• Journal of the Korean Geographical Society
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• v.35 no.2
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• pp.159-176
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• 2000

본 연구는 남한강 상류의 소지류인 쌍천 유역에 발달한 하성단구의 퇴적물을 모재로 발달한 토양 특성을 조사.분석하였다. 중위 단구의 A1층은 갈색(10YR 4/3)의 미사질토양이고 발달도가 낮은 입상구조이며 B1층은 황갈색(10YR 5/8)의 사질식양토로 아각괴상구조이다. 고위단구의 A1층은 옅은 적갈색(5YR 4/3)의 미사질양토 내지 황갈색(10YR 5/8)의 미사질식토로 발달도가 낮은 아각괴상구조이다. B1층은 적색(2.5YR 3/6)의 사질식토 내지 밝은 적갈색(2.5YR 4/6)의 식양토로 발달도가 양호한 아각괴상구조이다. 고위단구 퇴적층을 모재로 발달한 토양의 구조는 중정도의아각괴상구조이고 조직이 치밀하다. 토양은 A1층, B1층,B2층으로 되어 있으며 또한 B층은 점토가 집적되어 있고 점토 피막이 나타난다. 쌍천의 중위단구상에 발달한 토양은 황갈색토이고 고위 단구상의 토양은 적색토이다. 고위단구 퇴적물을 모재로 발달한 본 적색토는 생성시가가 민델-리스 간빙기의 이전에 생성된 것으로 현재보다 온난한 생물-기후 조건하에서 탈규산화를 동반하는 적색토화작용에 의해 형성된 것으로 추정된다. 고위단구에 발달한 적색토는 토양단면의 형태적 및 물리 화학적인 특성등으로 보아 고적색토로 분류된다.

• Journal of the Korean Geographical Society
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• v.37 no.4
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• pp.425-441
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• 2002

This study focused on the geographical concepts development and its zone of proximal development(ZPD) through the collaborative interaction. Among the conclusions are: 1) Students who have higher cognitive structure represented the Creator Seoul Metropolitan Area(GSMA) as a geographical concepts, not as a spontaneous concepts. The concepts is developed from concrete facts, subordinate element concept to basic element concept hierarchically. The most difficult concept that the learner should internalize was represented as the basic element concept. 2) Although ZPD of GSMA is individualized, it could be divided into 9 types. The ZPD was developed differently according to the qualitative differences how much more and how systematically represented the geographical concepts. The characteristics shown in this development procedure was that there was a quality change based on quantity extensive.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.111-118
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• 2020

The purpose of this study is to explore the progression of MMK and the relationship between MMK progression level and actual practice. First, the Rasch model was used to measure MMK progression level of 51 students twice during the interval of one year. Thereafter, chi-squared test was used to determine whether there was a significant change in MMK progression. As a result of chi-squared test, there was no statistically significant change in MMK progression (p>.05). Secondly, we analyzed the relationship between MMK progression level and practice for 7 gifted students. As a result of the analysis, it was confirmed that the student's response in practice can not exceed MMK progression level. There were also cases where students have high MMK progression level showed low response in practice. The results of these two studies show that gifted education programs are needed to increase MMK progression and to provide gifted education that can connect knowledge and practice.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.29-43
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• 2016

There have been much efforts to reconstruct the science curriculum focusing on Disciplinary Core Ideas(DCI) in many countries such as America and Europe, the most practical effort has been to design a curriculum with learning progressions(LPs). LPs describe stepwise how students can systematically move toward the understanding of more sophisticated ideas or scientific activities and explain in succession the process of understanding the ideas while the students learn. In this study, a LP for ecosystems has been developed, and the developed LP is then evaluated accordingly. The Ecosystem is one of the DCI of the life science in Next Generation Science Standards(NGSS). The development process of the LP was set at step 4(Development, Assessment, Analysis, and Amendment), and developed through an iterative process of sequences. As a result of analyzing the developed LP, an assessment based on the LP provides reliable information to identifying student ability. This study proposes the development process of the LP and its methodological aspects to use Core Achievement Standards, Ordered Multiple-Choice items and the Rasch model. In addition, using the empirically proven LP suggests a way of strengthening curriculum linked to educational content, teaching methods and assessment. Utilizing the proposed development process in this study will be to present the standard into the direction of becoming part of the curriculum. Currently, the state of domestic research for the LP is still lacking. This study determined the development process of the LP and the need to conduct future research on the LPs.

