• Title/Summary/Keyword: Cognitive Activity

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Types of Scientific Questions Generated in Observational Activity by Elementary Students and Preservice Teachers (초등학생들과 초등예비교사들이 관찰활동에서 생성한 과학적 의문의 유형)

  • Lee, Hye-Jeong;Jeong, Jin-Su;Park, Kuk-Tae;Kwon, Yong-Ju
    • Journal of The Korean Association For Science Education
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    • v.24 no.5
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    • pp.1018-1027
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    • 2004
  • The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

Pre-service Science Teachers' Difficulties in the 'Inquiry Mentoring' Program ('탐구 멘토링' 프로그램에서 예비 과학교사들이 겪은 어려움)

  • Lee, Bongwoo
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1300-1311
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    • 2013
  • The purpose of this study is to investigate pre-service science teachers' difficulties in the 'inquiry mentoring' program, which was developed to improve pre-service science teachers' inquiry teaching ability. For this study, I developed the 'inquiry mentoring' program in which pre-service science teachers taught high school students. This program was adapted for 2.5 months, and 45 pre-service science teachers participated and taught 44 high school students. During this program, pre-service science teachers kept 'mentor diaries' and wrote 'mentoring reports' at the end of the program. Interviews were conducted with all pre-service science teachers. Results are as follows: first, pre-service science teachers thought that the difficulties in inquiry mentoring resulted from their inadequacy (mentor factor) than students' inadequacy (mentee factor). Second, pre-service science teachers perceived their lack of cognitive ability, inquiry ability and teaching ability as a mentor factor. Third, pre-service science teachers thought that they had difficulties in students' differences and lack of activity as a mentee factor. Fourth, they described difficulties caused by emotional distance as well as physical distance as an interaction factor. They also mentioned the difficulties related to teaching range and online interaction. Fifth, pre-service science teachers expressed a sense of frustration with the inquiry environment. Additionally, some implications were discussed for pre-service science teacher education through the 'inquiry mentoring' program.

Health-related Quality of Life of Physical and Mental Health in Middle-aged Women (중년 여성의 신체 및 정신건강이 삶의 질에 미치는 영향)

  • Bang, So-Youn;Do, Young-Sook
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.6
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    • pp.161-169
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    • 2020
  • The factors influencing the quality of life of physical and mental health in middle-aged women were examined. Secondary analysis was conducted using the data from the 2016 Korea Health Panel data. Method: The Korea Health Panel data 2016 were collected from February to August 2016 by the Korea Institute for Health and Social Affairs and the National Health Insurance Corporation and included 2,437 people who responded to the questionire. Using the SPSS Win program, the data were analyzed using a t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis. For physical health, the factors affecting the HRQoL were hearing problems, visual problems, eating problems, and physical activity. For mental health, the factors affecting HRQoL were suicidal impulse, stress subjective health. Conclusion: The results indicated that to improve the HRQoL of middle-aged women, a psychological nursing intervention program will be needed to reduce the stress and suicidal thoughts and improve the positive cognitive attitude and subjective health condition.

Effect of N-BACK Program for Cognition, Visual-Perception, Depression, Anxiety, Activity of Daily Living in Stroke Patients (N-BACK 프로그램이 뇌졸중 환자의 인지, 시지각, 우울, 불안과 일상생활활동에 미치는 효과)

  • Kim, S.Y.;Kwon, S.N.;Kim, J.H.
    • Journal of rehabilitation welfare engineering & assistive technology
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    • v.9 no.3
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    • pp.185-193
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    • 2015
  • The purpose of this study was to demonstrate clinical effects on cognition, visual perception, depression, anxiety, and activities of daily living by applying the N-BACK program, a brain stimulated training program, which is used for the clinical purpose. To prove this, subjects suspected of cognitive impairment with 18-23 points in a Korean version of mental status examination (MMSE-K) were recruited among the population who had been diagnosed with stroke duration and suffered from it for six months of duration, and 10 of the subjects were selected into the experimental group and the control group, respectively. A total of 20 sessions were carried out for 30 minutes per day 5 times for 4 weeks. As a result, the experimental group who has been applied the N-BACK program showed positive results in the improvement of cognition, visual perception, depression, anxiety, and daily living skills. The results obtained from this study expect us that applying the N-BACK program for the improvement of cognition, visual perception, depression, and anxiety to stroke patients has a positive effect on the rehabilitation of patients and will lead them to improve daily living activities more independently.

