• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1367-1384
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• 2013

The purpose of this study was to develop a Science Academic Emotion Scale for Elementary Students. To make a scale, authors extract a core of 14 emotions related to science learning situations from Kim & Kim (2013) and literature review. Items on the scale consisted of 14 emotions and science learning situations. The first preliminary scale had 174 items on it. The number of 174 items was reduced and elaborated on by three science educators. Authors verified the scale using exploratory factor analysis, confirmatory factor analysis, inter-item consistency and concurrent validity. The second preliminary scale consisted of 141 items. The preliminary scale was reduced to seven factors and 56 items by applying exploratory factor analysis twice. The seven factors include: enjoyment contentment interest, boredom, shame, discontent, anger, anxiety, and laziness. The 56 items were elaborated on by five science educators. The scale with 56 items was fixed with seven factors and 35 items to get the final scale by applying confirmatory factor analysis twice. Except for Chi-square and GFI (Goodness of Fit Index), other various goodness of fit characteristics of the seven factors and 35 items model showed good estimated figures. The Cronbach of the scale was 0.85. The Cronbach of seven factors are 0.95 in enjoyment contentment interest, 0.81 in boredom, 0.87 in shame, 0.82 in discontent, 0.87 in anger, 0.77 in anxiety, 0.81 in laziness. The correlation coefficient was 0.59 in enjoyment contentment interest, 0.54 in anxiety, 0.42 in shame, and 0.28 in boredom, which were estimated using the Science Academic Emotion Scale and National Assessment System of Science-Related Affective Domain (Kim et al., 1998). Based on the results, authors judged that the Science Academic Emotion Scale for Elementary Students achieved an acceptable validity and reliability.

• Molecules and Cells
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• v.43 no.4
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• pp.360-372
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• 2020

The basal ganglia network has been implicated in the control of adaptive behavior, possibly by integrating motor learning and motivational processes. Both positive and negative reinforcement appear to shape our behavioral adaptation by modulating the function of the basal ganglia. Here, we examined a transgenic mouse line (G2CT) in which synaptic transmissions onto the medium spiny neurons (MSNs) of the basal ganglia are depressed. We found that the level of collaterals from direct pathway MSNs in the external segment of the globus pallidus (GPe) ('bridging collaterals') was decreased in these mice, and this was accompanied by behavioral inhibition under stress. Furthermore, additional manipulations that could further decrease or restore the level of the bridging collaterals resulted in an increase in behavioral inhibition or active behavior in the G2CT mice, respectively. Collectively, our data indicate that the striatum of the basal ganglia network integrates negative emotions and controls appropriate coping responses in which the bridging collateral connections in the GPe play a critical regulatory role.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.176-193
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• 2020

The purpose of this study was to explore the effects of science classes on positive science experiences and science learner identity, using smart devices in a future school: C middle school. We conducted a paired t test at the beginning and end of the first school year with first-grade students at the future school to investigate positive experiences with science (Shin et al., 2017). Additionally, first and second-grade students in future schools using smart devices wrote and drew their own depictions in science classes to explore science learner identity, based on a modified analytical framework (Luehmann, 2009). The results show that significant effects on science-related career aspirations, self-concepts, and academic emotions were produced by science classes using smart devices. Science classes using smart devices helped students improve their level of agency and activity, solve problems with immediate and sufficient feedback, and experience meaningful perceptions of the nature of science. On the other hand, if students were immature in terms of their use of smart devices, they felt pressured to participate in the classes. The results of this study can be used as a foundation for designing various classroom contexts for the use of smart devices.

• Journal of Music and Human Behavior
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• v.13 no.2
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• pp.1-16
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• 2016

The purpose of this study was to examine how primary school teachers use music for classroom teaching and management and how they perceive the effects of using music in their classroom. A total of 190 questionnaires were collected from primary school teachers and 119 responses were analyzed after excluding four responses from music teachers who are not in charge of a classroom. The results demonstrated that a greater number of respondents reported the use of music for classroom teaching than for classroom management. With regard to music use for classroom management, teachers most often attempted to enhance positive emotions of their students by playing children's songs. For classroom teaching, music was frequently used to increase students' motivation for learning. Also, while first through third grade teachers tended to use music frequently for both classroom teaching and management, fourth through sixth grade teachers mainly used music for teaching. Although most of the respondents perceived the positive influence of music on their children, they reported difficulties in using music in their classrooms. Respondents indicated the needs for music-related training or provision of materials to support teachers for effectively using music. Future studies are needed to develop music resource materials that could be readily utilized by teachers in a variety of contexts in primary school.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.258-266
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• 2004

An increasing number of educators emphasize the affective domain in learning. Affective and cognitive objectives interact and can not be separated from each other. Good emotions and feelings assist students achieving optimally in the cognitive domain. Emotional intelligence harmonizes well with an affective science curriculum. The purpose of this study was to explore the effectiveness of EQ(Emotional quotient) improvement program on students' EQ, science achievement, the science related attitudes, and science anxiety. A pretest-posttest control group design was employed. Subjects were 168 male and female first grade students in a middle school. A control group was instructed with a traditional teaching method, and an experimental group was instructed using EQ improvement program. Two groups were treated for 42 hours during 14 weeks. Two way ANCOVA and correlation analysis was performed using the SPSS. The results indicated that students who received EQ program got higher EQ and their science anxiety was lowered than students who were in a control group(p<.05). EQ program was not significantly effective on science attitude than the traditional instruction but, in the domain 'the enjoyment of science class' it was effective(p<.05). EQ program was significantly effective on students' achievement than the traditional instruction(p<.05).

