• Journal of the Korea Institute of Building Construction
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• v.19 no.1
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• pp.95-103
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• 2019

Introduction and use of Building Information Modeling(BIM) in construction projects have increased steadily over the past few years. However, the level of domestic BIM utilization is still tenuous compared to the international scene. Therefore, this study aims to present the possible directions for BIM research through an analysis of research literatures in Korea as well as in foreign countries. Papers on BIM were collected for this study from Korea and foreign countries for the field of architecture, and analyses and comparisons were performed by year and field. Further, the research patterns were analyzed using WordCloud, which is one of the popular big data techniques. From the analysis, it is found that the design field still constitutes the largest component of research, but the construction field is actively developing as well. In addition, it is realized that domestic BIM research continues to grow on collaboration and environment-friendly methodologies since 2012; it is also demonstrated that foreign BIM research has undergone changes in research trends every year including recently, and is progressing actively. Therefore, this study concludes that it is necessary to actively conduct research in the field of Industry Foundation Class(IFC) in the future. The results of this study can further be used as reference data for conducting BIM studies in Korea in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.336-345
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.346-357
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• 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
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of vocational education research
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• v.29 no.3
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• pp.107-132
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• 2010

The purpose of this study was to investigate the effects of learning achievement by comparing project approach group and the control group on the unit of growing flowers and vegetables in practical arts education. For this purpose, the experimental study on the unit of growing flowers and vegetables was achieved with 63 students(5th grade 2 classes) in S elementary school. The project approach model (Chung, Sung-bong) was applied to the experimental group, and the traditional model to the control group. To verify the effects of each class, nonequivalent control group post test-only design was applied 10 times. The SPSSWIN(ver 12. 0. 1) was used for analyzing the frequency and t-tests. The results of this study were as follows ; First, there was significant effect of learning achievement(cognitive domain) in the project approach groups. In addition, learning achievement of the experimental group has been showed significant difference about intellectual function and ability but not about knowledge. Second, there was significant effect of learning achievement(psychomotor domain) in the project approach groups. In other words, there has been showed significant difference in basic skill and integrated skill for growing flowers and vegetables but not in elemental skill for planting. Third, as the post test, there existed significant effect(affective domain) in the project approach groups. In other words, there was a meaningful difference in acceptance, value, belief, actualization but not in interest. Based on these results, It is believed that the project approach model in the unit of 'growing flowers and vegetables' is more effective than the traditional learning method in learning achievement of learners' cognitive, psychomotor and affective domain.

• Journal of Science Education
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• v.42 no.3
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• pp.334-351
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• 2018

Teacher's gaze empathy for students in science class is considered to be effective in enhancing the learning effect. Thus, studies on gaze empathy have been conducted, but most of the studies are just to reveal the characteristics of gaze. Therefore, it is necessary to deal with a research to raise the level of science teacher's gaze empathy. The purpose of this study is to develop an instruction consulting strategy based on eye tracking for improving science teachers' gaze empathy. In this study, we selected and analyzed relevant literature on teacher's gaze empathy. We also designed a consulting strategy and then revised the design through expert reviews on validity and reliability. The developed consulting strategy was aimed to improve science teacher's gaze empathy and set quantitative goal based on eye tracking. The consulting strategy consisted of six steps: preparation for consulting, measurement and analysis of teacher's gaze empathy, instruction and feedback of gaze empathy, training for improving gaze empathy, evaluation of consulting result, and completion of the consulting. In addition, the consultation was completed or repeated again through the measurement and evaluation of gaze empathy using eye tracking. The developed consulting strategy has a value in that it provides an alternative with quantitative diagnosis and prescription for improving gaze empathy. The strategy can contribute to enhance teacher professional competency through the analysis of teaching behavior.