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Clinical Subtypes of Delirium (섬망의 임상적 아형)

  • Seo, Jeong-Seok;Moon, Seok-Woo;Kim, Tae-Ho;Nam, Beom-Woo
    • Korean Journal of Psychosomatic Medicine
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    • v.16 no.2
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    • pp.69-74
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    • 2008
  • Delirium is an organic psychiatric syndrome characterized by an acute onset, prominent disturbance of consciousness and cognitive impairment with fluctuating course. Although there is not a clear consensus concerning the optimal classification system for delirium subtypes, Lipowski(1983) firstly classified delirium by psychomotor activity, namely hyperactive, hypoactive, and mixed. According results of several following studies, prevalence of hypoactive delirium were not less than that of hyperactive delirium. But a diagnosis of hypoactive delirium often missed, which is most frequently misdiagnosed as depression and dementia. Hyperactive delirium can be caused by alcohol or benzodiazepine withdrawal, would be related with excessive dopamine and cholinergic deficiency, and is more responsive to high-potency antipsychotics therapy. Hypoactive delirium would be caused by metabolic encephalopathy, and tends to present a less responsiveness to antipsychotics and poorer overall prognosis with a prolonged duration of admission than hyperactive delirium. Delirium is not a homogenous syndrome. Because of different subtypes, it may have dissimilar underlying pathogenetic pathways. So different treatment strategies between various subtypes may be needed.

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Characteristics of School Science Inquiry Based on the Case Analyses of High School Science Classes (고등학교 과학수업 사례 분석을 통한 학교 과학 탐구의 특징)

  • Lee, Sun-Kyung;Son, Jeong-Woo;Kim, Jong-Hee;Park, Jongseok;Seo, Hae-Ae;Shim, Kew-Cheol;Lee, Ki-Young;Lee, Bongwoo;Choi, Jaehyeok
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.284-309
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    • 2013
  • This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

The effect that infant temperament has on the infant's sense of self-respect and peer competence (유아기질이 유아자아존중감과 또래유능성에 미치는 영향)

  • Jang, Kyung-Ja;Kim, Chong-Tae
    • Journal of Digital Convergence
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    • v.11 no.11
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    • pp.705-715
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    • 2013
  • This study has an objective of suggesting the ways to improve infant's sense of self-respect and peer competence, by examining what effect infant temperament has on infant's sense of self-respect and peer competence. The notable study results through analysis are as follows; First, it was shown that, in regard with adaptability and activity of infant temperament, cognitive ability of the sense of self-respect and peer acceptance, the average score of day care centers was higher, while it was shown that, in regard with response of infant temperament, the sense of self-respect's mother acceptance, peer relationship, sociability of peer competence, the average score of kindergartens was higher, and the boy infants' physiological regularity was shown to be higher than that of girl infants. Second, as a result of looking into the difference of infant temperament, sense of self-respect, and peer competence according to infant's age, we found that, in case of 'response' of infant temperament, age 5 group was classified into 'group a', and age 3 and 4 group was classified into 'group b', and two groups showed the difference, and in case of 'physiological regularity', age 3 group had the biggest regularity while age 5 group had the relatively low regularity, thus two groups showed the difference. In regard with sense of self-respect and peer competence, it was shown that age 4 and 5 group had higher one than that of age 3 group.

A Study of Dance Movement Training on the Wellness of young Women (율동적 동작 훈련이 젊은 여성의 Wellness에 미치는 영향)

  • ;Lou Heber
    • Journal of Korean Academy of Nursing
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    • v.25 no.3
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    • pp.538-548
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    • 1995
  • Exercises are achievement oriented, the process is frequently perceived as hard and difficult Participants drop out from exercise programs in the middle of the training period. Dance movement, which is the deliberate and systematic use of movement, is enjoyable during the movement and provides opportunities for persons to express them-selves. Regular long term dance movement may in-duce a training effect with a decreased drop out rate. Dance movement could be one way to attain wellness, however, there have been few studies to evaluate both physiological and psychological aspects of dance movement. This study focused on evaluating the effects of dance movement training on body weight, resting blood pressure and heart rate, limb circumference and strength, stress response and subjective feelings. This quasi-experimental study was designed as a nonequivalent control group pre test -post test study. Ten healthy fe-male subjects, aged between 19 and 31 years volunteered for an eight week dance movement program. Ten healthy female subjects, between 19 and 21 years of age paticipated as controls. None of the subjects had performed regular physical activity for six months prior to the study. Dance movement was created with reference to Heber's movement guide. The Dance movement program consisted of approximately 30 minutes of dance, three days per week, for eight weeks. During each 30 minute work out, there were approximately 5 minutes of warm-up dancing, 20 minutes of conditioning dance and 5 minutes of cool-down dancing. The intensity for the conditioning phase was at between 60% and 65% of age-adjusted maximum heart rates. Body weight, resting blood pressure and heart rate, circumference of mid upper arm, mid thigh and mid calf, muscle strength of upper and lower limb, physical and psychological response to stress were measured prior to, and following the experimental treatment. Body weight was measured by digital weight scale(Kyung In Corp., Korea). Resting systolic and diastolic blood pressure were measured by sphygmomanometer, Resting heart rate was measured for one minute in a relaxed sitting position using the radial artery. Circumference of mid upper arm, mid thigh and mid calf was determined by tape measure. Muscle strength of the upper extremities was measured by a grip dynamometer (Takei Corp. No.1857, Japan) and that of the extremities was measured by the length of time the leg could be held at 45° Physical and psychological responses to stress were measured using the Symptoms of Stress (SOS)Scale. Paticipants in the dance movement were interviewed by the facilitator following the eight weeks, and their thematic responses about the dance movement were recorded. Following the eight week dance movement train-ing, body weight decreased significantly, circumference of mid thigh and mid calf increased. The length of time leg - raising could be held tended to increase following the dance movement training. Resting systolic and resting heart rate showed a tendency to decrease. Total mean score of stress response tended to de-crease, and mean score of habitual patterns, do-pression, anxiety / fear, anger and cognitive disorganization decreased remarkably following the eight week dance movement. Thematic responses about the dance movement were positive following the training.

