• Journal of Korean Elementary Science Education
• /
• v.18 no.2
• /
• pp.35-46
• /
• 1999

The most of elementary school science textbook contents are composed of observation and experiment activities. When students study natural phenomena, observation and experiment are st rongly emphasized to improve understanding of scientific concepts and inquiry abilities. The purpose of this study is deep understanding about experimental science classes. This ethnographic study is conducted by observations of experimental science classes in natural setting and interviews of teachers, students of the 5th grade. The conclusions of this study are as follows: First, the general process of the elementary science experimental classes is 'identifying learning purposes -1 planning experiments -1 predicting the results -1 experimenting-t summarizing the results.' The experiments are conducted by group activities and the teachers conceived that the me st difficult step considered by students is 'planning experiments'. Second, students like hands-on activities, but they feel difficulty on less guided experiments. Students perform results oriented-activities. Third, in group activities, students prefer to work with the same gender or collaborative peers.

• Journal of The Korean Association For Science Education
• /
• v.30 no.1
• /
• pp.13-26
• /
• 2010

The purpose of the study was to investigate the effect of observation knowledge generation based on a scientific observation strategy in 6th grade students. In this study, we selected the topics related to the observation in elementary science curricula and developed worksheets and guidelines such that subjects accomplished the systematic observation based on the method and strategy of the observation knowledge generation. Seventy-five 6thgraders, 38 for the experimental group and 37 for the control group, were chosen for this study. The experimental group was taught the science lessons with 14 sessions based on the generation of various scientific observation types, whereas the control group was provided with traditional lessons. Before and after the treatment, a candle-burning task was set for subjects to test the effect of the lessons of scientific observation knowledge generation. According to the results, subjects in the experimental group were more effective in the generation of various observations than subjects in the traditional one. The observation abilities of the experimental group was shown statistically to have a significantly higher performance in richness and the diversity. In addition, they showed higher scores in the scientific observation ability task than the control one. Therefore, the systematic lesson strategy in scientific observation is presumably effective to improve students' ability of scientific observation knowledge generation.

• The Mathematical Education
• /
• v.43 no.4
• /
• pp.419-440
• /
• 2004

The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ～ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.1033-1053
• /
• 2011

In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel's scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel's scientific thinking ability shown in the principles of genetics and examine students' changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel's scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel's Law. The program was implemented with 19 students of $7^{th}$, $8^{th}$ graders who attend the science gifted education center affiliated with university during July 2011. The Mendel's scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel's scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases: $1^{st}$ - problem finding; $2^{nd}$ - hypothesis generating; $3^{rs}$ - hypothesis testing and $4^{th}$ - problem solving. After implementation, students' changes in scientific thinking ability were measured. The findings from the study are as follows: First, students' abilities of problem finding is significantly (p<.05) increased. Second, students' abilities of hypothesis generating is significantly (pp<.05) increased.

• Journal of The Korean Society of Integrative Medicine
• /
• v.7 no.3
• /
• pp.1-9
• /
• 2019

Purpose : To find out how action observation training for chronic stroke patients affects their balance and body control abilities in the posture seated in the rehabilitation of stroke. Methods : This study was conducted on 30 subjects who were diagnosed with stroke. The group conducted motion observation training through video clips, while the control group only conducted physical training, and the general physical therapy was performed equally by both counties. The static balance was measured using Biorescue and the dynamic balance was measured using Modified Functional Reach Test (MFRT), Postural Assessment Scale for Stroke, and Trunk Impairment Scale. Results : Static balance showed statistically significant difference in foot pressure (p<.05) as a result of comparison between pre and post exercise training. Dynamic balance was statistically significant (p>.05) as a result of comparing pre and post differences using modified functional reach test. The trunk control ability was statistically significant (p>.001). Comparison between the results of before and after motion observation training showed a statistically significant difference. Conclusion: This study confirmed that exercise training in sitting position was effective for static, dynamic balance ability and trunk control ability of hemiplegic patients due to stroke. These results suggest that the use of motion monitoring in stroke patients may have a positive impact on the diversity and function of rehabilitation.