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.84-98
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• 2011

The study investigated the linguistic characteristics of middle school students' writing on the themes of earth science through analysis of its genre and register. Data for analysis included $7^{th}$ grade and $9^{th}$ grade students' writings about 'global warming' and 'classification of rocks'. The results of this study include: First, many students were not accustomed to writing in genre, especially exposition genre. Second, in terms of ideational meaning, the material verbs representing action or doing were more dominant than relational verbs that are related to the attribute or definition of things, and additional logical relations were predominant. Third, regarding interpersonal meaning, agents, emotions, subjective opinions appeared in the writings and students did not express their ideas conclusively and revealed feelings of doubt and uncertainty about their knowledge. Fourth, as for textual meaning, most students listed fragments of information using additional conjunctions in simple structures and were not accustomed to writing texts with organizing structures, logical patterns, cohesion, and coherence. From these results, we argued that the scientific writings should be emphasized in science learning that aims to foster scientific literacy. In addition, we discussed the necessity of improving science teachers' perceptions on scientific writing as well as setting up a specific plan in the national curriculum.

• Korean Journal of Culture and Social Issue
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• v.13 no.4
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• pp.53-82
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• 2007

This study, driven by the question of 'what the experience of healing of female sexual abuse victims is like,' explores the process the victims undergo as they heal from the traumas. Using the methods suggested by Strauss and Corbin's Grounded theory, it analyzes nine interviews taken from victims who have received counseling. The study found that the central phenomena that take place in the process of their healing is 'mental pain due to the damage caused by sexual abuse,' the causal conditions are 'the recognition of the sexual abuse' and 'desperation,' and the contextual conditions are 'the reaction of the close ones of the victims,' 'the preconception about sexuality,' and 'the incarceration and punishment of the offenders.' The victims have been intervened in the healing process by 'being supported' and 're-interpreting the meaning of the damage caused by sexual abuse,' and are found to utilize the interactive strategy among 'facing their emotions,' 'learning new coping strategies,' and 'hoping for the future.' They are also found, as a result of the healing, to 'live unafraid as survivors' and 'have structured their lives in a new way.' This study is of significance in systematically elucidating the healing process and the related elements found through the voices of the survivors of sexual abuse in the context of the Korean society and culture. The limits of this study and suggestions about the studies that should follow this one are included as well.

• Sijohaknonchong
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• v.20
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• pp.141-171
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• 2004

Even though only 3 sijo are in high school textbook. through these 3 sijo each type can be understood in that each represents pyung sijo, sasul sijo, and present sijo. To learn with learner-centered activities, which aim for full knowledge acquisition regarding literary works, as the preparing stage, students can learn what theyll learn by teachers. Sijo are, so to speak, formed with three chapters, and stand for the world that is colorless, scentless, and flavorless. So, the theme can be found with ease. Compared with other genres, sijo can be formed creating background with ease. Moreover, sijo are not too long, so learners can paraphrase it. Sijo that express private experiences with the everyday language can be related to other genres or everyday language. So, sijo are last to present. In the teaching phase, on the gradation of concretion and gradation, writing or presentation activities are presented. After classroom, learners keep a reaction journal. In the phase of concretion and gradation, learners can apprehend that typical differences of the emotions of poetic speakers is from typical differences, even though emotions of poetic speakers of (1)$\cdot$(2)$\cdot$(3) that is each stand for pyung sijo, sasul sijo, and present sijo are roughly summarized loneliness, desolateness, and gloominess. Moreover, these typical differences are from social, political. and cultural settings, namely, the differences of contexts. In this teaching model. learners should prepare for content regarding context and text before the class. Teachers should act as an assistant to help learners pre-understand their subjective experiences and imaginations.

• (The)Study of the Eastern Classic
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• no.57
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• pp.383-406
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• 2014

Mi-Am Yu Hee Choon (1513~1577) considered poetry as a part of his life. Therefore, this writer specifically focused on Mi-Am Yu Hee Choon's Chinese poems. The following is the conclusion from the materials discussed in this article. Mi-Am tried to understand literature in ethical perspective. The number of Chinese poems composed by Mi-Am is estimated to be about 300, and the number of pieces that this writer could find was 285. Also, Mi-Am took poem composition seriously, and put emphasis on content more than structure. Among Go Shi, Yul Shi, and Jul gu, Jul gu (especially Chil Un) is the largest in quantity, and it is presumed that he preferred Chil(seven) Un over Oh(five) Un. With regards to Go Shi, there are relatively many Jeon-Go. With regards to Jul gu, which was a poetry composing structure that Mi-Am could make the best use of, they were mostly about the daily lives. And with regards to Yul Shi, there were many poems that expressed his feelings about the real world and self-examination. Mi-Am's poems can be categorized into ones that he wrote when he was on exile, and ones that he wrote while serving for the king again after he got released from exile. During the exile period, self-discipline through learning, friendship, and love for the people were the main themes of his poems, and after being released and started serving for the king again, his poems were mostly about loyalty to the king, interaction with acquaintances, emotions, ancestor worship, self-examination, and conjugal affection through literary communion. Among Mi-Am's poems, there are many that have Eum Song Cha Un included in their titles, and the mainstream of his poems were related to daily lives or experiences. Also, most of them naturally and calmly expressed the fact itself without exaggerating. Mi-Am considered poetry as a part of his life and the fact that he practiced literary communion with his wife by writing poems about the ordinary things happened between him and his wife, Song Duk Bong, is worthy of notice.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.