• Korean Journal of Childcare and Education
• /
• v.10 no.6
• /
• pp.369-390
• /
• 2014

This study analyzed the educational contents related with child's human rights in a manual of the Nuri Curriculum for 5-year-olds based on the type and area of activity, 5 areas, and by life theme. The research results are as follows: First, the educational contents on child's human rights in activity type and area showed high frequency in the order of large and small group activity, child selected play activity, and outdoor activity, and among them, right to an education and right to play showed the highest frequency. Second, among the five categories, the area that conducts educational contents on child's human rights was the social relation category, and the area that showed the highest participation was the educational contents on human rights. On the other hand, the areas that were treated the least were physical activity and health. Third, the topic that treated the educational contents related with child's human rights was 'spring, summer, fall, winter,' and 'my family and I' treated educational contents on child's human rights in the lowest frequency. Also, whereas the right to education and right to play showed the highest frequency of educational contents on child's human rights among entire life themes, the educational contents on child's human rights of abuse and neglect(violence) were not treated at all in the entire life themes. Through the results of this study, it will be helpful in planning and deploying activities related with the child's human rights harmoniously, and intends to provide important basic data in organizing activities of human rights program linked with the elementary school. Furthermore, this study intended to provide basic information for developing a program of systematic child's human rights education for children in addition to the curriculum at a national level.

• Journal of Korean Ophthalmic Optics Society
• /
• v.14 no.3
• /
• pp.75-81
• /
• 2009

Purpose: The purpose of this controlled study was to determine the effectiveness of vision therapy for accommodative infacility in children. Methods: 10 children 9 to 13 years of age with symptomatic accommodative infacility were divided into a treatment group (n=6) and a contol group (n=4). The treatment group received 12 weeks of vision therapy while the control group received nothing. Results: The visual symptom assessed by COVD-QOL score for the treatment group showed both statistically and clinically significant reduction from 27.50${\pm}$5.68 to 12.00${\pm}$7.24 (p<0.01). Also, there were statistically and clinically significant improvement in the clinical measures of monocular accommodative facility of right eye (from 0.67${\pm}$1.03 cpm to 15.42${\pm}$4.85 cpm; p<0.001) and binocular accommodative facility (from 0.33${\pm}$0.82 cpm to 13.92${\pm}$3.58 cpm; p<0.001). In contrast, there were no significant improvement in symptoms and in the clinical measures of monocular and binocular accommodative facility for the control group (p>0.05). Conclusion: Vision therapy is an effective mode of treatment in eliminating symptoms and improving accommodative facility in children with accommodative infacility.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.2
• /
• pp.346-357
• /
• 2019

The purpose of this study was to examine the effects of flipped learning and explore the learners' experiences. Data were collected from 64 students who participated in flipped learning for 7 weeks at N university. The results were as follows. First, after applying flipped learning, learners feel more comfortable learning together and prefer collaborative learning. Second, flipped learning had no significant effects on learner's overall metacognition, but it had positive effects on the awareness and cognitive strategies. Third, flipped learning had no significant effects on academic self-efficacy, but it positively affected the task difficulty preference and confidence of learners who had a lower level of collaborative tendencies. Fourth, flipped learning had no significant effects on SDL ability, but it positively affected the learning plan of learners who had a higher level of collaborative tendencies. Fifth, learners' class satisfaction of flipped learning was generally very high. We suggested a policy, instructional design and strategies for effective implementation of flipped learning.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.1
• /
• pp.415-423
• /
• 2021

Citizen participation and Living Lab are attracting interest as one of the major strategies for the success of smart cities. In a Living Lab, citizens, who are the end-users of technology, participate in the search for alternatives to define and solve problems and repeat experiments to verify alternatives in a circular process. The purpose of this research was to present an operating model of a citizen-participating online community platform to improve urban problems, implement and test it, and show its applicability. To this end, an operation model of a citizen-participating online community platform was proposed to improve urban problems. An online platform was designed and implemented to reflect the functions pursued by the operation model. Finally, a pilot test for the function was performed using the Oma Elementary School case located in Ilsan, Goyang-si, Gyeonggi-do. The operating model was designed with the city's pedestrian environment and children. As a result, the sharing and communicating process of urban issues among community members worked appropriately according to the designed intention. The Living Lab coordinator could visualize and view urban issues posted by users on a map based on location information. Visualizing the urban problem as a heat map confirmed that urban problems were concentrated in a specific area.

