly infeasible. Thus a more intimate collaboration with physiochemists to develop a better way to study Mn(III) species in biological matrices is pressingly needed. Second, In spite of the special affinity of manganese for mitochondria and its similar chemical properties to iron, there is a sound reason to postulate that manganese may act as an iron surrogate in certain iron-requiring enzymes. It is, therefore, imperative to design the physiochemical studies to determine whether manganese can indeed exchange with iron in proteins, and to understand how manganese interacts with tertiary structure of proteins. The studies on binding properties (such as affinity constant, dissociation parameter, etc.) of manganese and iron to key enzymes associated with iron and energy regulation would add additional information to our knowledge of Mn-Fe neurotoxicity. Third, manganese exposure, either in vivo or in vitro, promotes cellular overload of iron. It is still unclear, however, how exactly manganese interacts with cellular iron regulatory processes and what is the mechanism underlying this cellular iron overload. As discussed above, the binding of IRP-I to TfR mRNA leads to the expression of TfR, thereby increasing cellular iron uptake. The sequence encoding TfR mRNA, in particular IRE fragments, has been well-documented in literature. It is therefore possible to use molecular technique to elaborate whether manganese cytotoxicity influences the mRNA expression of iron regulatory proteins and how manganese exposure alters the binding activity of IPRs to TfR mRNA. Finally, the current manganese investigation has largely focused on the issues ranging from disposition/toxicity study to the characterization of clinical symptoms. Much less has been done regarding the risk assessment of environmenta/occupational exposure. One of the unsolved, pressing puzzles is the lack of reliable biomarker(s) for manganese-induced neurologic lesions in long-term, low-level exposure situation. Lack of such a diagnostic means renders it impossible to assess the human health risk and long-term social impact associated with potentially elevated manganese in environment. The biochemical interaction between manganese and iron, particularly the ensuing subtle changes of certain relevant proteins, provides the opportunity to identify and develop such a specific biomarker for manganese-induced neuronal damage. By learning the molecular mechanism of cytotoxicity, one will be able to find a better way for prediction and treatment of manganese-initiated neurodegenerative diseases.

• Korean Journal of Health Education and Promotion
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• v.18 no.2
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• pp.45-63
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• 2001

The objective of this study is to give basic materials for selection and improvement of contents of safety education, which is substantially helpful to elementary students, by analysis of contents of safety education in some subjects and assessment of the needs of elementary students for safety education. For this purpose, this study was analyzed the contents of safety education in five subjects for elementary school and conducted the survey of 883 students in some elementary schools in Seoul from April 7 to 22, 2000. The results were as follows; 1. As a result of analysis of the proportion of contents regarding safety-related education in some subjects, Physical Education occupied the highest proportion (14.09％), and that was followed by Practical Subject (9.55％) and Moral Education (9.34％). However, the proportions in Social Study and Natural Science were very low, 1.85％ and 1.31％ each. In total lines of these five subjects, the numbers of line regarding safety education was contained by 5.78％. 2. Analyzing the proportion of domains of safety education in five textbooks, the Meaning of Safety and Basic Principles occupied the highest portion (29.5％), and that was followed by the Home Safety (24.0％), the Safety in School (17.1％), and the Play and Leisure Safety (14.0％). The Coping with Accidents and First Aid, the Safety from Fire and Explosion, and the Traffic Safety occupied relatively low portion, 6.9％, 5.7％, and 2.8％ each. 3. As a result of analysis of the proportion of the safety education domain in each subject, the Meaning of Safety and Basic Principles occupied the highest portion (23.6％) in Moral Education, the Home Safety (12.7％) in Practical Subject, and the Play and Leisure Safety (10.9％) in Physical Education. 4. Most of the participants in this survey experienced the Home Accidents (71.1％). And also, they experienced the Play and Leisure Accidents (57.9％), the Accidents in School (49.7％), the Traffic Accidents (45.3％), and the Fire and Explosion Accidents (24.7％) in order. 5. In the average proportion of the needs of participants for safety education in each domain, the Coping with Accidents and First Aid has the highest point (4.05). And, that was followed by the Home safety (3.79), the Safety from Fire and Explosion (3.73), the Meaning of Safety and Basic Principles (3.65), the Play and Leisure Safety (3.50), the Safety in School (3.37), and the Traffic Safety (3.35). The average proportion of the needs for safety education of total domains was 3.66. 6. In the needs for safety education regarding the feature of participants, it showed higher scores in female students than male ones (p〈0.001), in lower grader than higher grader (p〈0.05), and in the students born to wealth than those born poor (p〈0.05). Also, the children who recognize the necessity of safety education showed higher scores of the needs for safety education (p〈0.001). And it also showed the same results of high score to the children whose parents did the safety education (p〈0.00l) and to the children and their parents who have the higher degree of practicing safety (p〈0.001), and these differences were statistically significant. 7. In the extent of preference for methods of safety education, it showed high score to the Field Learning, followed by the Audio- Visual Education, the Discussion, and the Instruction of teacher. In the extent of preference for subjects regarding the contents of safety education by each domain, it showed high score to the subject of Safety for 4 domains - the Meaning of Safety and Basic Principles, the Traffic Safety, the Safety from Fire and Explosion, and the Coping with Accidents and First Aid. And also, they preferred Moral Education for 2 domains - the Home safety and the Safety in School, and Physical Education for a domain of the Play and Leisure Safety. 8. While 27 of 36 detail items was contained the contents of safety education, the proportion of needs of participants for safety education showed more than average 3.00 score in 34 of 36 detail items. However, none of 9 detail items was included in five textbooks. Also, 2 detail items - the Coping with Disasters and the Safety from Poisoning - were included together 2 parts; One part had the higher ranked 7 items acquired by analysis of the needs, and the other had the higher ranked 7 items acquired by analysis of the contents. But, except those 2 items, none of items were matched with each part.