• Korean Journal of Cognitive Science
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• v.12 no.4
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• pp.29-39
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• 2001

Kaplan(2000) reported that instances were categorized more accurate in the aligned condition than in the non-aligned condition irrespective of similarity between instances[16]. This study investigated wether Kaplan(2000)\\`s results could be explained by stimulus types she used and alignment effects in categorization were due to selective attention to aligned attributes. In Experiment 1. I examined whether attribute alignment produced significant effects on similarity and categorization and aligned attributes were recalled more than non-aligned ones. Results showed that instances were rated more similar and categories were learned more rapidly in the aligned condition than in the non-aligned condition. It can be explained that categories are learned rapidly in the aligned condition because attribute alignment increases within-category similarity. But. the result that aligned attributes were recalled more than non-aliened ones in the attribute recall test implies that alignment effects in categorization can be independent of similarity between instances partially. In Experiment 2. I used equal numbed of attributes defining two categories and instructed subjects to pay their attention to categorization-relevant dimensions only. Results showed that dimension instruction facilitated category learning in the non-aligned condition only but categories were learned more rapidly in the aligned condition than in the non-aliened condition irrespective of instruction types. In conclusion. attribute alignment in categorization may facilitate paying selective attention to categorization-relevant attributes.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.109-120
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• 2003

The purpose of this study is to observe, to analyze of the preservice teachers' naive theories about the change of season. And it is to find a instruction strategy which can solve problem about this. The general idea about the change of season is observed by the 3 methods which are simply explaining with words, explaining with pictures and models. The author is to find the similarity. difference and relationship which the preservice teachers have about the general idea about the change of season. The important changable primary factors, which can effect to the general Idea formation, are naturally dragged out through the observation of preservice teachers participation. For this study, 4 first year preservice teachers of one of national university of education are used. Before the interview. the author tries to form rapport with the preservice teachers. Experiment materials, pencil. paper, camcorder, digital recorder and interview note were used for the study with reflection of them just way they are. As the result of the interview. all of 4 preservice teachers had not being understand the concept about the change of season and the three ways of explanation methods were not matched each other, so it is revealed that the general Idea of the change of season, which the preservice teachers have, is not strongly formed. In spite of the repeated study of the change of season from elementary school to university, it has many problem about recognition of the general idea about the change of season which pre-elementary teachers have. Therefore it is needed to improve the experiment in elementary science text book and naive theories by the activity which is explaining the change of season in three dimension space. to prevent the naive theories which the preservice teachers may have.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.331-337
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• 2006

This study examined the elementary school teachers' present utilization of science museums in teaching-learning and their perceptions of the educational programs in science museums. The results indicate that teachers have not utilized science museums as intimately as possible with formal instruction, therefore, the students' experiences of science museums are usually limited. The main reasons for lower than optimum usage of science museums in their teaching and learning is not because of its insignificant educational effects, but because of the lack of external and administrative support mechanisms. The elementary school teachers prefer to commit to programs in science museums such as science camps or experiment activities, and those exhibitions which have some kind of clear and discernable relation to the school curriculum. The results also indicate that most teachers want to participate in the various activities of science museums, such as developing and managing the programs or pre- and post activities for museum field trips, participating in the teachers' community in science museums, and so on.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.146-161
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• 2005

This case study searched two secondary school science teachers' faiths on experiments in science classes. For this study, scaled questionnaires, open-ended questionnaires, structured and semi-structured interviews were conducted. Classroom activities were observed, and instructional plans and materials were collected. In addition, students of the two teachers' classes were interviewed with respect to their thoughts on the lessons. Data sources were analyzed inductively. The triangulation and the member checking guaranteed the validity of this study. As the results, the teachers' faiths on experiments were related to the constructivism, but the faiths were not in accord with their classroom practices. From these results, it was concluded that the teachers' misjudgments about the students' inquiry levels and unfit reorganizations of the experimental activities were the causes of the gap between the teachers' faiths on experiments and classroom practices.