• Child Health Nursing Research
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• v.19 no.1
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• pp.12-20
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• 2013

Purpose: The purpose of this study was to investigate factors associated with suspicious developmental delay in infants and early childhood. Methods: Participants were 133 infants, aged from birth to 6 years old and their mothers, who were being seen at 16 Public health centers in B city. Korean Denver II was used to test infant development. ${\chi}^2$-test, Fisher's exact test and multiple logistic regression were used with SPSS 19.0 to analyze data. Results: Of participant infants, 7.5% were below the 3rd percentile for the weight percentile, 8.4% is a weight curve that crosses more than 2 percentile lines on the growth charts after previous achievement, and 9.8% had suspicious developmental delay according to Korean Denver II. Further the predictive factors related to suspicious development delay in the children were decrease of weight percentile (Odds Ratio [OR]=6.69, Confidence Interval [CI])=1.22-36.45), low economic state (OR=6.26, CI=1.50-26.00), and development delay perceived by their mothers (OR=4.99, CI=1.24-20.06). Conclusion: It is necessary to build a government level system to follow management of development of infants and children from the time of birth. Especially, it is necessary to develop a program for children in low income families.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.145-163
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• 2019

Objective: The purpose of this study was to systematically arrange previous ones on developmental effects of play in early childhood through a meta-analysis. Methods: For this purpose, the researchers searched for variety of databases and analyzed 110 studies, which were 90 graduate theses and 20 journals from 2005-2016. Results: First, the total developmental effect size of infant play was 1.21, with the effect size of the experimental group being 38.7% higher than that of the control group. The total developmental effect size was .81, however when inserted effect size was calculated, so it was supposed that the current effect size might be decreased, if missing studies were included. Second, effect size appears in all developmental areas, though actual effect size of sub-factors of child development tends to be mostly decreased: The fall in physical development fell down from 1.28 to .95 that emotional development was 1.42 to .86. The fall in social development was considerable from 1.13 to .85 that cognitive development was 1.19 to 1.07. In language development, it didn't change much. It stayed about the same as 1.30. The fall In creativity development stood at just below from 1.00 to .69. Third, effect size by moderating variables was examined to show that there were statistically significant difference in measurement, age, total number of training and types of activities between two groups. Conclusion/Implications: The results of this study have an implication, in that the study verified that infant play reflects and promotes child development and functions as a tool for developmental change, by illuminating effects of it child development.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.

• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.375-380
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• 2006

Purpose : This study investigated how gross motor and fine motor development are influenced by sleep position. Methods : From December, 2003 to September, 2005, for a year and 9 months, 800 children aged from 3 months to 16 months, who visited the Presbyterian Medical Center, Chonju, Korea were surveyed for motor development scale, sleep position and body weight. Results : The sleep position came in order : 79.3 percent of supine position, 10.0 percent prone position and 10.7 percent side position. Gross motor scale and fine motor scale were not connected with sex. The prone position indicated remarkable increase on gross motor scale from 5-6 months, but stayed the same after 7 months. Fine motor scale was not related to age and sleep position. Gross motor scale and fine motor scale were higher on group weighing more than under average weight group. Conclusion : This study showed that prone position did not influence gross motor scale after 7 months, affecting children of 5-6 months only. Hence, It is not recommended to use the prone position for a baby's fast gross motor development.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Journal of Korean Classical Literature and Education
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• no.37
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• pp.151-184
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• 2018

The purpose of therapeutic approach of humanities, including literary therapy, is ultimately encourage the growth and the development of human being rather than the development of therapeutic techniques for eradicating symptoms. This paper is noteworthy as to the fundamental work for using folktales at therapy sessions. It may be argued that therapy is the process of searching clients' own development history and accepting current challenges in relation to overall context of their own lives and this may lead to the growth clients. In this regard, this paper attempts to set up the selection criteria for folktales to be effectively applied in therapy sessions. The author of the paper argued in her previous paper that folktales may be effective in terms of self-understanding of clients. Folktales can assist clients regarding the objectification of their issues by projecting and exposing their problems. Therefore, this paper argues the method for selecting proper folktales to stimulate of clients" developmental challenges and ultimately to expose them. The first groundwork for this is understand contents of folktale as to general problems of life and view it as the development of one's entire life. The challenge of client is personal and unique but at the same time it is problems of general development process. The author examines the need for developmental approach of literary therapy and attempts to compose a classification framework for understanding folktales as to developmental process. This may use at literary therapy sessions to select proper folktales based on clients' complaining issues and their developmental age. The criteria also can be used as the basis of clients" reaction on folk-tales.