• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.495-498
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• 2009

In this paper, we tried to identify implications of selecting gifted of information science & followed educational system via analyzing each of student's characteristics in each subjects they study within Science Education Institute for the Gifted. A study of the existing institutions do not have experience of the gifted students based on assessment through observation of the 1-year science, mathematics and information science education in the List of attribute analysis. Learners of Information Science became with analysis that Attitude Category was superior in mathematics to the subject of science and Problem Solving Category regardless of the subjects showed similar. As to, Attitude Category, Problem Solving Category and Mathematics Cognition Category was analyzed to be closed and we could confirm through the qualitative observation record. On this, the researcher concluded that the mathematics could know the effect fitness by a learner rather than the subject of science as to an attitude and problem resolution area.

• Korean Journal of Biological Psychiatry
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• v.21 no.3
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• pp.107-113
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• 2014

Objectives Restless legs syndrome (RLS) is a sleep disorder characterized by uncomfortable and unpleasant sensations in the legs and an urge to move the legs, usually at night. The aim of this study is to investigate the incidence of RLS in patients with late life depression and its influence on various clinical outcomes such as severity of depression, sleep quality, cognitive function, and quality of life and accordingly, to elucidate the clinical significance of RLS in patients with late life depression (LLD). Methods This study enlisted 170 depressive patients aged 65 years or older from an outpatient clinic. Structured diagnostic interviews were performed using the Korean version of the Mini-International Neuropsychiatric Interview. All patients completed the questionnaires, including the International RLS Severity Scale, the Korean version of Short-Form 36-Item Health Survey (SF-36), and the Pittsburgh Sleep Quality Index (PSQI). The severity of depression was evaluated by the Korean form of the Geriatric Depression Scale (KGDS) and the level of global cognition was assessed by the Mini-Mental State Examination in the Korean version of The Consortium to Establish a Registry for Alzheimer's Disease Assessment Packet (MMSE-KC). Results The incidence of RLS was 17.6% in LLD patients. RLS was more prevalent among the subjects with major depressive disorder (MDD) than those with minor depressive disorder or subsyndromal depressive disorder. The RLS group showed higher score in the KGDS than the Non-RLS group but the difference did not reach the statistical significance (p = 0.095, Student t-test). The mean PSQI score was significantly higher in the RLS group than in the Non-RLS group (p = 0.001, Student t-test). The MMSE-KC score was also lower in the RLS group than in Non-RLS group (p = 0.009, analysis of covariance). But, there was no difference in the score of SF-36 between the RLS group and the Non-RLS group. Conclusions RLS is common in LLD patients, especially in the patients with MDD and is associated with poor sleep quality and cognitive dysfunction, indicating that RLS is clinically significant in patients with LLD. Therefore, RLS should be considered as an important clinical issue in the management of LLD.

• Journal of the Korean Chemical Society
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• v.46 no.5
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• pp.456-465
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• 2002

The purpose of this study was to investigate the educational effects of an animation materials developed with the macroscopic particle moving sight. The 11 animations developed by the researchers showed the movements of molecules, ions, and electrons. The materials were developed for teachers to use when they taught "electrochemical cell' unit. The subjects were 151 students of 9th grade who were divided into the experimental and control group and were taught during 16 hours. In order to figure out the characteristics of each student before the instructions, a short-version GALT(Group Assessment of Logical Thinking) and the pretest of conceptions were carried out. After the instructions, students tested 3 types of exam; the posttest of conceptions, attitude test connected with science, cognition test. After 4 months later, students tested the posttest of conceptions agin for long-term memory effect. It was found that the exper-imental group using the developed animation materials had significantly higher scores of conceptual understanding than control group. The experimental group had also significantly higher scores of the long-term memory test and attitude test than control group. The results mean that animation materials which shows the macroscopic particle movement help stu-dents to understand scientific concepts and to elevate interests.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.05a
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• pp.108-111
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• 2014

In this paper, we tried to identify implications of selecting gifted of information science & followed educational system via analyzing each of student's characteristics in each subjects they study within Science Education Institute for the Gifted. A study of the existing institutions do not have experience of the gifted students based on assessment through observation of the 1-year science, mathematics and information science education in the List of attribute analysis. Learners of Information Science became with analysis that Attitude Category was superior in mathematics to the subject of science and Problem Solving Category regardless of the subjects showed similar. As to, Attitude Category, Problem Solving Category and Mathematics Cognition Category was analyzed to be closed and we could confirm through the qualitative observation record. On this, the researcher concluded that the mathematics could know the effect fitness by a learner rather than the subject of science as to an attitude and problem resolution area.