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The Effect of Role Assignment on the Types and Patterns of Verbal Interactions in Middle School Students' Science Inquiry Activities (중학생의 과학 탐구 활동에서 역할 부여가 언어적 상호작용의 유형 변화와 양상에 미치는 영향)

  • Lim, Yu-jin;Kim, Youngshin;Lim, Soo-min
    • Journal of Science Education
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    • v.44 no.2
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    • pp.167-182
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    • 2020
  • The active participation and active interaction of learners in small group science inquiry activities are the main factors that determine the effectiveness of science learning. Roles can be assigned to members of a small group to facilitate interaction between members within the small group. The purpose of this study is to analyze the effect of role assignment on the types and patterns of verbal interactions in middle school students' small group science inquiry activities. For this, 172 students from middle schools located in metropolitan cities were surveyed. We analyzed 18 small groups with assigned roles and 15 small groups without assigned roles. The change in verbal interaction type in small group science inquiry activity according to role assignment was largely divided into alienation and participation. In the case of small groups with assigned roles, the participation type occupied a higher proportion than the alienation type. The change in verbal interaction patterns did not show much significant differences when the role was assigned in terms of cognitive and affective. Based on this, further research is needed on how role assignment affects verbal interactions depending on the type of scientific inquiry and the stage of inquiry. In addition, further research on the composition of small groups and role assignment is required.

A Review of Domestic Research for the Brain-science Based Learning According to Age and Comparison and Consideration of Learning Methodology of Korean Medicine According to Age (뇌과학에 기반한 연령별 학습법과 연령별 한의학적 학습방법론 비교고찰)

  • Cho, A-Ram;Park, So-Im;Kang, Da-Hyun;Sue, Joo-Hee
    • Journal of Oriental Neuropsychiatry
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    • v.25 no.4
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    • pp.333-350
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    • 2014
  • Objectives: The purpose of this study was to research learning based on brain science and the learning methodology of Korean Medicine according to disparity of age. Through this, the study aimed to provide a guideline to related Korean Medicine treatments as well as the common nurturing/educational institutions. Methods: All journals and dissertations on brain science based learning methods studied in Korea to date that could be found in the National Assembly Library and the RISS were implemented in the analysis. The terminology used for search was as follows: 1st search, 'Brain'; 2nd search, 'Learning', 'Education'; 3rd search, 'Baby, 'Infant', 'Child'. For the learning methodology of Korean Medicine according to disparity of age, the related contents were extracted from Donguibogam and Liuyi, Sasang constitutional medicine. Results: A total of 30 studies, were collected as data. In the baby stage, the development and myelination of brain neurons are accelerated by experience and learning, highly influenced by social, cognitive and emotional movement. In infancy, the frontal lobe actively develops, so education for development of the prefrontal cortex is suggested. The brain of the infant at this stage can be developed by arts and physical education. In the child stage, the parietal and temporal lobe develop actively. Thus, programs to stimulate brain activity including brain respiration would be helpful in enhancing learning ability, concentration, etc. As evidence for learning and nurturing methodology according to disparity of age from Korean Medicine prospective, the following are listed: Location and time for sexual intercourse before pregnancy, stabilization during pregnancy, baby nurturing methods for nurturing from Donguibogam. Also Liuyi and Sasanag constitutional medicine can be the learning methodology according to disparity of age. And there are acupuncture points on each head section according to age in Donguibogam. Conclusions: Studies on 'brain-science based learning' are continuously being conducted. Based on these studies, diverse new brain-science based learning will be developed in the future. There is also a need to develop the learning methodology of Korean Medicine according to disparity of age in a more systematic and diverse way.