• Journal of Periodontal and Implant Science
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• v.41 no.3
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• pp.131-134
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• 2011

Purpose: To test the plaque-removal efficacy of a single-tufted toothbrush on the posterior molars compared with a flat-trimmed toothbrush. Methods: Forty-nine subjects were selected. Professional instruction and written brushing instructions were given. After thorough supra-gingival scaling and polishing, all subjects were asked to abstain from oral hygiene procedures for 24 hours prior to the first experiment. The subjects were randomized to a treatment sequence. The modified Quigley and Hein plaque index was recorded pre- and post-tooth brushing, at 6 surfaces of the posterior molars. After a wash-out period, all the remaining plaque was removed professionally. Twenty-four hours of brushing abstinence was again performed. The plaque index was recorded pre- and post-tooth brushing after the subjects were given the second toothbrush in the cross-over sequence. Results: The percentage reductions in plaque scores achieved with the single-tufted brushes were significantly higher than those of the flat-trimmed brush at the maxillary buccal interproximal, marginal and mandibular lingual interproximal site. The other locations showed no significant difference. Conclusions: The results of the present study implied that the single-tufted brush could be an effective tool for the removal of plaque at some, but not all, sites of the posterior molars.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.429-440
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• 1996

This study examined the effects of the ARCS model for science education and found a way of improving ARCS while finding any weaknesses. More specific research questions were as follows: 1) Does the ARCS model enhance the learners' achivement in highschool Earth Science significantly?; 2) Does the ARCS model enhance the learners' motivation in highschool Earth Science significantly?; 3) What are the weaknesses of the prescriptions of the ARCS model for designing a lesson, if any?; 4) How can the weaknesses of the prescriptions of the ARCS modeI be overcome? In order to fulfill the purpose of this study, the two major research methodologies were implemented: pretest-posttest control group design and formarive research. This study was conducted in two distinct phases: 1) designing a set of instructions for 4 weeks with the principles of the ARCS model (to find the weaknesses of the ARCS model) and 2) teaching the instructions and checking the effectiveness of the ARCS model by pretest and posttest with control and experimental groups(to find weaknesses of the underlying theory of the ARCS). After the experiment, each group took an achievement test and an attitude test on the given instruction and gathered data were analyzed with t-tests. Also, from each four classes 7$\sim$8 students were randomly sampled and individually interviewed about the instructional effectiveness and their preference on the instructions. The results of this study are summarized as follows: Significant differences between the control group and experimental group are seen in three components; Attention, relevance, and satisfaction. No significant differences are seen in the attitude of confidence. The weakness of the prescriptions of the ARCS model, are insufficient of strategy for 'confidence'. For overcoming the weaknesses of the prescriptions of the ARCS model, developmental type research is needed.

• Journal of Korean Academy of Nursing
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• v.30 no.5
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• pp.1181-1194
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• 2000

This study was attempted to evaluate how the self efficacy promotion and exercise training program effect on the postoperative general conditions of transplant recipients after kidney transplantations. The subjects were selected randomly among the patients who underwent renal trans- plantations at three major transplantation hospitals in Seoul, Korea. This study was carried out between November 1999 and March 2000. The observed subjects in this study consisted of 56 patients. The exercise training group(n=16) received the self efficacy promotion and exercise training program for 12 weeks which contained general knowledge for compliance instruction, exercise training and self efficacy promotion education. The self efficacy group(n=18) received general knowledge for compliance instruction and self efficacy promotion education but no exercise training was given. The control group(n=22) were not offered any education. The knowledge for compliance, self efficacy, physical conditions(weight, muscle strength, muscle endurance, flexibility), lab studies (hemoglobin, creatinine, cholesterol), activities of daily living and quality of life were evaluated 3 times, before the experiment, at 8 weeks and at 12 weeks. The data were analyzed with mean, standard deviation, Chi-square test, ANOVA and Scheff test. The results were as follows: 1. The knowledge and self efficacy score of the exercise training group and self efficacy group were significantly increased than those of the control group(p=.0001). 2. The weight of the exercise training group was significantly decreased compared to those of the self efficacy group and the control group(p=.0001). Muscle strength (grip strength, back lift strength), and flexibility of all 3 groups were significantly changed(p=.0001). However, muscle endurance in all 3 groups showed no significant differences. 3. The hemoglobin level of the exercise training group and the self efficacy group were significantly increased compared to that of the control group(p=.0001) and the cholesterol levels of the exercise training group and the self efficacy group were significantly decreased compared to that of the control group(p=,0001). However, the creatinine levels in all 3 groups showed no significant differences. 4. The activities of daily living scores of the exercise training group was significantly increased than that of the control group (p=.0003), and the quality of life scores of the exercise training group and the self efficacy group were significantly better than that of the control group(p=.0001). It would be expected that this self efficacy promotion and exercise training program could be applied widely as an effective nursing intervention for kidney transplant recipients.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.