• The Korean Journal of Elementary Counseling
• /
• v.9 no.1
• /
• pp.75-94
• /
• 2010

The objective of this study is to divide the classroom behaviors into the obstacle behaviors in the classroom and the participation behaviors in the classroom for improvement of classroom behaviors upon the subjects of 4th graders of elementary school, and to find out what effects the self-monitoring program influences onto classroom obstacle behaviors and classroom participation behaviors of the subjective children. Study problems established in order to achieve this objective of study are to find out: first, what effects the self-monitoring program influences classroom obstacle behaviors of children, and second, what effects the self-monitoring program influences classroom participation behaviors of children. The subjects of this study are 12 children of a normal classroom of 4th grade of A elementary school located in J city of Jeollabuk-do, out of which 8 children, who showed high proportion in the classroom obstacle behaviors, and 8 children, who showed low proportion in the classroom participation behaviors were selected, and 4 children were those who belonged to both groups resultantly in accordance with the behavior scales measured during the baseline period. To summarize the results obtained through this study, first, the self-monitoring program turned out to influence positive effects upon reduction in the classroom obstacle behaviors of children and retention of their changed behaviors; second, the self-monitoring program turned out to influence positive effects upon increase in the classroom participation behaviors of children and retention of their changed behaviors.

• Journal of the Korean School Mathematics Society
• /
• v.8 no.2
• /
• pp.249-271
• /
• 2005

The study was aimed to show effects of the newly step branch's feedback models on the mathematics underachievers' mathematics achievement and attitude toward the mathematics, extent of self-check. The subject are 26 mathematics underachievers in the End grade of H middle school located in Taejeon. They were divided into an experimental group and a control group, and the attribution disposition. Experiment group was provided step branch's feedback and control group was provided general formative' feedback. The duration of the treatment was over a period of six weeks. The result of study, the step branch's feedback was effects for increasing he mathematics achievement and attitude toward the mathematics than the general formative' feedback(p<.05). In addition, the step branch's feedback group had better extent of self-check than the general formative' feedback.

• Journal of Welding and Joining
• /
• v.12 no.4
• /
• pp.1-10
• /
• 1994

이 글에서는 비파괴검사개론에 관하여 알아보았다. 1. 비파괴검사의 의의 1.1 비파괴검사의 역사 1.2 비파괴검사의 원리 1.3 비파괴검사의 목적과 역할 1.3.1 품질관리 1.3.2 생산원가의 절감 1.3.3 품질의 평가 1.3.4 점검 1.4 비파괴검사자의 역할 2. 비파괴검사자의 방법 2.1 방사선투과시험 2.1.1 직접촬영법 2.1.2 투시법 2.1.3 전자사진법 2.1.4 계기법 2.2 초음파탐상시험 2.2.1 음향검사와 초음파탐상 2.2.2 초음파의 성질과 종류 2.2.3 접촉매질 2.2.4 초음파 탐상 방법 2.2.5 초음파 탐촉자 2.3 자기탐상시험 2.3.1 자기탐상 원리 2.3.2 자기탐상 방법 1) 자장측정 탐상법 2) 자기기록 탐상법 3) 탐사 코일법 4) 자분탐상시험 2.3.3 자분탐상시험 2.4 침투탐상시험 2.4.1 침투탐상시험의 원리 2.4.2 침투탐상시험법의 기본 1) 침투탐상시험의 종류 2) 현상체의 종류 2.4.3 침투탐상시험의 장단점 2.5 전자유도시험 (와전류탐상법) 2.5.1 와전류의 발생과 탐지 2.5.2 와전류의 탐지 2.5.3 와전류 탐촉자 2.5.4 와전류 탐상시험의 적용과 장단점.

• Journal of the Korea Concrete Institute
• /
• v.21 no.4
• /
• pp.501-511
• /
• 2009

This study was conducted to develop self-healing ability of concrete so that inspection could be available even in the event of minute cracks without complex works at any time for more economic concrete structure maintenance and longevity. A completely different method has been carried out in comparison with many of similar researches on self-healing concrete. This is a basic study on the development of self-healing concrete using microbial biomineralization. Compounds were generated except for cells by precipitation reaction of CaC$O_3$ during the microbial metabolism and we examined the use as a binder that hardens the surface of sand using biomineralization that Sporosarcina pasteurii precipitates CaC$O_3$. In result, the formation of new mineral and hardening of sand surface could be verified partly, and it was available for cracks to be repaired by calcite with organic (microorganism) and inorganic (CaC$O_3$) complex structure through the basic experiment a little bit. Therefore the use of biomineralization by this sort of microbial metabolism for concrete structure helps to develop absolute repair-concrete like this concrete with microorganism. The effect of microbial application will be one of the most important research tasks having influence on not only repair for concrete structure but also development of new materials able to reduce environmental problems.

