• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.307-332
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• 2022

This action research was carried out to help students learn fractions computation by making and using semi-concrete fraction manipulatives that can be used continuously in math classes. For this purpose, the researcher and students made semi-concrete fraction manipulatives and learned how to use these through reviewing the previously learned fraction contents over 4 class sessions. Afterward, through the 14 classes (7 classes for learning to reduce fractions and to a common denominator, 7 classes for adding and subtracting fractions with different denominators) in which the principle inquiry learning model was applied, students actively engaged in learning activities with fraction manipulatives and explored the principles underneath the manipulations of fraction manipulatives. Students could represent various fractions using fraction manipulatives and solve fraction computation problems using them. The achievement evaluation after class found that the students could connect the semi-concrete fraction manipulatives with fraction representation and symbolic formulas. Moreover, the students showed interest and confidence in mathematics through the classes using fraction manipulatives.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.115-131
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• 2021

As the global climate change emergency is escalating, the need for 'Social Action-Oriented SSI (SAO-SSI) on climate change topics' in science education that can change society through social activity is increasing. By employing sociocultural theory, this study explores the challenges of limiting teacher's agency in implementing SAO-SSI on climate change topics in science education. Data from participant observation for 46 lessons, in-depth interviews with participants, field notes, and teacher reflection notes were analyzed by the structure of into micro- (classrooms), meso- (school), and macro- (Korea society) level. At the micro-level, the teacher's new attempts of SAO-SSI on climate change topics class made it difficult for him to identify students' understanding of climate change, because they have a low sense of perception that climate change is also their problem. In addition, the teacher had difficulties leading students' into an engagement for social action because students were skeptical about the feasibility of planned social behavior by positioning themselves as children or had difficulty in understanding social action and sympathizing with its values. At the meso-level, a school culture that encourages the implementation of a curriculum similar to that of colleagues, it was difficult to implement one's own curriculum. And it was difficult to develop expertise without the support and communications with colleagues who revealed the burden of unfamiliar science topics of climate change. In addition, conflicts arose in the process of implementing out-of-school social actions with the principal's passive support. At the macro-level, the insufficient proper material resources for SAO-SSI on climate change topics class, and negative perceptions on the students' social action in the society were acting as constraints. We offer implications for what kind of structural support and efforts from various subjects in the educational community should be provided to implement SAO-SSI on climate change topics class in science education.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.131-142
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• 2017

The purpose of the study is to examine the effect of debate and discussion instruction in mathematics class on mathematics study achievements and attitudes in elementary school. To conduct the research, two classes were verified as the homogeneous groups by a preliminary examination on the fourth grade of J elementary school. After mathematics class, the subjects were conducted the same mathematics study achievement and attitude tests in two groups and were analyzed with descriptive statistics, independent t-test, t-test. Accordingly, debate and discussion instruction in mathematics class is more effective than regular lecture method instruction. debate and discussion instruction in mathematics classes are believed students will participate in the question and understand the mathematical principles and concepts themselves through action to solve the problem and influenced I have a positive attitude towards mathematics.

• Progress in Medical Physics
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• v.23 no.4
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• pp.303-308
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• 2012

The Geant4 based Monte Carlo code for the application of stereotactic radiosurgery was developed. The probability density function and cumulative density function to determine the incident photon energy were calculated from pre-calculated energy spectrum for the linac by multiplying the weighting factors corresponding to the energy bins. The messenger class to transfer the various MLC fields generated by the planning system was used. The rotation matrix of rotateX and rotateY were used for simulating gantry and table rotation respectively. We construct accelerator world and phantom world in the main world coordinate to rotate accelerator and phantom world independently. We used dicomHandler class object to convert from the dicom binary file to the text file which contains the matrix number, pixel size, pixel's HU, bit size, padding value and high bits order. We reconstruct this class object to work fine. We also reconstruct the PrimaryGeneratorAction class to speed up the calculation time. because of the huge calculation time we discard search process of the ThitsMap and used direct access method from the first to the last element to produce the result files.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.75-89
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• 2021

In this paper, the results of analyzing the meaning of laughter in comedy movies of the late 1960s, focusing on comedians, Hee-Gap Kim, Bong-Seo Koo and Young-Chun Seo, are as follows. First, the narrative laughter of the comedians represents the generational conflict between the lower class and the upper class, the gender conflict between men and women, and the frustration of reality. Second the mechanism of creating laughter of the comedians shows ridicule of the conservative older generation, revelation of the immoral upper class, and caricature of the frustrated lower class. Third, the practical aspect of the comedians' laughter reveals cracks in tradition and modern, gaps in economic inequality, and expression of prohibited desires. Therefore, comedians Hee-Gap Kim, Bong-Seo Koo and Young-Chun Seo in comedy movies of the late 1960s show the semantic effect of laughter of internal/external boundaries and optimistic world views through the closed opening of informal culture and the conflict of characters/performers.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.385-408
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• 2014