• Management & Information Systems Review
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• v.33 no.4
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• pp.1-19
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• 2014

This Study focuses on the university students' job attitude and cost of employment preparation. Nowadays, many university and college students spend a big money improving their employment preparation such as studying on foreign language, getting various kinds of certificates and tooth correction, clothing etc. for employment interview. This study investigated the cost of employment preparation and Job attitude of the 484 students of universities and colleges, the analysis of the collected data was conducted with SPSS 12.0 program by using frequency analysis, factor analysis, reliability assessment, correlation test, t-test, one way ANOVA. The university students paid more costs of employment preparation such as a language training abroad, a private training, and clothing than the college students. Also, Allied social science students paid more costs of the language training abroad, and clothing than allied computer science and allied design students. The female students paid more money than male students for tooth correction. The costs of language training abroad, private training and clothing are affected the students' socioeconomic background of a home. Regarding the job attitude of students, the university students are feeling more positive than the college students of the employment efficacy and cognition of the education environment. As result, the differences in the cost of employment preparation by the university type, faculty major course, their sex, and socioeconomic background of a home. The student's employment-efficacy and cognition of the education environment are also differences between the university and the college students. So, to improve the job attitude, developing their ability for employment preparation, educational programs should be arranged in school and continuous researches are needed.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.313-323
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• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.49-61
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• 2017

This study seeks to explore high school students' changing attitudes toward science-related career choices with focus on the scientific career cultural capital perspective. We developed a questionnaire and surveyed female high school students. We used the survey results to explore the scientific career cultural capital factors and characteristics of the students who have chosen a science-related career. We selected twelve participants through science-related career choice type and then conducted in-depth interviews with them. Through the in-depth interviews, we explored how the factors of scientific career cultural capital affect the students' career choices. The result shows that the students developed internal resources through norms of obligation and reciprocity within the structure (family, school, community) based on external resources. The internal resources affected their science-related career choice. In elementary school, the students' interests in science and science-related occupations are the most influential in their choice of career directions. In high school, however, the students also considered career cognition, aptitude cognition, and career-value factors in their career choices. The interests in science were formed mainly due to education activity and daily-life activity. Over time, education activity's effect increased. The interests in science-related occupations were formed mainly due to daily-life activity during elementary school. In high school, the interests in science-related occupations formed due to diverse internal and external resources. Students who maintained a science-related career attracted external resources. Furthermore, they reinforced internal resources through interacting with various external resources. This study has implications for science education concerning students' science-related career choices.

• Journal of dental hygiene science
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• v.9 no.1
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• pp.121-127
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• 2009

