• 대한수학교육학회지:학교수학
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• 제11권1호
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• pp.111-129
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• 2009

본 연구는 교육적 의도를 가지고 학문적인 지식을, 가르칠 지식으로 변형하는 일, 즉 지식의 교수학적 변환(didactical transposition)에 관한 것으로서, 제 7차 교육과정에 따라 개편된 13종의 10-나 수학 교과서에서 삼각함수 단원의 내용 배열순서 및 설명방식을 분석하고 그 결과, 교수법적 어려움과 서술의 논리성 및 학생의 이해를 함께 고려할 때, 나타나는 교수학적 변환의 어려움은 무엇이며 이를 위한 대안적 교수학적 변환의 방법이나 실제적인 어려움 해소 방안은 무엇인가를 생각해 보았다. 이를 위해 13종의 수학교과서 10-나 단계 삼각함수 단원의 설명방식의 차이를 위주로 비교 분석하고, 그 결과를 최근의 교수법 이론과 암묵적으로 비교하여 새 교수법의 적용 가능성을 높이는데 개연적이나마 도움이 되리라고 예상되는 대안적 내용서술 지도방안(부채꼴, 삼각함수의 그래프, 성질, 주기, 사인법칙에 대한 내용을 위주로)을 제안하였다.

• 정보교육학회논문지
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• 제22권3호
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• pp.385-396
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• 2018

수학 도형 영역에서 기하판과 같은 구체적 조작도구를 활용하여 학습하면 추상적인 기하 개념을 이해하는데 효과적이며 학습 흥미도와 문제 해결 능력을 높여줄 수 있다. 현재까지 구체적 조작도구는 고전적인 교실학습 환경에서만 적용하고 있으며 온라인 환경에서는 거의 없었다. 본 연구에서는 수학 도형 영역에서 다각형 주제를 기하판을 활용하여 학습할 수 있는 교육용 소프트웨어를 설계하고 구현하였다. 소프트웨어의 기본 기능은 도형 그리기와 지우기 기능으로 구성되어 있고 학습한 내용의 도형을 맞게 그렸는지 확인할 수 있다. 연구에서 개발된 도구는 델파이 분석으로 도형 영역 학습에 도움을 줄 수 있고 학습 흥미도를 높일 수 있을 것이다.

• Journal of Oral Medicine and Pain
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• 제42권3호
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• pp.53-61
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• 2017

Myogenous temporomandibular disorder is a collective term for pathologic conditions of the masticatory muscles, mainly characterized by pain and dysfunction associated with various pathophysiological processes. Among the subtypes of myogenous temporomandibular disorder, myofascial pain is one of the most common muscle disorders, characterized by the presence of trigger points (TrPs). Various modalities, such as ultrasound, manipulative therapy, spray-and-stretch technique, transcutaneous electrical nerve stimulation, injection/dry needling, and low-level laser therapy are used to inactivate TrPs. Needling/injection on the TrPs is one of the most common treatments for myofascial pain. Despite the evidence, there is continued controversy over defining the biological and clinical characteristics of TrPs and the efficacy of injection/dry needling. This review discusses the current concept of injection/needling to relieve TrPs.

• The Journal of Korean Physical Therapy
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• 제10권1호
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• pp.155-171
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• 1998

Interest in mannual therapy appears to continue to grow among physical therapists. The term 'mannual therapy' has traditionally been associated with physical therapists who examine and treat Patients who have disorders related to the neuro-muscular-articular system.. The manipulative means skilled and specialised use of manual and/or mechanically applied movement techniques, as a part of comprehensive orthopaedic physical therapy for disorders of the moving parts of body. Physical therapists use a large variety of manually applied examination procedures as part of the clincal decision-making process. The purpose of this article is to define and clarify the basic concepts of mannual therapy by comparing the geneal concepts and evaluation schemes of James Cyriax, John McM. Mennell, Geoffrey Maitland, Freddy Kaltenborn, Robin McKenzie, and Ola Grimsby. This article stresses the importance of developing stills in evaluation. Gimsby's approch is presented as a example of modem mannual therapy.