• Journal of the Korean Society of Earth Science Education
• /
• v.17 no.2
• /
• pp.137-152
• /
• 2024

The purpose of this study is to develop a project-based learning program utilizing Earth science data and to evaluate its effects on students' knowledge-information processing competency and communication and collaboration competency. To achieve this, the ADDIE instructional design model was employed to create the program, which was then implemented with 75 second-year middle school students. The program's effectiveness was assessed using paired sample t-tests on the results of tests measuring knowledge-information processing competency and communication and collaboration competency. Additionally, reflection journals were analyzed to identify students' interest in and difficulties with the program. The study's conclusions are as follows: first, the Earth science data-based project learning program comprises three themes: 'Journey through the Planets of the Solar System,' 'I am a Marine Expert,' and 'Planning a Tidal Flat Experience Program.' Second, following the program's implementation, there was a significant improvement in the overall students' knowledge-information processing competency. Third, the program also led to a significant enhancement in students' communication and collaboration competency. Based on these findings, the study suggests the need for specific and continuous teacher support to provide students with successful experiences through the program, overcoming challenges in program implementation through collaboration with the information subject, and conducting research that microscopically analyzes students' interactions.

• Journal of The Korean Association of Information Education
• /
• v.5 no.1
• /
• pp.33-45
• /
• 2001

In order to adapt ourselves to the Informationalization Society of twenty-first century, it is required to have ability to find quickly the necessary information and solve the problem of our own. In the field of school, it should be educated to develop learner's ability that can cope with the Informationalization Society. When a learner can study in such direction, he or she will be able to plan the learning of his own as the subject of education, and develop his ability to solve the problem by collecting and examining various information. It is self-leading learning that can make education like this possible. Through computer, especially Web site, self-directed learning can develop can develop the individuality and creativity of learners. They can collect and utilize autonomously information and knowledge. To do such an education, the program that can work out self-directed learning is needed. Therefore the program I want to develop is to reconstruct the 'figure' part of mathematics in elementary school into five steps by utilizing Web site. In the first step is to learn the concept of various shape. This step enable learners to know what figure is and how it can be utilized in our real life. The second step of dot, line and angle makes it possible that learners can consolidate the foundation of the study about figure and recognize the relation between angle and figure. In the third step of plane figure, we can study how to calculate the relation of plane figures and the area of figure with various shapes by cutting and adding them. The fourth step is about congruence and symmetry. Learners can learn to know the figure in congruence, reduction and enlargement and how it is used in our real life. In the fifth step of solid figure, we can learn the relation among the plane figure, solid figure, the body of revolution, corn and pyramid etc. controling the speed of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself. Because this program is progressed on the Web site, it is possible to learn anytime and anywhere. In addition to it, a learner can learn beyond the grade as well as do the perfect learning by controling the pace of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself.

• Journal of The Korean Association For Science Education
• /
• v.41 no.5
• /
• pp.371-390
• /
• 2021

The purpose of this study is to develop a neuropsychological model for the spatial ability factor and to divide the brain active area involved in the light & shadow problem solving process into the domain-general ability and the domain-specific ability based on the neuropsychological model. Twenty-four male college students participated in the study to measure the synchronized eye movement and electroencephalograms (EEG) while they performed the spatial ability test and the light & shadow tasks. Neuropsychological model for the spatial ability factor and light & shadow problem solving process was developed by integrating the measurements of the participants' eye movements, brain activity areas, and the interview findings regarding their thoughts and strategies. The results of this study are as follows; first, the spatial visualization and mental rotation factors mainly required activation of the parietal lobe, and the spatial orientation factor required activation of the frontal lobe. Second, in the light & shadow problem solving process, participants use both their spatial ability as a domain-general thought, and the application of scientific principles as a domain-specific thought. The brain activity patterns resulting from a participants' inferring the shadow by parallel light source and inferring the shadow when the direction of the light changed were similar to the neuropsychological model for the spatial visualization factor. The brain activity pattern from inferring an object from its shadow by light from multiple directions was similar to the neuropsychological model for the spatial orientation factor. The brain activity pattern from inferring a shadow with a point source of light was similar to the neuropsychological model for the spatial visualization factor. In addition, when solving the light & shadow tasks, the brain's middle temporal gyrus, precentral gyrus, inferior frontal gyrus, middle frontal gyrus were additionally activated, which are responsible for deductive reasoning, working memory, and planning for action.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.30 no.2
• /
• pp.291-297
• /
• 2003

