• Journal of Science and Technology Studies
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• v.3 no.1 s.5
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• pp.75-103
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• 2003

The technological risk has two major aspects. The one is technological aspect of the risk which consists of rules of nature and rational behaviors of humans. The other is social aspect of risk which consists of human values and nonrational and emotional behaviors of humans. So the technological risks should be called and treated as the technological and social risks. Because of these, not only technological professionals but also public people should have the chance to participate in the management of technological risks.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.487-497
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• 2014

The purpose of this study is to investigate the efficacy of interaction using Wiki in communication-oriented classes taught by native teachers on the incidental improvement of productive vocabulary knowledge. Eighty two university freshmen participated in the study and they were divided into two groups. Thirty eight students(Process Group) received process feedback from the teacher while forty four students(Result Group) received result feedback. They were given a short movie project working in a group of four or five people to practice interaction between peers and between students and the teacher. Data were collected from one receptive and three productive vocabulary knowledge test scores. The results showed that interaction using Wiki was conducive to the growth of productive vocabulary knowledge incidentally due to continuous opportunities to use vocabulary. The students of process feedback group made greater gains of productive vocabulary than those of result feedback group. Based on these results, pedagogical implications are discussed.

• Journal of Science Education
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• v.37 no.1
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• pp.186-202
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• 2013

The purpose of this study is to develop and apply materials to teach about reflection of light by peer instruction. These which consist of both hands-on experiments and ConcepTests based on students' preconceptions found in previous researches are inducing active interaction between peers during instruction. Data from 29 university students were rate of correct answer of pre and post tests, results of conceptests before and after peer discussion, homework for strengthening their conceptual changes, and RTOP result for analysis of learners' perception about this method. Learners' preconceptions on reflection of light and position of image are changed effectively into scientific concepts. And they evaluate this teaching method helps conceptual understanding and interaction of an instructor and learners.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.471-482
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• 2019

The purpose of this study was to analyze the effect on the level of subject interest and interaction when supporting scaffolding considering learner characteristics in PBL. For the study, the participants were 86 college students. The research procedure was as follows. First, we divided the experimental group and the comparative group. A primary PBL was used to measure prior levels of subject interest and interaction. Secondary PBL was performed to verify treatment effect. In the second PBL, the experimental group received cognitive, metacognitive, and motivation scaffolding that reflected the learner's characteristics. The control group received random scaffolding. Subject interest and interaction were measured after the end of the second PBL. Collected data were analyzed using ANCOVA. As a result, the interest and interaction level of the experimental group was analyzed to be higher than that of the control group.

• Microbiology and Biotechnology Letters
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• v.3 no.2
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• pp.69-72
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• 1975

Isolation of the toxic substance which was produced by Streptentyces sp. and it's biorhemical characterestics and toxicity to fishes were reported in the previous paper. The present report includes antibiotic activity of the substance, inhibitory activity of the substance on the succinic dehydrogenase of fishes, and its effect on the blood corpuscles of a rabbit. An evident antibiotic activity of this substance was observed on Candida yeasts, but n$ot^1$on molds or bacteria. The substance inhibited the growth of Candida japonica and C. utilis to the 50％ at the concentrations of 7.5 and 10.2ug per ml, respectively. The activity of succinic dehydrogenase obtained from various organs of Cyprinous carpio L. was also found to be inhibited by this substance. Original activities of the enzymes from tht brain, kidney, and liver, were inhibited by 75.4％, 38.2％, and 26.2％, respectively, but not the enzymes from the heart and spleen. Neither leukopenia nor leukocytosis was detected after the intravenous administration of the substince to the rabbit at the level of 6 mg per 2 kg body weight.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.395-404
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• 2019

This study investigates the interactivity of smart LMS. To this end, smart LMS was used for one semester in the English course for economics majors and the surveys about its interactivity were conducted. The findings show that smart LMS enhanced the interaction between instructors and students, between students and students, and between students and learning contents. Especially in the classroom, the activity bulletin made possible the instructor's immediate feedback about team-based activity outcomes. Also, outside the classroom, Wiki made it convenient for students to collaborate with each other. In addition, activity outcomes in the activity bulletin and course materials uploaded on smart LMS contributed to the interactivity. However, what is recommended to do to increase the interactivity are to prepare instructional strategies for students to get used to using smart LMS and smartphones as their learning tool, to test the target systems of smart LMS in advance, and to take proper actions to solve the problems of smartphone's data and battery.

