• Journal of Music and Human Behavior
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• v.14 no.1
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• pp.85-108
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• 2017

The purpose of this study was to examine how a therapeutic drumming intervention would impact middle school students with regard to school violence prevention. Participants were all in the third-year class of a middle school in Korea. A school music teacher and a music therapist designed and implemented the program collaboratively, and mainly used dyadic, synchronized, and improvisational drumming based on the Social Emotional Learning core competencies. A total of 65 students participated in a weekly 45-minute program for 10 weeks. Ten participants out of 65 were selected for interviews and the rest of the 55 participants were asked to fill out an open-ended survey. Content analysis of the survey and interviews produced 492 meaningful statements, which were categorized into seven themes: somatic responses to drumming, emotional processing, group cohesion, empathy, relationship with peers, self-esteem, and self-regulation. The findings indicated that dyadic, synchronized, and improvisational drumming may promote prosocial behaviors in students of this age. The author discussed that drumming produces physical input directly from the instruments, which prompts students to identify and empathize with their own or others' emotions. This study therefore suggests that collaborative work between school music teachers and music therapists may positively impact middle school students' prosocial behaviors, as they pertain to school violence in Korea.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.273-290
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• 2020

This study aims to investigate tenth graders' understanding of the nature of scientific inquiry (NOSI). A total of 100 public school students participated. A questionnaire of Views about Scientific Inquiry was used to assess their understanding of the NOSI, and data were collected using qualitative research methods such as open-ended questionnaires and, when necessary, semi-structured interviews. By employing a constant comparison method to analyze their responses, five students were consistently categorized as the group with informed views regarding all the eight aspects of the NOSI. The rest of the students showed different levels of understanding regarding each aspect. A large portion of the students represented a group with mixed views about four aspects and informed views about three aspects, whereas naive views about one aspect prevailed among them. The results showed that many students comparatively lacked understanding of the aspect related to the scientists' process of constructing explanations and formulating theories. This study discusses the relationship between its results and the current science curriculum and presents implications for the overall enhancement of students' understanding of the NOSI. Finally, it encourages the acquisition of scientific inquiry ability and makes suggestions to promote further studies.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.499-508
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• 2015

The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Journal of Broadcast Engineering
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• v.17 no.4
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• pp.572-583
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• 2012

In this study, we investigated visual fatigue in i3D system and basic factors that contribute to visual fatigue in the system. i3D is a type of glasses-free display which supports elementary manual interaction of users with the display. In Experiment 1, we performed open-ended survey of visual fatigue and collected responses from observers which then were used as survey questions for visual fatigue. The questions were validated by factor analysis from which we derived fatigue measurement scale. In Experiment 2, we measured visual fatigue in various conditions using survey questions obtained from Experiment 1. Using manual interaction (present/absent), viewing distance(1/2/4m), and viewing orientation($0/28/56^{\circ}$) as three factors in within-subject design, we measured visual fatigue in each condition. The results indicated that visual fatigue deceases with farther viewing distance, but viewing orientation and manual interaction does not influence visual fatigue. Although fatigue unexpectedly decreased in an extreme viewing condition (e.g., distance 1m, orientation $56^{\circ}$), the results were obtained because of technical limitation of glasses-free 3D display. General discussion provides discussion on limits of the current study and suggestions for future research.

• Journal of Engineering Education Research
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• v.10 no.1
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• pp.60-76
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• 2007

In this study, the effect of a sustainable energy design project on academic achievement for engineering freshmen at Virginia Tech in fall semester 2006 in the United States was examined by experimental method. The department of engineering education at Virginia Tech was opened in 2004. In this experiment the population was approximately 1200 freshmen, and 5 classes were sampled. Subject name is engineering exploration, a theme of the instruction is sustainable energy design, the project was performed throughout a 6 weeks period with one by 50 minutes lecture conducted by faculty and one 90 minutes workshop conducted by GTAs (Graduate Teaching Assistants) every week. The statistical results using SPSS (ver. 15.0) are as follows: A paired-samples t test analysis was run on the pre- and posttest to determine academic achievement, the results indicated a significant increase in 4 classes of mixed gender at .05 significance level, but there was no significance at 1 group of female class. A paired-samples t test analysis was run on the pre- and posttest to get an attitude score, the results showed, the posttest scores decreased for 5 groups even though it was not statistically significant. Finally, in responses to an open-ended question about students' perceptions of their improvement in skills, the 3 most frequently identified skills were teamwork, design process, knowledge.

• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.131-147
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• 2005

The purpose of this study was to provide a better understanding of foreign-born Korean children's early school adjustment in the U.S. The interaction between the foreign-born Korean children in the U.S. and several of the children's microsystems, including family, school, and peer was assessed to meet this purpose. The study subjects were 43 foreign-bom Korean children who were sampled from Korean Sunday Language schools and who attended local schools in the Boston area, MA, USA. Quantitative analysis was conducted to identify which variables of interest predicted the early adjustment of this group of children. Furthermore, in-depth interviews were conducted with mothers of the children from the top and bottom groups 1) the most successful (in the top quartile) and 2) the least successful adjustment groups (in the bottom quartile) sorted by scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R). The interview results were analyzed to elicit maternal perceptions/beliefs on education, in general, and those of home-school relationships, in specific. Several conclusions can be drawn from both the quantitative and qualitative analyses. The results of multiple regression and path analysis showed that the children's language development predicted their adjustment, but the effects of the other two variables, peer relationships and school experiences, on the adjustment of children, were mediated through the children's language. Moreover, common themes and patterns in the responses to a series of open-ended questions emerged from the interviews with the two groups of mothers. The two mothers of the least successful group were concerned about their children's future and school success, but thev did not show anv responsive attitudes toward achieving this goal. By contrast, the mothers from the most successful group were self-determined with regard to their children's education and had strong beliefs and values on how to raise their children in the new culture. The implications were discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Safety and Health at Work
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• v.13 no.2
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• pp.163-169
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• 2022

Background: It is estimated that about 13 million artisanal and small-scale miners carry out their activities under harsh, precarious, unfriendly, and risky conditions. Yet, our understanding of the extent to which these workers use personal protective equipment (PPE) and navigate through the various risks and hazards they face is still limited. This article has two main objectives. First, it explores the extent of usage of PPE among artisanal and small-scale miners for the prevention of hazards and risks. Second, it examines the coping strategies used by these miners as a response to experiences of occupational injuries and risks Methods: A cross-sectional survey of small-scale miners was conducted in six communities across three districts in Ghana, West Africa. The mixed methods approach was adopted. A total of 148 small-scale miners participated in the study. Six focus group discussions (FGDs) were held across the six communities. The data were analysed using descriptive statistics. Chi-square tests were used to analyse the relationship between some socio-demographic characteristics (sex, age, and educational background) and the usage of PPE. Open-ended questions and responses from FGDs were analysed based on the content and verbatim quotations from miners. Results: Findings suggest that 78% of the miners interviewed do not use the appropriate PPE citing reasons such as cost, and their personal discomfort associated with use of PPE. There was no significant relationship between socio-demographic characteristics (i.e., sex, age, education and major mining activity) and the usage of PPE. The study further revealed four main coping strategies used by miners to handle the risks. These are rest, taking unprescribed medication and hard drugs, registration with health insurance scheme and savings and investments. Conclusion: This study shows that very few artisanal miners use PPE despite the significant hazards and risks to which they are exposed. The study recommends to the government to put in place measures to ensure that miners adhere to health and safety regulations before undertaking mining activities. This means that health and safety plans and use of PPE should be linked to the license acquisition process for miners.

• Korean Journal of Forensic Psychology
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• v.11 no.1
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• pp.89-115
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• 2020

Traditional deception detection methods had examined the difference of one's autonomic physiological responses through asking crime-related and crime-unrelated questions. There has been a continuing controversy regarding the accuracy and validity of the test, and thus, many researchers were motivated to explore and develop alternative efficient methods of detection in which one of them is known as P300-based Complex Trial Protocol (CTP). The P300-based CTP detects deception through comparing the P300 amplitudes between probe and irrelevant stimuli and is known as a counterstrategy of countermeasures. However, many previous studies have used countermeasures created from Rosenfeld et al.'s work (2008). The present study initially conducted a survey asking open-ended questions about the countermeasure use to acquire participant-oriented countermeasures for the main experiment. Then, the study aimed to evaluate whether the CTP can accurately detect deception even in the use of survey-based countermeasures. We firstly selected a set of participant-oriented countermeasures through survey questions. Then, a total of 50 participants were divided into three groups (innocent, guilty, and countermeasures) and performed the CTP. Those assigned to the countermeasures group covertly performed mental countermeasures during the CTP. The results of P300 amplitude analysis revealed that the guilty group's P300 amplitude of probe stimuli was significantly larger than that of irrelevant stimuli. Countermeasures group also had a significantly larger P300 amplitude for probe stimuli compared to irrelevant stimuli, even in the use of countermeasures. The results of bootstrapped amplitude difference (BAD) showed a detection accuracy rate of 81.25%, 82.35%, 82.35% for the innocent, guilty, and countermeasures groups, respectively. These findings demonstrate that the CTP can obtain a high detection rate in participant-oriented countermeasures and suggest the potential use of the CTP in the field.