• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.80-91
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• 2018

The visualization materials in science textbooks are very important in students' learning. Recent visualizations are increasingly emphasizing the importance of infographic visualizations. The purpose of this study is to analyze the visualization materials in $5^{th}$ and $6^{th}$ elementary science textbook focusing on infographics. Visualization materials were classified into infographic and simple illustration. Infographics were classified into 8 sub-types. Findings are as follows. First, infographics were 19.0%, and simple illustrations were 81.0% among elementary textbooks' visualization materials. The portion of infographic varied by content areas. In Biology and Earth Science area, the portions of infographic were high. Second, several types of infographics were used in elementary science textbooks. Timeline infographic were the most frequent, and emphasis infographic, concept mapping infographic, comparison infographic were used frequently. The most frequent types of infographic were different by content area. Third, infographics used more than simple illustrations in the role of concept explanation. Educational implications on science textbook's infographics were discussed.

• Education of Primary School Mathematics
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• v.7 no.2
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• pp.85-99
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• 2003

In this paper, firstly examined various proofs types that cover informal empirical justifications by Balacheff, Miyazaki, and Harel ＆ Sowder and Tall. Using these theoretical frameworks, justification activities by 5th graders were analyzed and several conclusions were drawn as follow: 1) Children in 5th grade could justify using various proofs types and method ranged from external proofs schemes by Harel & Sowder to thought experiment by Balacheff This implies that children in elementary school can justify various mathematical statements of ideas for themselves. To improve children's proving abilities, rich experience for justifying should be provided. 2) Activities that make conjectures from cases then justify should be given to students in order to develop a sense of necessity of formal proof. 3) Children have to understand the meaning and usage of mathematical symbol to advance to formal deductive proofs. 4) New theoretical framework is needed to be established to provide a framework for research on elementary school children's justification activities. Research on proof mainly focused on the type of proof in terms of reasoning and activities involved. But proof types are also influenced by the tasks given. In elementary school, tasks that require physical activities or examples are provided. To develop students'various proof types, tasks that require various justification methods should be provided. 5) Children's justification type were influenced not only by development level but also by the concept they had. 6) Justification activities provide useful situation that assess students'mathematical understanding. 7) Teachers understanding toward role of proof(verification, explanation, communication, discovery, systematization) should be the starting point of proof activities.

• Journal of the Speleological Society of Korea
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• no.87
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• pp.23-33
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• 2008

All types of tourists visit the cave. The names and explanations of cave formations give very useful information to them. Unfortunately, however, there are a lot of wrong and incorrect statements in the information. Thispaper has investigated this problem in considerations for the importance of information delivery. The problem has turned out as follows: 1) Most of the cave formation names are too abstract based on the shape instead of scientific names; 2) The names are mostly available with little scientific explanation; 3) In case of explanation, wrong, incorrect and controversial statement is found.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.429-441
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• 2004

This study was to examine the concepts using to explain evaporation and boiling in secondary school science textbooks developed in 6th and 7th science curriculum. The types of explanations were compared with maps represented the concepts relationships divided into middle and high schools, 6th and 7th curriculum, and subjects and chapters to find explanation diversity. The difference of explanations related to evaporation and boiling concepts was found in the school levels and subjects. There were few relationships between the main concepts of evaporation phenomena and those of boiling phenomena.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.293-299
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• 2018

The purpose of this study was to verify the effect of leisure barriers on participation type of leisure activities in disabled in Korea. The raw data variable of '2014 Disabled People Status Survey' were categorized as internal/external barriers and leisure type. The type of participation in leisure activities according to general characteristics was performed descriptive statistics and Pearson correlation and multiple regression analyses were conducted to examine the correlation and causal relationships of types of internal/external constraints and leisure activity participation. The element that effects on a level of current passive leisure activity type, it resulted as two variables of internal barriers, three variables of external barriers, the explanation ability was analysed as to 48%. it resulted as two variables of internal barriers, five variables of external barriers in active leisure activity, five variables of external barriers, the explanation ability was analysed as to 29%. Therefore, based on various constraints of disabled people in Korea, a plan should be prepared to encourage participation of leisure activity, and systematic review and detailed study on two academic subjects related to leisure and disability should be done.