• The Journal of Korean society of community based occupational therapy
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• v.1 no.2
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• pp.1-9
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• 2011

Objective : Study purpose is to inspect not only the utility of Evaluation of Social Interaction(ESI) but also the efficiency of occupational therapy measurement in program based local community of solitary senior citizen in G region. Methods : Six solitary senior citizen in G region were participating in a community-based program were a convenience sample for this study. The Occupational Therapy Intervention Process Model (OTIPM) provided the theoretical framework. The ESI provided a pre-test performance measure and also served as a guide for an five-week occupational therapy intervention program, and as a post-test to measure intervention effectiveness. Results : This study showed that the ESI was effective in guiding therapist Intervention related to social skill performance of participants during their participation in a community-based program. As a group, the difference between pre and post ESI logit measures was also significant(t=-7.362, p=0.001). Conclusion : The study provides initial considerations for the utility of the ESI to guide intervention related to social skill performance during daily occupations in Korea. It further documents the effectiveness of the ESI in measuring occupational therapy intervention, based on OTIPM, and supports occupational therapy services provided in a community based program context for those solitary senior citizen.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.81-90
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• 2016

The objective of this study was to investigate the effect of an education method applying the flipped learning technique for college students. Both self-directed learning readiness and educational performance before and after applying the flipped learning were examined. After applying the flipped learning technique, teacher-student interaction, learning satisfaction, and learning motivation were identified. The correlation of each variable was examined after applying the flipped learning technique to investigate its influence on learning motivation. A total of 68 second-year nursing students enrolled in E University were analyzed. A difference between before and after applying the flipped learning was analyzed by the paired t-test; a correlation between the variables was analyzed via Pearson's correlation coefficient; and an influence on the dependent variable learning motivation was analyzed using the stepwise multiple regression analysis. The results showed that self-directed learning readiness increased before and after applying the flipped learning technique with statistical significance, and the difference of educational performance was not significant. After an education session applying the flipped learning technique, a learning motivation demonstrated a significantly positive correlation with self-directed learning readiness (r=0.33, p=.006), college student educational performance (r=0.51, p<.001), teacher-student interaction (r=0.72, p<.001), and learning satisfaction (r=0.79, p<.001). A significantly positive correlation was also observed between the other variables. Factors influencing learning motivation were learning satisfaction and teacher-student interaction. The explanatory power for learning motivation in the regression model considering these two variables was 71.3% (F=80.66, p<.001). Therefore, to enhance learning motivation in applying the flipped learning technique, it is necessary to increase learning satisfaction and to establish a strategy that further vitalizes the teacher-student interaction.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.173-182
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• 1998

This study investigated the influences of metacognitive learning strategies upon 6th-graders' achievement, science process skill, use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude. The metacognitive learning strategies were developed on the basis of previous results and modified in a pilot study. Before the instructions, a pretest of motivation was administered, and used as a blocking variable. The score of previous achievement test was used as covariates for achievement and science process skill. Tests of use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude were also administered, and their scores were used as covariates. After the instructions, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test, and post-tests of above variables were administrated. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group for all tests except for science process skill. No interactions between the treatment and the level of the previous motivation were found. Educational implications are discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.2
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• pp.5-26
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• 2020

This study applied a bibliotherapy program based on play-oriented interaction to lower-graders in elementary school and examined its effect on the ability to adapt to school life. For this purpose, reading therapy research was conducted using research subjects consisting of ordinary second graders in elementary school located in District K, Seoul. Total of twelve ninety-minute sessions of the reading therapy program were implemented in school library once or twice a week. Adaptability to school life was tested before and after the reading therapy program and the Kinetic School Drawing (KSD) test, which was conducted before and after the implementation of reading therapy program. The results of this study can be summarized as follows; First, the reading therapy program based on play-oriented interaction was proven to have a positive impact on overall adaptation of second graders in elementary school. Second, among the sub factors of the adaptability to school life among the second graders in elementary school, reading therapy program based on play-oriented interaction positively affected teacher relation, peer relation, school lesson, and compliance with the school rules.