• Journal of the Korean Society of Physical Medicine
• /
• v.16 no.4
• /
• pp.13-21
• /
• 2021

PURPOSE: This study examined the effects of action observational training with acoustic stimulation (AOTA) on the balance and gait ability in stroke patients. METHODS: Forty-five chronic stroke patients were divided into three groups. The AOTA group (n = 15) received training via a video that showed a normal gait with the sound of footsteps. The action observation training (AOT) group (n = 15) received AOT without acoustic stimulation. The control group (n = 15) received physical training. Each intervention was applied once per day, three times per week for six weeks. The participants in the AOTA and AOT groups had five minutes of AOT. The participants in the all group had 20 minutes of physical training. All participants were measured using the Berg Balance Scale, the Timed Up and Go Test, the Functional Reaching Test, 10 Meter Walk Test, six Minute Walk Test, and Dynamic Gait Index. The collected data were analyzed using SPSS version 20.0 for Windows. The between- and within-group comparisons were analyzed using the one-way analysis of variance (ANOVA) test and a paired t-test, respectively. For all statistical analyses, the significance level was set to .05. RESULTS: The one-way ANOVA test identified significant differences among the measurement results of the three groups (p < .05). Post hoc analyses indicated the AOTA group to undergo more significant balance and gait changes than the control group (p < .05). CONCLUSION: The gait and balance abilities could be improved effectively for patients with stroke when action observation training and acoustic stimulation were applied simultaneously.

• The Mathematical Education
• /
• v.38 no.2
• /
• pp.145-157
• /
• 1999

Ability diagnosis is similar to medical diagnosis from a number of perspectives. However, a medical diagnosis is carried out by a direct observation through medical apparatuses, while an ability diagnosis is made by an indirect observation in the from of testing. In this respect, ability diagnosis is more difficult than medical diagnosis. Confined to middle school 1st year Mathematics, we collected survey data in 1996 from monthly tests. The data consist of student responses to diagnosis results on their abilities and of the effects of catch-up guidances for individual students which are provided based on their ability diagnosis outcomes. We analyzed the data and summarized the result in the paper. One of the main results is that the ability diagnosis as used in the paper has a very positive effect on catch-up study. But it is important to note that the effects vary across the ability groups, the effect appearing weaker in the lower ability group than in the higher ability group. This calls our attention to the need that the ability diagnosis and guidance for the catch-up study be differentiated among ability groups.

• Journal of the Korean School Mathematics Society
• /
• v.17 no.4
• /
• pp.717-746
• /
• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• The Journal of Korean Physical Therapy
• /
• v.32 no.1
• /
• pp.1-6
• /
• 2020

Purpose: This study examined the effects of action observational training to improve the gait function for patients with stroke. Methods: The participants were divided into two groups: right hemiplegia group (n=12) and left hemiplegia group (n=12). All groups received conventional therapy for five sessions for 30 minutes, each for three weeks. Left and right hemiplegia group practiced additional action observational training for five sessions for 20 minutes each for three weeks. They participated in three weeks of action observational training coupled with immediate physical practice (intervention), followed by a final assessment. The duration of each action observation video sequence was 10 minutes, followed immediately by practice of the observed motor skill (10 minutes). The gait velocity, cadence, swing time, step length, and BOS (base of support) were examined using the GAITRite system. Results: The results of this study showed significant improvement in the gait function. The outcomes of the gait abilities from gait velocity, cadence, swing time, step length of the affected side, and BOS (base of support) were improved significantly in the right hemiplegia group (p<0.05). In the left hemiplegia group, there was no significant improvement in the gait velocity, cadence, and BOS except for the swing time and step length of the affected side. The left and right group comparisons between the groups were not significant (p<0.05). Conclusion: Action observation training improves the gait function. These results suggest that action observational training is feasible and suitable for stroke patients.

• Journal of the Korean Society of Fisheries and Ocean Technology
• /
• v.28 no.1
• /
• pp.10-20
• /
• 1992

The new course distances of a ship are considered to be the indices to indicate directly her abilities of course altercation. Generally, they have long been calculated by using the maneuvering indices obtained from her Z test. However, at sea actually the maneuvering indices can not sometimes be obtained according to ship's condition or circumstances and the new course distances can not be calculated. To find out other method to calculate the new course distances, in this paper the author analyzed them from a viewpoint of ship motion, and worked out a numerical formula to calculate them easily, using the data of ship's heading test. In order to check whether the presented method is applicable to actual ships or not, the experiment by them were also performed. The results obtained are summarized as follow: 1. The mean difference of the distance between two new course distances by the heading test and the maneuvering indices of the experimental ship was about 0.98% values of the ones by the maneuvering indices, when her heading were 10。, 20。 and 30。, using the rudder angle of 15。. These new course distances were therefore found to be almost same in values of the distance. 2. The mean difference of the distance between two new course distances by the heading test and the observation of experimental ship was about 1.16% values of the ones by the observation, when her headings were 10。, 20。 and 30。, using the rudder angle of 15。. These new course distances were therefore found to be almost same in values of the distance. 3. It is confirmed that the new course distances can be calculated easily by using the method of ship's simple heading test, without the observation or using the maneuvering indices. 4. It is considered to be helpful for the safety of shiphanding to draw curves of new course distances by ship's heading test and utilize them at sea.