• Management & Information Systems Review
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• v.26
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• pp.181-204
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• 2008

This study is to categorize five types of conflict handling styles that employees can take when conflict occurs. The five types are integrating, avoiding, dominating, obliging, and compromising. I found these factors that explain conflicts handling styles divided them into organizational structure, task group functioning and need styles and how certain factors explain different kinds of conflict handling styles without other factors. To measure conflict handling styles, this study used the scale of conflict style devised Rahim. Data were collected by the survey method from employees engaged in the service industry located Seoul, the Province of Gyeonggi, and the Province of Gangwon. In addition, in order to prove my hypothesis, I used hierarchical regression analysis method to find the pure explanation that each factors have without multicollinearity. According to the study's result, in a person's type of needs, if the need for achievement is high, they prefer integrating style. In contrast, if the need for achievement is low, they prefer avoiding style. Also, if the need for affiliation is high, the employees prefer compromising style. But if the need for affiliation is low and the need for dominance is high, the employees favor dominating style. However, in task group functioning, group homogeneity, group cohesiveness, and group goal clarity are high, or the confidence in peers and management is high, the employees prefer obliging style to other conflicts handling styles. As well as if group homogeneity, group cohesiveness, and group goal clarity are high, it was found that they prefer compromising style. Also, if the role conflict that is related to organizational structure is serious, employees prefer obliging style, but they have weakenss in explanation. To sum up these results, if the employees have obliging style that shows lack of concerns over themselves and at the same time, have high concerns to others, is affected by task group or organization. And we can infer that the other conflicts handling styles are effected by personal characteristic.

• Proceedings of the Korea Concrete Institute Conference
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• 2000.10a
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• pp.121-126
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• 2000

The attaching method of different types of structure and explanation of stress transfer mechanism are at important issue as beam having definitive factor such as the anchorage of RC main bar, the stress transfer of anchorage-end S member, RC member-anchorage, anchorage-end S member in the composite beam of S and RC member. In this study, the structural properties of composite beam according to attaching method of main bar about end RC-middle S beam were investigated in order to use them as fundamental data for the development of composite structure member. Throughout a series of study, it was shown that the proof stress of main bar - flange welding specimen is the highest and there is no difference between the deformation-properties according to attaching method of main bar.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1556-1568
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• 2015

The objectives of this study were to inquiry of application types and use methodology of EBS-CSAT prep books of vocation education division in specialized vocational high schools. Research participants are 8 specialized vocational high school teachers in Seoul and Gyeonggi, and subjects are basic industry and basic drawing. The teachers had using EBS-CSAT prep books in class or after-school. The results are as follows: The teachers used items explanation of after-school rather than regular classes using EBS-CSAT prep books of vocation education division in specialized vocational high schools. Online lectures were used for self-directed learning of specialized vocational high school students rather than regular classes. Students and teachers of specialized vocational high school needed EBS-CSAT prep books of vocation education division by free gift instead of EBS-CSAT prep books of Korea language, english, math.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.69-89
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• 2006

This study investigated whether and how semantic nature of intransitive verbs can be related to the L2 overpassivization errors. A total of 126 Korean high school students participated in a grammaticality judgment test on English sentences in which seven semantically different types of intransitive verbs were passivized. The results showed that there was an effect of semantic type on the students' judgment on overpassivization errors. Overall, it was shown that the students experienced the lowest degree of difficulty with the Controlled Process-Motional type verbs while experiencing the high degree of difficulty with the Change of State, Existence of State, Continuation of Pre-existing State, and Uncontrolled Process types. Two interlanguage patterns were also identified: the students at higher proficiency level and those at lower-proficiency level showed distinctive patterns on the task. It was argued that the simple dichotomy of unaccusative-unergative distinction does not suffice for the explanation of the complex phenomenon of L2 overpassivization.

• Structural Engineering and Mechanics
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• v.48 no.2
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• pp.173-193
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• 2013

In this paper, influence of geometric configurations of multi-story bracing on shear lag behaviour of braced tube structures is investigated. The shear lag of 24-, 36- and 72-story braced tube structures are assessed considering all possible configurations of overall X and Chevron bracing types. Based on the analytical results, empirical equations, useful for the preliminary design phase, are proposed to provide the optimum number of stories that braced, in order to exert minimum shear lag on structures. Studying the interaction behaviour of a tube and different bracing types along with paying attention to the shear lag behaviour, a better explanation about the reasons behind the efficiency of a specific bracing module in decreasing the shear lag is developed. The analytical results show that there are distinct differences between the anatomy of braced tube structures with X and Chevron bracing regarding the shear lag behaviour.