A comparative analysis was conducted through this study on tooth brushing and a use of auxiliary oral hygiene devices for oral hygiene for 287 S Health College students some of whom major dental hygiene and some of whom don't relate to the department, and then has drawn out the results as below. 1. Relating to the frequency of tooth brushing, 2-3 times a day was the utmost case in both departments(p < 0.05). 2. In use of toothbrush bristle, the students of dental hygiene department used medium bristle(51.2%), while the student of other department used soft bristle(51.5%)(p > 0.05). 3. In the term of tooth brush used, 2~5 months was the utmost case in both departments(p > 0.05). 4. In tooth- brushing method, all the student of both departments said they knew how to do it(p > 0.05). 5. In the acquisition of tooth brushing methods, the students of dental hygiene acquired it from dentistry 44.4%, and the students of other department from TV or Radio 47.5% (p > 0.05)which was a quite high rate. 6. In reference to recognition level on auxiliary oral hygiene devices, dental hygiene students said Yes 79.8%, and the other side students said No 63.9%(p < 0.05). In reuse of auxiliary oral hygiene devices, a great number of students of both departments said No (p < 0.05). 8. In reference to the chance to use auxiliary oral hygiene devices, 58.1% of dental hygiene students chose them with their own judgement, and 37.8% of other department students recommended by dentist's offices(p < 0.05). 9. Relating to the reason for not using auxiliary oral hygiene devices, 38.9% of the dental hygiene students said it's bothersome, and 56.7% of the other department students said they didn't know about these things(p < 0.05). 10. In the recognition level of dental floss, in knowing the way to use it, whether or not of using it, the students of both department showed a significant difference (p < 0.05). 11. In the recognition level of floss holder and the yes or not of using it, there was an insignificant difference(p > 0.05), while in understanding of it, there was a significant difference(p < 0.05). 12. Relating to the recognition level of electric tooth brush, yes or no of using it, there wasn't a significant difference(p > 0.05). 13. In the cognition level of rubber stimulator, yes or no of using it, there wasn't much difference, while in understanding to use it, there was a significant difference(p < 0.05). 14. In the understanding level of water pik, yes or not of using it, there wasn't a great deal of difference(p < 0.05), but in inquiry of whether or not of using it, there was no difference (p > 0.05), 15. In the understanding level of tongue scraper, whether or not of using it, there wasn't much difference(p > 0.05), but in understanding to use it, there was a great deal of difference(p < 0.05). 16. In the recognition of garglin, understanding of it, and whether or not of using it, the two departments didn't show a significant difference(p < 0.05).

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.40-66
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• 2008

The purpose of this study is to develop and applicate textbook relevant to school indoor air quality. To achieve the purpose, concrete study process are as follows. First, the survey research to teachers, supervisors, and students is conducted to grasp cognition of subjects in elementary school and management situation about school indoor air quality. Second, contents relevant to indoor air quality on textbooks in the 7th elementary curriculum and subsidiary textbooks is analysed through reference study. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school is developed, applicated, and inspected its effect on the basis of implications from results of survey and reference study. The results of this study are as follows. First, the result of survey concerning school indoor air quality showed that three groups had negative attitude for its management even though they thought that it affected human's health and study by and large. Student group thought that each of students itself was a little influence to school indoor air pollution though all of three groups answered that' activities of students' was its main source. Efforts of students to improve school indoor air quality was not much, and its main reason was that they didn't know about school indoor air pollution well. Second, result of analysis into textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning indoor air on the 7th elementary curriculum textbooks was little or nothing. And it trended to be included to subsidiary textbooks. However, education textbooks about indoor air for elementary students was insufficient still. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school was developed. It was constructed for themes - importance, sources, effects, and management of school indoor air quality. After its application to the 6th grade students in elementary school, it was meaningful in the level of p<.05 that the result of knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. In conclusion, environmental textbook developed by necessity of education about school indoor air quality will play a role as useful tool for the 5th, 6th grade students in elementary school to understand relation of quality of health and life and school indoor air quality, to have attitude to make an effort to manage it by develop right awareness about it.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.167-191
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• 2006

The purpose of this study was to explore logical thinking abilities and metacognitive characteristics by student's giftedness and grade level. Furthermore, this study sought to present the practical basis for the promotion of students' abilities in self-driven learning as well as cognition. Average-ability students(n=199), economically disadvantage gifted students(n=133), and gifted students(n=111), who were sampled by two-step sampling procedures, responded the logical thinking ability test(Cho et al, 2006) and the questionnaire asking self-perception for 'metacognitive knowledge' and 'metacognitive control' abilities(Cho & Han, 2004). As the results, average-ability students showed less logical thinking abilities(in language, mathematics, and space) than gifted students. The logical thinking abilities had affected by giftedness, grade level and these interaction. And gifted students showed higher metacognitive control abilities in planning, monitoring, priority, and strategies of learning than average-ability students. However, there were no significant differences in metacognitive knowledge and metacognitive control abilities between economically disadvantaged gifted students and gifted students.