• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.398-404
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• 2013

In this study, the analogies in the chemistry domain of middle school science textbooks developed under the 2007 revised National Curriculum were analyzed. A total of 235 analogies were found in 27 middle school science textbooks analysed, which means that one analogy per 10 pages was used on average. The number of analogies found in each textbook considerably varied depending on both publishing company and chemistry domain. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, enriched analogies, everyday contexts analogies, student-centered analogies, and analogies with low systematicity were frequently used. On presenting the analogies in the textbooks, the term analogy and description about the limitations of the analogies were rarely mentioned. In comparison with the analogies in the science textbooks developed under the 7th National Curriculum, the frequency of analogies per page was increased. There were positive changes in the aspects of representation, extent of mapping and artificiality. No differences, however, were found in the patterns of the other aspects.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.318-326
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• 2011

With the increase of senior population, adults in their manhood and senescence with neurogenic defects also increase as well; thus, it is necessary to conduct foundational research on speech fluency to rehabilitate adults with neurogenic language disorders. Thereupon, this study analyzes the characteristics of speech fluency comparatively by age and sex with the subjects of normal adults in their 50's to 70's. According to the result of collecting language samples from total 90 adults, 30 (15 males, 15 females) in each age group of the 50's, 60's, and 70's and comparing the speech rate and disfluency frequency, first, adults in their 70's showed slower speech rate than those in their 50's or 60's. And those in their 50's, 60's, and 70's indicated no difference in their speech rate by sex. Second, there was no difference in normal disfluency and total disfluency among the adults in the 50's, 60's, and 70's. Also, there was no difference among the age groups by sex, either. Third, there was no correlation between speech rate of all the age groups and disfluency frequency.

• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.53-74
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• 2013

The purpose of this paper is to analyze how mathematically gifted middle school students find out the necessary and sufficient condition for a certain hyperbolic line to be parallel to a given hyperbolic line in Non-Euclidean disc model (Poincar$\acute{e}$ disc model) using the Geometer's Sketchpad. We also investigated their characteristic of mathematical thinking and analyze how they express what they had observed while they did mental experiments in the Poincar$\acute{e}$ disc using computer-aided construction tools, measurement tools and inductive reasoning.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.83-92
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• 1998

This study investigated the effect of systematicity and presentation type of an analog upon students' concept recall and application regarding stoichiometry that included limiting reagent. Systematicity was manipulated by varing the degree of explicit causal structure, and presentation type was in either verbal format or verbal/figurative format. The four types of the analog developed were studied by randomly assigned junior high school students (N=137). Prior to the treatment, the Group Assessment of Logical Thinking was administered and its score was used as a covariate. After the treatment, a research-made conception test was administered immediately and four weeks later. The ANCOVA results indicated that systematicity had a positive effect on immediate application regardless of presentation type. In the application problem of retention test, however, systematicity had no main effect but interaction with presentation type. These suggested that the systematic analog in verbal/figurative format most positively influence concept application. Educational implications are discussed.

• Phonetics and Speech Sciences
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• v.14 no.2
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• pp.67-76
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• 2022

This study aimed to examine Korean listeners' mode of perceiving sound duration as prolongation, whether dichotomous or continuous. Thirty-five Korean participants (17 men and 18 women) listened to the Korean segment /s/, which was lengthened by 0-980ms in 20-ms increments. Then, the participants were asked to rate each version of the sound based on a rating of one to 100 (the closer to 100, the more disfluent). To examine whether listeners perceived durational variations for the fricative segment dichotomously or continuously, a curve was estimated using the best-fitting regression model for the observed data with the highest adjusted R-squared value. The mode of perceiving durational variations for the segment was continuous (or gradient) rather than discontinuous (or dichotomous). No gender difference was found in the mode of perceiving prolongation. However, there was a significant gender difference in that men rated the most disfluent sounds higher than women. The findings of this study were further discussed in relation to the existing literature, and clinical implications for the assessment of stuttering were presented.

