• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권2호
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• pp.137-154
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• 2012

Comparative studies on mathematical modeling cognition feature were carried out between 15 excellent high school third-grade science students (excellent students for short) and 15 normal ones (normal students for short) in China by utilizing protocol analysis and expert-novice comparison methods and our conclusions have been drawn as below. 1. In the style, span and method of mathematical modeling problem representation, both excellent and normal students adopted symbolic and methodological representation style. However, excellent students use mechanical representation style more often. Excellent students tend to utilize multiple-representation while normal students tend to utilize simplicity representation. Excellent students incline to make use of circular representation while normal students incline to make use of one-way representation. 2. In mathematical modeling strategy use, excellent students tend to tend to use equilibrium assumption strategy while normal students tend to use accurate assumption strategy. Excellent students tend to use sample analog construction strategy while normal students tend to use real-time generation construction strategy. Excellent students tend to use immediate self-monitoring strategy while normal students tend to use review-monitoring strategy. Excellent students tend to use theoretical deduction and intuitive judgment testing strategy while normal students tend to use data testing strategy. Excellent students tend to use assumption adjustment and modeling adjustment strategy while normal students tend to use model solving adjustment strategy. 3. In the thinking, result and efficiency of mathematical modeling, excellent students give brief oral presentations of mathematical modeling, express themselves more logically, analyze problems deeply and thoroughly, have multiple, quick and flexible thinking and the utilization of mathematical modeling method is shown by inspiring inquiry, more correct results and high thinking efficiency while normal students give complicated protocol material, express themselves illogically, analyze problems superficially and obscurely, have simple, slow and rigid thinking and the utilization of mathematical modeling method is shown by blind inquiry, more fixed and inaccurate thinking and low thinking efficiency.

• 한국식생활문화학회지
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• 제22권4호
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• pp.404-413
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• 2007

This study was carried out to compare UCP2 polymorphism, dietary habits, and obesity index in normal and obese university students. The survey was carried out using self-questionnaires collected from the 126 normal and 60 obese university students. The results are summarized as follows. Breakfast was skipped in 43.7% of normal and 49.3% of obesity students and it appeared obese students eat faster than normal students. The percentage of weight control experience were 49.2 and 71.0 in the normal and obese students, respectively. Blood levels of lipid profiles(triglyceride, LDL cholesterol, and HDL cholesterol), hemoglobin, AST and ALT were anaylzed. In UCP2 genes, the frequency of deletion homozygote(DD) was 71.5%, heterozygote(DI) was 26.9% and insertion homozygote(II) was 1.6%. Plasma levels of triglyceride, total cholesterol, LDL cholesterol, and HDL cholesterol of normal students were 79.06, 172.25, 100.86 and 57.03 mg/dl, and those of obese students were 93.06, 173.22, 101.22 and 54.39 mg/dl, respectively. Blood parameters were in normal range in both group. Plasma triglyceride, total cholesterol and LDL cholesterol levels of obese students were higher than those of normal students. On the other hand, plasma HDL cholesterol levels of obese students were lower than those of normal students. Plasma levels of AST and ALT were in normal range in both group. However, AST and ALT levels of obese students were higher than that of normal students. Thus, it was recommended for them to have a nutritional education program to improve their dietary and living habits for obese students’health. Nutritional education program should also be organized practically and systematically.

• 보건교육건강증진학회지
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• 제19권4호
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• pp.19-31
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• 2002

Purpose : This study examines the differences in self-efficacy and health promoting behavior between obese students and normal weight students by gender; it tries to obtain basic data for the health guidance of obese students. Methods : Data were collected from 360 students (90 normal weight males, 90 obese males, 90 normal weight females, 90 obese females) using questionnaires about general characteristics, self-efficacy, and health promoting behavior. There were analyzed with descriptive statistics (frequency, percentage, mean, standard deviation), and a x$^2$ test, ANCOVA, and a Pearson's correlation of coefficient at the 0.05 significance level by using the SAS (version 8.01) Win Program. Results : The score of self-efficacy appears that in the case of boys, obese students are significantly lower than their normal weight counterparts (F=25.85, p=<.0001), while in the case of girls there is no significant difference between the two groups (F=.01, p=.9118). The score of health promoting behavior appears that in the case of boys, obese students are significantly lower than their normal weight counterparts (F=28.61, p=<.0001), while in the case of girls there is no significant difference between the two groups (F=1.25, p=.2643). The relation of self-efficacy and health promoting behavior shows a statistically significant correlation in all cases: obese boys (r=.69, p=<.0001), normal weight boys (r=.51, p=<.0001), obese girls (r=.67, p=<.0001), and normal weight girls (r=.49, p=<.0001). Conclusions : An evaluation study needs to see whether a program to encourage the self-efficacy of obese boys can be effective in health promoting behavior or weight control in the long run. As in this study more than half of the obese girls have mild-level obesity, a follow-up study should be conducted to examine the self-efficacy and health promoting behavior between middle or highly obese students and normal weight students.