• Health Policy and Management
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• v.29 no.2
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• pp.195-205
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• 2019

Background: The food and food service influence the quality of life and the general health condition of older persons living in long-term care (LTC) facilities. Purchasing good food materials is a ground of good food service. In Korea, the residents in LTC facilities should pay for the cost of food materials and ingredients out of their pocket because it is not covered by LTC insurance. This study explored what factors affect the cost of food materials paid by LTC facility residents and which factor affects most. Methods: We used data from the study on out-of-pocket payment on national LTC insurance, which surveyed 1,552 family caregivers of older residents in LTC facilities. We applied conditional multi-level model, of which the first level represents the characteristics of care receivers and caregivers and its second level reflects those of LTC facilities. Results: We found that the facility residents with college-graduated family caregivers paid 11,545 Korean won more than those with less than elementary-graduated ones. However, the income level of family caregivers did not significantly affect the amount of the food material cost of the residents. The residents in privately owned, large, metropolitan-located facilities were likely to pay more than those in other types of facilities. The amount of the food material cost of the residents was mainly decided by the facility level factors rather than the characteristics of care recipients and their family caregivers (intra-class correlation=82%). Conclusion: These findings suggest that it might be effective to design a policy targeting facilities rather than residents in order to manage the cost of food materials of residents in LTC facilities. Setting a standard price for food materials in LTC facilities, like Japan, could be suggested as a feasible policy option. It needs to inform the choice of LTC users by providing comparable food material cost information. The staffing requirement of nutritionist also needs to be reviewed.

• Korean Journal of Heritage: History & Science
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• v.44 no.3
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• pp.164-177
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• 2011

This study aims to examine the traditional living space to reflect the environment-friendly design methods and principles of reestablishment. To do so, this study carried on a related literature study and field survey. The traditional living space in terms of the environmental friendliness is reflected on site selection and space composition, and utilization of natural energy and natural materials. Focused on the Kwangajeong in Yangdong Village, this study is to identify eco-friendly techniques on the traditional living space. As a result, it shows that Kwangajeong with the side of the southeast in site selection had been considered in aspect of environmental control such as sunshine and solar radiation. Also building construction techniques had been used to minimize the variation of terrain. In aspect of environmental conservation, Kwangajeong had structurally arranged the gate, an inner yard and an inner floor to allow good ventilation. In aspect of space composition, Kwangajeong with the emphasis of scenic view had utilized the methods that attract external landscape through the control of its fences. Environment-friendly techniques and control principles in traditional space had been developed by a long experience through the long periods and the traditional techniques suitable for local climate and local environment have been developed. The technical development of these techniques to resolve the global environmental and energy issues and create a more pleasant living environment of human beings might be critical.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.333-340
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• 2019

The purpose of this study was to analyze the effectiveness of oral health education using Qraycam. The study materials used oral hygiene examination, oral health attitude and oral health behavior scores, and compared their pre and post results. This study was a pre-post test design for a single group. The research period was from September to mid-December, 2018. The subjects of the study were 33 participants who visit for the class and 33 students for the survey of education preference. The data analysis used IBM SPSS 24.0 Ver, a significant level was 0.05. As a result, O' Leary index and halitosis as oral hygiene examination were significantly reduced according to intervention pre and post using Qraycam (p<.001). The oral health attitude and oral health behavior score were statistically significantly high according to intervention pre and post using Qraycam (p<.001). The satisfaction level was significantly high when using Qraycam among students' preference for education methods in the categories "useful in oral health education" and "a good ability to recognize and determine plaque" (p<.001). In conclusion, oral health education using Qraycam in dental clinics will be a way to improve oral health education effects for dental hygienists.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.59-72
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• 2019

The purpose of this study is to show that epistemic considerations can be used meaningfully in the argumentation of elementary students, and to provide data on students' epistemic considerations that will be the basis for designing and evaluating scientific argumentation. The epistemic considerations in students' small group argumentations were explored based on Epistemic Considerations in Students' Epistemologies in Practice: EIP' suggested by Berland et al. (2016). The major results of this study are as follows: First, epistemic considerations in elementary school students' small group argumentation appeared in all four aspects: Nature, generality, justification and audience. The epistemic considerations varied according to context in each discussion situation. Second, epistemic considerations did not exist independently. They influenced each other and helped to reveal new types of considerations. The results of this study confirmed that argumentation can be used in elementary school science class. Understanding how students are involved in argumentation and how these epistemic considerations can affect students' argumentation can be helpful to teachers who design and evaluate small group argumentation. Students' achievement level affected epistemic considerations but learning approach types did not affect on. In addition, epistemic considerations may have a positive or negative effect on each other depending on the discussion situation in the process of interaction. So consideration of normative argumentation rules and teaching strategies should be considered in order for epistemic considerations to positively affect each other.