• Proceedings of the Korea Society of Design Studies Conference
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• 1995.11a
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• pp.14-15
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• 1995

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.801-812
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• 2013

In this study, we analyzed the analogies in the chemistry domain of 27 middle school science textbooks and 8 high school chemistry textbooks developed under the 2009 Revised National Curriculum. A total of 284 analogies (science, 143; chemistry, 141) were identified from the textbooks, which means that 8.11 analogies (science, 5.3; chemistry, 17.6) per textbook and 0.68 analogy (science, 0.66; chemistry, 0.70) per 10 pages were used on average. Compared with previous curricula that the number of analogies gradually increased, the use of analogy was found to be somewhat decreased in the 2009 Revised National Curriculum. The number of analogies found in each textbook considerably varied depending on course, unit, and publishing company. One hundred ninety one different kinds of analogies were used, among which 38(19.9%) were used over twice. Further analyses of the types of analogies indicated that verbal and pictorial analogy, analogy with abstract target and concrete analog, and enriched analogy were frequently used. However, the term 'analogy' and the description about the limitation of the analogy were rarely mentioned. Artificial analogy, teacher-centered analogy, and analogy with low systematicity were also found to be frequently used. Educational implications of these findings are discussed.

• Phonetics and Speech Sciences
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• v.15 no.3
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• pp.59-67
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• 2023

This study aimed to propose an appropriate evaluation method for the perceived level of speech disfluency based on sound prolongation (i.e., increased duration of segments). To this end, 34 Korean-speaking adults (9 males, 25 females, average age: 32.9 yrs.) participated as raters in this study. The participants listened to sentences containing a total of 25 stimuli with the Korean voiceless fricative /s/ extended by 80-ms increments up to 2,000 ms (i.e., 285 ms, 365 ms., ..., 2,125 ms, 2,205 ms), and evaluated them using an equal-appearing interval scale (EAI, 1-7 points, where 1 represents "normal" and 7 represents "severe"). Subsequently, based on the interval-scale results, the sentence stimuli with the prolonged voiceless fricative corresponding to the mild-to-moderate level (rated as 4 points) were selected as the reference modulus for direct magnitude estimation (DME). After scatter plots were created for the two evaluation results, the relationship between the two measured mean values was analyzed using a curve estimation method for the observed data with the highest R²-value to determine whether a linear or curvilinear approximation fit the data better. A curvilinear relationship between the two evaluation results was indicated, suggesting that DME is a more appropriate evaluation method than the EAI scale for assessing the perceived level of disfluency based on sound prolongation.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.75-87
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• 2021

The purpose of this study was to investigate, longitudinally, interruption behavior which children who do stutter (CWS), children who do not stutter (CWNS) and their mothers and relationship with disfluency of children showed during interactions with their mothers. Subjects for this study consisted of 2-5 year old CWS (male 2 and female 4), an age-matched group of CWNS (male 3 and female 3), and their mothers. Frequencies of normal disfluency (ND) and abnormal disfluency (AD) in children group and frequency of interruption and simultalk duration in children and mothers group were measured two times (initial visit and 12 months later) over the course of one year. As a result, no significant difference was observed in frequency of interruption and simultalk duration both between two mother groups and between two child groups at initial visit and 12 months later. However, frequency of interruption increased significantly over the course of one year in CWS group. A significant group difference was found in frequency of interruption of mothers but, no significant difference was observed in simultalk duration of mothers at initial visit. In the CWS·mothers group, no factors were related with disfluency of children at initial visit and 12 months later. These findings suggest that interruption is not just negative behavior, and that reducing interruption should be considered in child·parent interaction therapy for CWS.

• Journal of Digital Contents Society
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• v.14 no.4
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• pp.481-491
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• 2013

This paper is introducing on a strategy of storytelling which is utilized as a core skill in developing cultural contents. The proposed storytelling method consists of three steps(planning, production, editing). The method of storytelling strategy is based on rhetoric metaphors and classifies rhetoric metaphors into three kinds of image metaphor, image personification and image simile. This thesis produced and studied 3 visual-image contents including 1 metaphor, 1 personification and 1 simile. As a result, visual-image contents can be a resonable method of the communicational act of visual-image contents with a rhetoric expression. This result will contribute to recognize the possibility of expressing visual-image contents by various figure. Recently, there are a lot of concernments on the expression by creative visual-image contents, but a theoretical study on creative idea for visual-image contents is insufficient. So, in the future, this thesis will be used for basic materials to express a creative visual-image contents, and also contribute to offering basic theories for visual-image contents study and teaching.