• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.1-10
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• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.652-662
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• 2017

This study was conducted to evaluate nursing students' experiences with violence, as well as their responses and behaviors subsequent to being subjected to violence. A descriptive survey was conducted and data were collected from April 30 to July 6, 2012. Responses were obtained from the 290 nursing students studying at six universities in four cities using self-administered questionnaires. About 91% of the students were subjected to violence. Verbal violence (85.2%) was the most frequently encountered type of violence, followed by physical threats (74.8%), sexual violence (41.0%), and physical violence (26.2%). Participants were abused by patients or patients' family members, as well as clinical staff, such as nurses and doctors. After the nursing students were exposed to violence, they responded more negatively to psychological aspects than to biophysical or social aspects. Most students did "not react to the person inflicting violence and continued clinical practice" (51.7%), and this response was cited by students as their most frequently used method of coping (79.5%) after violent confrontations. Strategies should be taken to prevent the violence inflicted upon nursing students in clinical settings, and nursing students should be provided with information related to communication and methods to cope with violence during their education.

• School Mathematics
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• v.11 no.3
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• pp.479-496
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• 2009

Some children can construct a basic concept of addition and subtraction during the preschool years. Children start to experience mathematics via numbers and their of operations and contact with various contexts of addition and subtraction. In special, word problems reflect mathematics which is appliable to real life. In this paper, I analyse the types of word problems in text book and its students' responses. First, I analyse the types of addition word problems which consist of change add-into situations and part-part-whole situations. Second, I analyse the types of subtraction word problems which consist of change take-away situations, compare situations and equalize situations. Third, I analyse the students' responses by the types of word problems in addition and subtraction. And 115 2nd grade elementary school students participated in this survey. The following results have been drawn from this study. First, the proposition of word problems of part-part-whole situations is higher than that of change add-into situations and the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. According to the analysis about students' responses, It is no difference between change add-into situations and part-part-whole situations. But the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. This results from word problems which contain unnecessary information in problem. So, we have to present the various word problems to students.

• Journal of Korean Dental Science
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• v.12 no.2
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• pp.58-65
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• 2019

Purpose: This study was aimed to investigate the possibility of utilizing smart device-based test (SBT) for competency evaluation in dental education and to analyze the student responses on overall competency evaluation using SBT method, in comparison to ubiquitous-based test (UBT). Materials and Methods: Questionnaire surveys have been conducted at Yonsei University College of Dentistry from 2015 to 2018 to obtain students' feedback on the application of SBT to competency evaluation. In addition, in order to supplement the competency evaluation procedure, considerations were explored by comparing the expected and actual difficulty of each item when preparing items for competency evaluation with SBT. Result: According to the survey results, student responses between the initial two years (2015 and 2016) differed from those in next two years (2017 and 2018). Students in 2017 and 2018 had more positive responses on competency evaluation with SBT. To determine the test validity, criterion-referenced evaluation was adopted to compare the data in 2017 and 2018 and slight differences in test difficulty in 2018 between the expected and actual difficulty of items were found. Conclusion: The results indicated that SBT was more appropriate for competency evaluation than UBT, based on four-year period of competency evaluation. The SBT was not affected by either the file size or the number of test-takers. Interestingly, students were not sensitive to test version of competency evaluation (paper-based test and SBT). This study suggests that the quality of the test items should be measured by continuous monitoring of the expected and actual difficulty of items for determining test validity. More detailed results and discussions of the findings are given for the development of test procedure and further potential research directions in dental education.

• Journal of Korean Public Health Nursing
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• v.14 no.2
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• pp.260-270
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• 2000

This study aimed at examining participation rate in taking health examinations. abnormal findings. and recognition and responses for re-examination recommendation among junior students at a university. Data were collected by interviews and self-reports between March and April. 2000. five months after receiving findings of health examinations. Question items in the questionnaire were made by the researchers. Participation rate for the health examination was $22.5\%$ of all registered junior students: $25.4\%$ for men and $16.6\%$ for women. College of medicine ranked the first in the participation rate. Of the examinees. $22.8\%$ showed abnormal findings. Of those students with abnormal findings. 149 students who were registered at the time of data collection became the subjects of the present study. The average age of the subjects was 23.7 years. The proportion of those with very good or. good self-evaluated physical health was $24.1\%$. while the proportion for mental health was $55.1\%$. The most prevalent problem for men was liver problem and for women anemia. More than $92\%$ of the subjects were aware of their abnormal findings. Those who sought advice were $71.8\%$ and their parents were most frequently asked for advice. As for the contents. $33.7\%$ were advised to visit a hospital. Of the 65 students recommended for re-examination. $60.9\%$ with liver problems took re-examination. while $37.2\%$ with urine problems. The multiple responses of the reasons for not following the recommendation for re-examination were 'not a serious problem $(63.9\%)$,' 'having no time $(22.2\%)$,' Students' recognition of the importance of health examination should be raised to increase their participation rate. When abnormal findings were detected. parents need to be informed for achieving adequate follow-up. All the students with abnormal findings need to be consulted by university health personnel to facilitate proper actions.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.770-784
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• 2010