• Journal of the Korean Chemical Society
• /
• v.46 no.1
• /
• pp.83-89
• /
• 2002

In this study, students' responses to anomalous data in studying ‘density' were analyzed, and the relationships among trait/state self-regulation strategies, the degree of cognitive conflict, and conceptual change were examined. A trait self-regulation strategy test, a preconception test, and a test of response to anomalous data were administered to 352 eighth graders. Among them, 146 students whose preconceptions were consistent with the presented initial theory were selected. After they had read a scientific explanation, a state self-regulation test and a researcher-made conception test were administerd. There were no significant correlations among the subcategory scores of trait/state self-regulation strategies and the degree of cognitive conflict. The scores of the conception test were significantly correlated with those of trait planning, trait effort, state planning, state self-monitoring, and state effort. State effort was only a significant predictor on students' conceptual change.

• The Journal of Korean Academy of Sensory Integration
• /
• v.9 no.1
• /
• pp.11-20
• /
• 2011

Purpose : In this study, we tried to know that how the occupational therapists applied the core principles of Ayres's sensory integration(ASI) intervention for clients by using the method of self-assessment. Methods : The study period was from May 2010 to June 2010. The subjects were therapists who use a sensory integration intervention. We letted them to do self-assessment about degree of performing the treatment according to the core principles of ASI by using a questionnaire. Total 66 questionnaires were collected. SPSS for Windows version 15.0 was statistically analyzed. Results : There wasn't anybody without considering the 10 core principles of ASI interventions for children. Therapist's answer(more than 90%) was sometimes, often, always except for the guide self-organization in the 10 core principles of ASI intervention. On the basis of total average score of raw score of 10 core principles of ASI intervention, provide sensory opportunities, provide just-right challenges, collaborate on activity choice, maximize child's success, ensure physical safety, and foster therapeutic alliance showed more than 50 points(T value). The guide self-organization, support optimal arousal, create play context, and arrange room to engage child showed less than 50 points T value. Conclusion : The most effective interventions for sensory integration is the treatment based on the core principles of ASI intervention. According to core principle of ASI intervention, checking the quality of care and increasing the quality of care is needed through performing self-assessment.

• Journal of the Korean Chemical Society
• /
• v.67 no.4
• /
• pp.253-270
• /
• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.1
• /
• pp.170-180
• /
• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

• Journal of The Korean Association For Science Education
• /
• v.21 no.3
• /
• pp.506-515
• /
• 2001

Understanding the students' ability and tendency of self assessment is one of the important factors in helping their learning and in giving the appropriate feedbacks. The purposes of this study is to analyse the coincidency of the students' self-assessment with the teacher assessment, and the tendency of over and under estimation. The students performed open investigations and assessed their process skills by checking their investigation reports with a given checklist. The total mean of the 'Self-Assessment Capability(SAC)' was 0.73 by 1. The SAC was related to the achievement, not to the gender. The correlation between SAC and achievement was significantly positive(r=0.7, p<.01), and for the girls, the tendency was remarkable. Among the five areas of process skills of open investigation, students got the highest SAC score in the managing and interpreting data area, and the lowest SAC in the drawing conclusion area. The mean of 'Self-Assessment Tendency(SAT)' for all items showed that students overestimated their process skills. While the high achievement students underestimated their process skills, the middle and low showed the tendency of overestimation.

• Journal of Digital Convergence
• /
• v.17 no.1
• /
• pp.457-465
• /
• 2019

This study was designed to develop a positive behavior support model for children in child care institutions. For this purpose, a demand survey for PBS was conducted with 55 child care institution staff members. 76% of the respondents responded that PBS is needed to prevent problem behavior and can be a good alternative for personality education, and approximately 70% responded that they are willing to implement PBS. The specifications of the model are suggested as follows. First, the preparation step would consist of establishing a support team, educating staff members about PBS, selecting expected behaviors, assessing the current baseline behavior, and setting up a universal PBS environment. The application step would consist of instructing social skills, implementing reinforcement, personal goal-setting and assessing behavior, educating trouble-making students, and monitoring. Finally, at the outcome assessment period, measuring the change in target behavior from the pre-intervention to the post-intervention stage, change in social skills and academic achievement, and social validity is suggested. It is expected that application of this model to children in child care institution will decrease problem behaviors of students, enhance desirable behaviors, and boost the staff members' efficacy.