The purpose of this study is to find out the actual status of the math after-school program in the elementary school and the content of the program. We survey the 115 math external math lecturers of the 100 elementary schools in Busan and analyze the results. Research questions are set as follows. 1. What is the status of the elementary math after-school? 2. How is the content of the program of the elementary math after-school? The results of the survey are analyzed as follows. First, any of the external math after-school lecturer did not major in math education and 87% of them majored in another discipline. Second, 47% of the external math after-school lecturers are employed by privately-held companies. Third, 64.4% of the content of the after-school programs is the supplement and deepening of the regular math class. Fourth, 76.5% of the time of the first class of the math after-school program is 50 minutes and 46% of the math after-school opens 5 classes per a week. Fifth, most programs consist of the problem-solving style class. Sixth, it is difficult to run the math after-school according to students' level and grade. Based on the above discussion, I suggest the following. First, math after-school class should be the action-oriented class to motivate the positive and interested participation of the students. Second, lecturer training and various math class programs is required to improve the quality of the math after-school class.

• Journal of the Society of Disaster Information
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• v.13 no.2
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• pp.155-162
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• 2017

This study has some issues about the elderly, the disabled, and the vulnerable groups whose economic ability is low even if the disaster or disaster situation is not a big problem for the people. we should emphasize the necessity of disaster preparedness action manual considering the characteristics of disaster vulnerable classes and taking serious risks to them even in the same situation. We also want to conduct research only for people with disabilities who are choosing the same definition of the world among the vulnerable groups. I would like to provide a basis for developing a site action manual for people with disabilities by comparing the cases of Korea and Japan. Therefore, through the cases of Japan and Korea, it is possible to maintain the independence of everyday life during disasters, the communication function in disasters, the method of moving information and mobile information, the function of recognizing emergency response, Action Emphasize the urgency of developing action manuals. From this domestic situation, we will conclude the discussion on the disaster safety and action manual for the disabled.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.247-254
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• 2021

The purpose of this study is to investigate the effects of action learning on the satisfaction of majors by cultivating task-solving ability through self-reflection in the form of team learning for a certain period of time in the form of team learning by using action learning for students taking convergence curriculum in universities. The subjects of the study were 40 students from the Department of Sports Rehabilitation, a convergence of the Department of Sports and Health Management and the Department of Physical Therapy located in Jeollanam-do. This was conducted to confirm the difference in the effect of satisfaction. Comparison of changes in groups of experimental groups with action learning teaching methods showed significant differences in self-directed learning skills, problem-solving skills, and major satisfaction(p<.001)(p<.05). A significant difference in self-directed learning ability, problem-solving ability, and major satisfaction was also shown in the comparison of changes in control groups that applied traditional teaching methods(p<.05). Comparison of changes between groups showed significant differences in self-directed learning skills, problem-solving skills and major satisfaction(p<.05). Applying the action learning teaching method to the level of students in the convergence course will improve self-directed learning skills, problem-solving skills, and major satisfaction, and further research will be needed to expand the target and add variables to combine qualitative research.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.463-470
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• 2022

The purpose of this study was to identify the effects of online practicum based on action learning on self-directed learning ability, academic self-efficacy, and cooperation ability of nursing students. Similar experimental study of single group pre-post test design was used to investigate the effects of this online class. A total of 47 nursing students who were junior grade from one college participated in this study and self-administered questionnaire was used for data collection. Data were analyzed by frequencies, paired t test using the SPSS/Window 21.0 program. The result of this study showed that the improvement after online practicum based on action learning was significant in self-directed learning ability(t=3.832, p<.001), academic self-efficacy(t=4.258, p<.001), and cooperation ability(t=3.853, p<.001). These findings imply the value of online practicum based on action learning to enhance competency of nursing students. In the future, more studies should be conducted in the same group including control group and blended learning method using action learning to validate the effectiveness.

• Proceedings of the Korean Society of Applied Pharmacology
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• 1993.04a
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• pp.53-53
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• 1993

In considering the mechanism of action of the calcium antagonists, it is important to realize that there are three distinct receptor types and that the new classification divides these three drugs as members of the dihydropyridine, phenylalkylamines and benzothiazipines, respectively. The World Health Organization as well as the International Union of Pharmacology and Cardiology have adopted this classification. Unlike every other class of drugs, such as the alpha and beta adrenergic blocking agents, diuretics, etc., the calcium antagonists need to be thought of as three distinct drug classes. The reason they share some, but not all of the pharmacological profile is that they all act at specific receptor domains present in one large protein of 165 daltons present in all excitable tissue. This protein along with several other subunits make up what is known as the voltage-dependent calcium channel (the so-called "L"type, L-VDCC). The mechanism of action of the three drugs involve first a specfic binding and then an inhibition of the movement of calcium into the cell Some of these drugs, such as diltiazem, may have other interesting intracellular effects perhaps associated with protection of the mitochondria during ischemic insults. The nature of the receptor is being explored by molecular genetic techniques, and we have recently cloned two of the major subunits; some of the data will be presented.