• 대한수학교육학회지:수학교육학연구
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• 제22권2호
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• pp.117-136
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• 2012

이 연구는 정규분포에 대한 교수학적 변환 방식과 학생들의 이해의 특징을 분석함으로써 고등학교 통계 단원에서 정규분포를 지도하는 것과 관련된 시사점을 얻는데 목적을 두었다. 이를 위해 정규분포의 역사 발생 과정과 학문적 지식으로서 정규분포의 의미를 확인하여 정규분포의 교수학적 변환 방식을 살펴보기 위한 4개의 분석 관점을 추출하고 이를 토대로 미국, 영국, 우리나라 교과서의 정규분포에 대한 교수학적 변환 방식을 분석하였다. 또한 정규분포에 대한 학생들의 이해 특징과 관련된 선행 연구 결과를 살펴봄으로써 고등학생들의 정규분포에 대한 이해의 특징을 기술하는데 필요한 분석 관점을 4가지로 구체화하였으며, 이를 토대로 분석한 학생들의 이해 특징을 4가지로 요약하였다.

• 대한지구과학교육학회지
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• 제8권3호
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• pp.346-354
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• 2015

The purpose of this study was to be a help with designing science curriculum and developing science programs for the science gifted students by comparing their preferences about science class forms and class environments between science gifted students and normal students. For this study, 2 classes of science gifted students and 5 classes of normal students in 4th, 5th grade joined in this survey and their preferences about science class forms and class environments were checked using questionnaire. As a result, the following findings were obtained. First, in the area of class form, from comparing their preferences about teaching content domain, science gifted students showed meaningful higher preferences in all factors such as clarification, structuralization, thinking of high level and diversification. In comparing their preferences about teaching process domain, science gifted students also showed meaningful higher preferences in all factors such as diversification and self directed learning. Second, in the area of class environment, from comparing their preferences about classroom domain, science gifted students showed meaningful higher preferences in all factors such as teacher's support and rule and organization. In comparing their preferences about mentality domain, science gifted students also showed meaningful higher preferences in all factors such as influence of friends and parents. Third, in science gifted students, from comparing their preferences by gender about science class forms and class environments, female students showed meaningful higher preferences in factors of clarification. And in other factors females showed similar preference tendency with male students. In normal students' comparing, female students showed meaningful higher preferences in factors of teacher's support. And male students showed meaningful higher preferences in factors of high level thinking and influence of friend and influence of parents.

• Journal of Nutrition and Health
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• 제18권3호
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• pp.217-224
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• 1985

The purpose of this study is to discribe the nutritional status between female collegians on normal diet and lacto-ovo-vegetarian in the child bearing age. Physical examination, hematological parameters(hemoglobin, hematocrit, serum iron, serum albumin)and nutrient intake by dietary survey were carried out on each subject. Serum zinc, iron and copper concentrations were also determined. The results are summarized as follows : 1) Students on normal diet had higher values than lacto-ovo-vegetarian students in the height, weight, and skinfold thickness. 2) Hemoglobin, hematocrit, serum albumin values of the two groups showed no difference. But students on normal diet were higher in the serum irom and copper values than lacto-ovo-vegetarian students. 3) Serum zinc values differed significantly between the vegetarians and non vegetarians (Vegetarians') > non vegetarians') 4) On the nutrient intake of two groups, students on normal diet were higher than lacto-ovo-vegetarian students in the protein but students on normal diet were lower than lacto-ovo-vegetarian students in iron, vitamin A, $vitamin\;B_{2}$, vitamin C and crude fiber. 5) Intakes of calories and protein in the two groups were lower than RDA but Ca, vitamin A, $vitamin\;B_{1}$, $vitamin\;B_{2}$ niacin and vitamin C intakes of the two groups was higher than RDA. 6) Amounts of iron absorbed showed no difference in the two groups. But iron absorption rate was higher in students on normal diet than lacto-ovo-vegetarian students.

