• International Journal of Costume and Fashion
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• v.6 no.1
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• pp.20-29
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• 2006

Once people thought the phenomenon of 'Ha-Han' was only a vogue of young people pursuing oddity. However, when Korean TV series, Korean food, Korean movies and their music penetrated into our life and appeared on TV screens and fashionable magazines, all aspects influence of Korean wave finally arouse people's attention. 'Ha-Han-Zu' is a group of young people who pursue Korean popular culture even imitating their dressing, thoughts and behaviors. This article takes China the original place of Korean wave's popularity as focus, observes the reflection of Chinese to Korean popular culture and discusses the culture exchange phases of Korean wave as the center of popular culture. It can be more detailed that it bases on HOT wave from 1998 to 2004 and analyzes of popular TV series, observes reflects of 'Ha-Han-Zu' to Korean culture, discusses the acceptance to Korean popular culture and what kind of active reflection consumption giving to culture exchange.

• Bulletin of the Korean Chemical Society
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• v.15 no.5
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• pp.369-374
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• 1994

Self-assembled (SA) and Langmuir-Blodgett (LB) monolayers of arachidic acid on silver surfaces have been investigated by a reflection-absorption Fourier transform infrared spectroscopy. Arachidic acid was adsorbed on silver as carboxylate with its two oxygen atoms bound symmetrically to the surface. Although both the SA and LB monolayers consisted of fully extended trans zigzag carbon chains, a closer examination indicated that the SA monotayers should possess a more ordered crystalline structure than the LB monolayers. The infrared spectral data dictated that the extent of methyl group exposure at the air-film interface was greater in the SA monolayers than the LB monolayers, in agreement with the contact angle measurement. From a theoretical analysis, the alkyl chains in each monolayers seemed to be tilted away from the surface normal by less than $3.5^{\circ}$, but in opposite directions. Arachidic acid monolayers were concluded to have same structure as stearic acid monolayers.

• The Mathematical Education
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• v.41 no.2
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• Proceedings of the KIEE Conference
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• 2005.07c
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• pp.2345-2347
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• 2005

In this paper, impedance characteristics of overhead medium-voltage (MV) power lines is reported for power line communication (PLC) over an MV power line network. For analysis, a two-port equivalent network model of MV power lines is derived. By applying the transmission line theory, reflection behavior and impedance of power lines are investigated. For verification, impedance of power lines is measured at a test field for an MV PLC. The results show that impedance of MV power lines is between $200{\Omega}$ and $300{\Omega}$ and converges to a half of their characteristic impedance.

• Journal of Korean Academy of Nursing
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• v.42 no.6
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• pp.771-782
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• 2012

Purpose: This study was conducted to develop and implement a case-based small group learning program on the care of children with infectious disease, and to examine its effects on knowledge, attitude and preventive practice behaviors of daycare center teachers compared to a control group. Methods: Based on the need assessment, the case-based learning program for the management of infectious children was developed. For this quasi-experimental study, 69 teachers were recruited from 14 child daycare centers in a city located in J province. Thirty four teachers were assigned to experimental group and participated in the case-based small group learning once a week for 5 weeks. Data were analyzed using the SPSS 18.0 program to perform ${\chi}^2$-test and t-tests. Analysis of covariance was used to treat the covariate of the number of assigned children between experimental and control groups. Results: The experimental group showed significantly higher posttest scores in knowledge, attitude and preventive practice behaviors than those of control group (p<.001). Conclusion: These findings indicate that case-based small group learning is an effective educational strategy for daycare center teachers to learn infection management through the emphasis of self-reflection and discussion.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.

• Journal of Science Education
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• v.43 no.1
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• pp.136-156
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• 2019

This study examined the effects of STEAM program on preservice science teachers' communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p < .01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others' viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of 'Presentation of the Problem Situation,' the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of 'Creative Design,' the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the 'Emotional Learning' stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.339-348
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• 2005

The trend of the computer education is shifting from problem-solving in the real world and using functions for it to behavioristic perspectives which encourage people to acquire the functions simply according to the applying programs of well-known companies. Thus, this research studies the computer instructional model which emphasizes the basic computer education and connections to the real world at the same time. In the constructivistic perspectives, this model emphasizes the learners activities, their using of meta-cognitive strategies to reflect their level of the lesson and collaborative-reflective learning of problem-solving. The research applied in the real computer skill education and according to the result of the research, I could find the experimental group got high level of learning achievement and this benefits to the high level group rather than low and middle group.

• Journal of Korean Society of Coastal and Ocean Engineers
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• v.29 no.5
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• pp.269-277
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• 2017

Recently, a submerged breakwater has been installing to prevent the erosion of shoreline everywhere. Artificially submerged breakwater is made to minimize the loss of nourishment sand beach erosion. For this reason, it has been indiscriminately constructed submerged breakwater that is planned in the country throughout. However, maintenance purposes to keep the shoreline of the beach is a method that is quite a few problems. There are also disadvantages such as expensive construction costs, ocean space utilization, water pollution and shoreline modification. In addition, person of utilizing the space of the ocean leisure does not like that because of the disconnection of ocean space. The beaches such as Gwanganri are artificially supplying nourishment sand to maintain the beach. The flexible construction method refers to a structure that is installed as a flexible material instead of submerged breakwater to prevent the loss of nourishment sand. In order to develop a new method to mitigate shoreline erosion, this study was carried out a hydraulic model experiment by installing a cell group as an example of the flexible method. Namely, in order to prevent the loss of nourishment sand, we decided to develop a new method that can mitigate the degree of beaches erosion by using cell group instead of submerged breakwater. In the two dimensional fixed hydraulic experiment, was carried out the effect reducing of wave height and the rate of low reflection due to the installation of the cell group. In movable bed experiment, the capture rate of the nourishment sand and the erosion prevention rate of the nourishment sand was performed for stability of shoreline. Therefore, according to the results of the hydraulic tests, it was possible to maintain the stable beaches due to installing the cell group on the erosion beaches, due to the effect of reducing wave height, the low reflection, the erosion prevention rate of nourishment sand, the high capture rate of nourishment sand.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.