In this study, we investigated students' behavioral characteristics in the process of and their responses to scientific creativity activities developed based on the three steps of learning model (Park, Park, & Lee, 2008) and scientific creativity model (Park, 2004). Students' responses were obtained by questionnaire, effectiveness of learning materials was explored by comparing students activities before and after the second step, 'Guide', and various characteristic behaviors were obtained through video-recording of their activities. As results, students answered that even though the activities were a little difficult, the activities were nonetheless interesting to them, and they wanted to do the activities more completely, and wanted them in future courses. It was also found that the second step activity was helpful in improving students' divergent thinking. Finally, from the findings about various students' behavioral characteristics, some practical recommendations for more effective teaching of scientific creativity were suggested.

• School Mathematics
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• v.18 no.3
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• pp.457-478
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• 2016

The purpose of this study is to investigate middle school students' understanding and development of function graphs. We collected the data from the teaching experiment with two middle school students who had not yet received instruction on linear function in school. The students participated in a 15-day teaching experiment(Steffe, & Thompson, 2000). Each teaching episode lasted one or two hours. The students initially focused on numerical values rather than the overall relationship between the variables in functional situations. This study described meaning, role of and students' responses for the given tasks, which revealed the students' understanding and development of function graphs. Especially we analyzed students' responses based on their methods to solve the tasks, reasoning that derived from those methods, and their solutions. The results indicate that their continuous reasoning played a significant role in their understanding of function graphs.

• Journal of Science Education
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• v.36 no.1
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• pp.56-68
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• 2012

The purpose of this study is to utilize science TV program 'Science TV' among science communication that plays important role in the popularization of science as science communication materials. I apply it at early morning classes on elementary school students and analysis the responses of students to science communication activity. In order to achieve this goal, the review on preliminary studies and relevant documents were carried out and program called 'The aroma of science encountered in the forest of science' as the contents of daily life-centered theme that can be easily understood by students in elementary school was selected. Moreover, themes of total 15 episodes were determined by analyzing their contents. The materials were applied to science communication activity targeting 1 class with 21 students in second grade of elementary school. The survey on the responses toward the activity was conducted after the activity. The result of analyzing the survey, students displayed positive response toward science communication activity utilizing 'Science TV'. The result of the activity analysis and survey analysis after the activity displayed that students passionately participated in science communication activity utilizing 'Science TV' in early morning classes on elementary school. Also, students displayed positive response toward science communication activity utilizing 'Science TV' such as the increase in the understanding of science, and others.

• The Mathematical Education
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• v.55 no.2
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• pp.209-232
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• 2016

This study analyzed the process of steps in a program introducing Renzulli's enrichment triad model and various levels of posing open-ended problems of those who participated in the program for mathematics-gifted elementary students. As results, participants showed their abilities of problem posing related to real life in a program introducing Renzulli's enrichment triad model. From eighteen mathematical responses, gifted students were generally outstanding in terms of producing problems that demonstrated high quality completion, communication, and solvability. Amongst these responses from fifteen open-ended problems, all of which showed that the level of students' ability to devise questions was varied in terms of the problems' openness (varied possible outcomes), complexity, and relevance. Meanwhile, some of them didn't show their ability of composing problem with concepts, principle and rules in complex level. In addition, there are high or very high correlations among factors of mathematical problems themselves as well as open-ended problems themselves, and between mathematical problems and open-ended problems. In particular, factors of mathematical problems such as completion, communication, and solvability showed very high correlation with relevance of the problems' openness perspectives.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.111-121
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• 2002

Our study illustrates how the use of web materials written with Mathview affects vocational high school students' learning in terms of formative evaluation. Our first attempt to develop high school math with Mathview has been guided according to current math texts due to highly structured format of math contents and low learning competencies of vocational high school students. The 6 female students who participated for about 12 hours in this study revealed their responses through interview data. descriptive surveys and field notes. Contrary to the original expectation. the results of data analysis showed that the students seem to prefer using conventional learning methods even though they were motivated by powerful graphical display of Mathview and algebraic manipulation capability. The overall responses of those.