• 대한가정학회지
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• 제41권5호
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• pp.41-58
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• 2003

The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.

• 한국정밀공학회:학술대회논문집
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• 한국정밀공학회 1995년도 추계학술대회 논문집
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• pp.594-597
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• 1995

A hand controller in teleoperation is a man-machine interface device that provides real-time interaction between a human operator at control site and a slave manipulator at remote site. In this paper, we examine the design issure related to various types of hand controllers in use. Emphasis is placed on bilateral hand controllers and their design parameters. We describe the design of a new 6 degree-of-freedom universal force-reflecting hand controller to control a remote Schilling Titan manipulator. This hand controller allows the operstor to maintain spatial corresponence in remote manipulative operation and fell a sense of contact with the environment. Finally, we demonstrate the graphic simulation of the hand controller to verify its design characteristics.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.447-473
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• 2001

Since the greater part of mathematical concepts have been developed in the direction of “from the concrete and realistic aspects to the abstract level”, children should be secured to learn mathematics genetically with various manipulative materials. The aim of this study is to instigate the active use of geoboards in mathematics classroom. To achieve this arm, we first embodied the several significances on the use of geoboards in mathematics instruction. And we then performed an instruction that children discover and justify the formula related to the area of trapezoid by exploring with geoboards, and analyzed the instructional episode to support our assertion about some secure merit accompanied by using geoboards. From this study, we obtained the conclusion that geoboard activity contains many significances such as children can explore congruence, symmetry, similarity, fundamental properties of figures, and pattern. Futhermore, geoboard activity enable children to transform a figure into other equivalently, develop spatial sense, have basic experiences for coordinate geometry, build a concrete model to explain abstract ideas, and foster the ability of problem solving and mathematical thinking.

• 아동학회지
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• 제13권2호
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• pp.33-51
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• 1992

The purpose of this study was to investigate activities of kindergarteners in the mathematics corner. The study included an analysis of children's interactions with mathematics materials and of children's peer interactions during mathematics activities. The subjects were 47 children aged three to four and 72 children aged four to five from four classes of two kindergartens in Kwangju. Children's math activities during free play sessions were observed and audiotaped. The data were coded by the categories of children's peer interactions and types of mathematics manipulations. The characteristics of children's peer interactions and materials frequently selected by the subjects were identified. The results indicated that (1) most of the math materials were for passive manipulation that require children to respond according to predetermined conditions like the rules of games, but (2) the materials that children liked to play with were active manipulative materials that require diversity and flexibility of children's thinking and allow several choices for solutions, and (3) children's peer interactions during math activities were categorized into unilateral and reciprocal/collaborative peer interaction type.

• 수산해양교육연구
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• 제29권1호
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• pp.242-256
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• 2017

The purpose of this study was to describe and understand the characteristics of morphological, contextual as relational aggression among 4-year old children during free play periods. The ethnographic methods included participants observation of children's play interaction behaviors, field notes, video taping and analysis of transcribed date. The results are as exclusion occurred by group power taking the relational attribute, including direct language, while the other would not be revealed easily other than being in line with real relation. Also as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatrning their friend' and 'withdrawal of friendship'.

• 아동학회지
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• 제24권1호
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• pp.33-45
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• 2003

The subjects of this comparison of institutionalized and home-reared preschool children's emotional knowledge and interpersonal problem solving strategies were 38 institutionalized (23 boys and 15 girls) and 39 home-reared (15 boys and 24 girls) preschool children. Assessment of emotional knowledge consisted of identification tasks and situation tasks. Interpersonal problem solving included forceful, prosocial, and manipulative strategies. Results showed that institutionalized children were lower than home-reared children in emotional knowledge; that is, they had lower scores than home-reared children in situation task. Institutionalized children used more forceful strategies than home-reared children, and home-reared children used more prosocial strategies than institutionalized children. Emotional knowledge was positively related to their prosocial strategies and negatively related to forceful strategies.