• 동아시아식생활학회지
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• 제8권3호
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• pp.280-288
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• 1998

The purpose of this study was to evaluate the nutrient and food intake status in underweight female college students living in Seoul. 126 underweight(BMI<20) and 74 normal weight (20$\leq$BMI<25) students were asked for their daily food intake and eating habits by using 3-day food records and questionnaire. We analyzed the amounts of the nutrient intakes and food groups as the subjects. The mean of height and weight were 162.1cm and 49.0kg in underweight and 160.6cm and 54.9kg in normal weight subjects. The mean energy, iron, and vitamin A intakes among the students were smaller than RDA for Koreans. The mean calcium(p<0.01), sodium(p<0.05), and vitamin B$_2$(p<0.05) intakes in underweight subjects were significantly higher than those in normal weight subjects. Total food intakes of underweight and normal weight students were 1235.8g and 1078.1g, respectively. The mean of the pulse group in the underweight was significantly higher than that in normal group(p<0.01) Frequently consumed food or dish items of the subjects were Kimchi, cooked rice, and milk. In the relation between BMI and dietary factors, the BMI was found to have a significant negative correlation with calcium intake(p<0.05), pulse intake(p<0.01) and eating habit score(p<0.01) Eating habit scores about quantity of food and lipid intake showed a significant difference between underweight and normal students.

• Journal of Nutrition and Health
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• 제35권9호
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• pp.982-995
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• 2002

This study was conducted to provide basic information on the nutritional status and dietary behaviors of the deaf teenagers. The subjects of this study were 87 deaf-mute high school students in Pusan and Kyung-nam area and, in comparison,90 general high school students in Ham-an area. The survey was investigated by using a self-administered questionnaire. The results were as follows: Deaf-mute group was consisted of 63.2% male and 36.8% female, and mean of height and weight of male were 171.2 cm and 61.9kg, female were 158.0cm and 51.7kg. Obesity index and body mass index (BMI) were normal range in both deaf-mute and normal groups. The average nutrition knowledge score of the deaf-mute group was 6.8 $\pm$ 1.5 out of possible 10 points, that was significantly lower than 7.3 $\pm$ 0.8 of the normal group (p<0.01). The mean of self-control and conscious control scores in the eating behaviors of the deaf-mute group were 2.6 $\pm$ 1.2 and 2.4 $\pm$ 1.3 out of possible 5 points from each item, which was significantly higher than 2.1 $\pm$ 1.3 and 1.8 $\pm$ 1.4 of the normal group (p< 0,01). Nutrients consumed below 90% of Korean RDA were energy (79.9%), Ca (71.5%) for deaf-mute male students and Ca (88.5%) for deaf-mute female students. Energy (71.4%), protein (87.8%), Ca (74.8%), vitamin B$_1$ (83.4%) intake of normal male students and energy (72.8%), Ca (71.2%), Fe (78.7%) intake of normal female students were below 90% of Korean RDA. Energy, protein, fat, vitamin B$_1$, niacin intake of deaf-mute male students were significantly higher than normal male students and all nutrients intake of deaf-mute female students were significantly higher than normal female students. By the correlation of nutrients intakes with nutrition knowledge, there was positive correlation with the intakes of Ca, Fe, vitamin A, vitamin B$_2$, and vitamin C in the deaf-mute group, while there was negative correlation with the nutrients intakes (except for protein and fat) in the normal group. The amount of meal, breakfast, regularity of meal time, frequency of snacks showed a positive relation to nutrient intakes in deaf-mute group and amount of meal, breakfast, regularity of meal time, frequency of overeating showed a positive relation to nutrient intakes in normal group. The nutrition knowledge had no correlation with food habits or eating behaviors in both groups.(Korean J Nutrition 35(9) : 982~995, 2002)

• 보건교육건강증진학회지
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• 제11권2호
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• pp.87-106
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• 1994