While making diagnosis and the treatment plan for the growing children who visited at Chonnam National University Hospital for orthodontic treatment, authors obtained 8 lateral cephalometric measurements in antero-posterior and vertical relationship such as APDI, WITS, ANB, SN-MP, ODI, PFH/AFH, Y-axis, SUM for children aged 7 to 9 with class III malocclusion and compared them with these of 73 children of elementary school aged 7 to 9 with proper profile and normal occlusion in Gwangju. The results were as follows: 1. Between normal occlusion and class III malocclusion, ANB, SN-MP, ODI, SUM, except PFH/AFH and Y-axis showed statistically significant differences(p<0.05). 2. Between mesurements to describe skeletal disorder of antero-posterior relationship such as APDI, WITS, ANB and skeletal disorder of vertical relationship such as SN-MP, ODI, PFH/AFH, Y-axis, SUM, all of them in both normal occlusion and Class III malocclusion showed significant correlation, except Y-axis, SUM correlation(p<0.01). 3. Wald' statistics of WITS, ANB and APDI expressing skeletal disorder of antero-posterior relationship showed 7.118, 5.148, 0.741, respectively and Wald' statistics of ODI, Y-axis, PFH/AFH, SN-MP, SUM were presented 28.348, 2.238, 1.376, 0.090, 0.089, respectively. Therefore, WITS and ODI could be considered as useful diagnotic measurements for class III malocclusion.

• The korean journal of orthodontics
• /
• v.29 no.4 s.75
• /
• pp.467-481
• /
• 1999

Cleft lip and/or palate is one of the most common congenital craniofacial anomalies. According to previous epidemiologic studies, incidence of cleft lip and/or palate has been increasing nowadays. However, there is no report about epidemiologic study of cleft lip and/or palate patients who visited dept. of orthodontics in Korea. So the purpose of this study was to provide the epidemiological characteristics and important basic clinical data for the diagnosis and the treatment of the cleft lip and/or palate patients. With the orthodontic and cleft charts, diagnostic models and X-ray films from 250 patients with cleft lip and/or palate who visited Dept. of Orthodontics, Seoul National University Dental Hospital during the last 11 years, the authors investigated patient's visiting yew, types of cleft, patient's gender, and Angle's classification of malocclusion, and surgery timing. The results were as follows ; 1. The number of cleft patients who visited Dept. of Orthodontics, SNUDH increased during 1988-1990 and then it declined until 1992. From 1993 to 1996, it showed a stationary trend. After 1997 it showed an overwhelmingly increasing trend. 2. In the cleft type, the ratio of cleft lip cleft lip and alveolus cleft palate : cleft lip and palate was 7.6:19.2:9.6:63.6. In cleft position, unilateral clefts were more than bilateral ones (cleft lip 79:21, cleft lip and alveolus 77:23, cleft lip and palate 75.5:24.5). In cleft side, left clefts were mote than right clefts (cleft lip 53.3:46.7 cleft lip and alveolus 59.5:40.5, cleft lip and palate 59.2:40.8). 3. In gender ratio, males were more than females in cleft lip (57.9:42.1), cleft lip and alveolus (68.8:31.2) and cleft lip and palate (76.1:23.9). But in cleft Palate females were more than males as 41.7: 58.3. 4. In the age groups, 7-12 year group was the most abundant as $52\%$, and then 0-6 year group ($20.4\%$), 13-18 year group ($17.2\%$), more than 18 yew group ($10.4\%$) were followed as descending order. 5. Most of the cleft lip repair surgeries were operated in 0-3 month ($60.3\%$) and 4-6 month ($17.9\%$). 6. The cleft palate repair surgeries were done in 1-2 year ($31.7\%$), 0-1 year ($25.6\%$), 2-3 year ($12.1\%$), more than 5 year ($11.6\%$) as descending order. 7. The lip scar revision surgeries were done before admission at elementary school in $60\%$. (4-6 you ($27.5\%$), 6-8 year ($19.6\%$), more than 10 year ($19.6\%$), 2-4 year ($13.7\%$) as descending order) 8. The rhinoplasties were done before admission at elementary school in $51.7\%$. (0-2 year ($7.1\%$), 2-4 year ($14.3\%$), 4-6 year ($21.4\%$), 6-8 year ($14.3\%$)). 9. The pharyngeal flap were done at 6 Y (72.5 months) after birth on average and there was even distribution of surgery timing. 10. In relationship between Angle's classification of malocclusion and cleft types, Class I was most abundant and Class III, Class II were followed as descending order in cleft lip group. But Class III was most abundant and Class I, Class II were followed as descending order in cleft lip and alveolus group, cleft palate group, and cleft lip and Palate group. The percentage of frequency in Class III malocclusion was overwhelmingly higher in cleft lip and palate group than any other groups. 11. Because the frequency of class III malocclusion was most prevalent in all age groups, anterior crossbite was the most common chief complaint of cleft patients.