Owing to the use of many cultural facilities, the elevation of life standards and the high level progress of industry, visual impairment was on increasing trends. Especially due to studying for many hours, the myopia of adolescents became a serious social issue. The purpose of this study was to understand adolescent's wearing glasses and eyesight condition, whether the primary myopia factor and the subjective symptoms were different between the myopia group and the normal group, between the wearing glasses group and the non-wearing glasses group, and the effect on physical, mental and study activity of myopia. The subject of investigation was 627 middle school students in Seoul and the investigation was accomplished from July 7th, 1993 to July 12th, 1993. The data were analyzed by the percentage, x²-test, t-test and ANOVA of SPSS. The results were as followed; 1. The rate of the right and left eyesights higher than 0.8 in the normal group was 47.0%, and those less than 0.7 in the myopia group was 53.0%. In the boy students, the normal group was 54.1%, the myopia group was 45.9%. In the girl students, the normal group was 39.2%, the myopia group was 60.8%. Therefore the girl students' myopia rates were higher than the boy students', and this result was significant(p<0.01). 2. The rate of wearing glasses of the middle school students was 44.6%. The rate of wearing glasses of the girl students was 56.8%. The rate of wearing glasses of the girl students was higher than that of the boy students 43.2%. The rate of necessary glasses of the middle school students was 6.1% and the rate of necessary glasses of the boy students was 7.9%, the rate of necessary glasses of the girl students was 4.1%. 3. In case of a family member of the student wear glasses, the rate of wearing glasses was higher. 4. In the myopia group, the main reason for not wearing glasses was "Uncomfortable"(63.3% in the boy students, 40% in the girl students). In case of the girl students, "Nonpermission of their parents" was 18.7% and remarkably higher than 5.1% in case of the boy students. 5. The factor of myopia was that "The bad attitude of watching TV closely" was 19.9%, that "The dimly-lit room" was 6.6%. 6. In order to protect eyesight, the rate of the students who practiced "Looking at something from afar 3∼4times a day" was 37.3%, the rate of the students who did "Eye exercise" was 17.5%, the rate of the students who took "A medicine for promoting nutrition" was 12.9%. The rate of taking the medicine was higher than 3.5% in the normal eyesight group. 7. After near working, the point of subjective symptoms was higher in the myopia group than in the normal group and in the wearing glasses group than in the unwearing group and in the girl students than in the boy students. 8. The longer time to watch TV, the higher point of subjective symptoms. The longer distance to watch TV, the lower point of subjective symptoms(p<0.05).

• 영재교육연구
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• 제21권1호
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• pp.175-191
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• 2011

본 연구는 일반 학생들과 과학영재들을 대상으로 문제해결과정에서 주로 활용하고 있는 창의적 사고의 편향을 알아보기 위한 것이다. 일반 학생 144명과 과학영재 97명을 대상으로 창의적 사고의 편향을 알아보기 위하여 R/LCT, BPI를 실시하였다. R/LCT에서 일반 학생들은 우뇌 영역의 사고를 주로 활용하였고, 과학영재들은 좌뇌 영역의 사고를 주로 활용하였다. 일반학생들은 전체적 사고의 활용을 가장 선호하였고, 언어적 사고를 가장 기피하였다. 과학영재들은 논리적 사고를 가장 선호하였고, 임의적 사고를 가장 기피하였다. 일반 학생들의 좌뇌선호집단과 우뇌선호집단 간 좌뇌 영역 사고의 성향과 우뇌 영역 사고의 성향에서 모두 유의미한 차이를 보였다. 즉, 각 집단은 특정의 사고에 편향되어 문제를 해결하려는 경향이 분명하다. 그러나 과학영재들은 좌뇌선호집단과 우뇌선호집단 간 좌뇌 영역 사고 성향은 차이가 적고 주로 우뇌 영역의 사고 성향에서 차이가 크게 나타났다. 즉 과학영재들은 두 집단 모두 논리적 사고, 상징적 사고, 직선적 사고 등 좌뇌 영역의 사고를 적극적으로 활용하고 있다. 결과적으로 과학영재는 일반학생들에 비해 문제를 해결하는 과정에서 서로 다른 방식으로 문제를 해결하려고 한다. 따라서 복잡한 문제는 다양한 사고를 통하여 해결할 수 있으므로 효과적인 과학영재교육을 위하여 영재들의 창의적 사고의 편향을 고려한 교수학습방법이 요구된다.