• Human Ecology Research
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• v.58 no.2
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• pp.131-148
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• 2020

This study examined the dual mediating effects of preschoolers' executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers' higher-order thinking. Participants included 293 preschoolers and their mothers in Daegu city and Gyeongsang province. The mothers completed questionnaires regarding their reflective functioning, preschoolers' executive function, and creative thinking. Teachers completed questionnaires regarding preschoolers' critical thinking and caring thinking. Preschoolers' counterfactual thinking was measured by interviews. Data were analyzed using descriptive statistics and Pearson correlation analysis with SPSS 25.0. Path analysis and bootstrapping were used with AMOS 25.0 program. Also, specific indirect effect were analyzed using AMOS user-defined estimand function. The primary results of this study are as follows. Maternal reflective functioning had an indirect effect on preschoolers' critical thinking and caring thinking through preschoolers' executive function and counterfactual thinking; however, maternal reflective functioning had no indirect effect on preschoolers' creative thinking through preschoolers' executive function and counterfactual thinking. This study revealed that maternal reflective functioning and preschoolers' executive function and counterfactual thinking need to be considered simultaneously to explain the level of preschoolers' higher-order thinking. The results highlight the dual mediating effects of preschoolers' executive function and counterfactual thinking in the relationship between maternal reflective functioning and preschoolers' higher-order thinking.

• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• Human Ecology Research
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• v.61 no.3
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• pp.493-503
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• 2023

Since ISO 20471 regulations(2013) were enacted, high-visibility clothing made of fluorescent fabric and retroreflective materials has been standardized to distinguish the wearers from the surrounding background in a dark place and to protect them. Accordingly, we made high-visibility safety clothing based on the international standards, and examined the positions of the retro-reflective materials on the attached sites to evaluate the suitability of the positions, by 3 types of safety clothing and the body regions when the wearers work or move. Two retro-reflective films of 5cm-horizontal lines were attached to the front/back of the upper-wear, and the lower-wear. Vertical lines were attached from the shoulder to the horizontal waistline. To analyze the motion in 3-dimension, we took pictured infrared-reflective markers on the retro-reflective film covered with yellow-tape on the front-side when 6 subjects wearing experimental garments performed 6 types of motions. According to the metronome tempo, the motions were performed for 30 seconds and repeated 6 motions ①~⑥ by 3 experimental clothing. Among the 6 motions, significant differences in the appearance rate of the markers by body region during the motions were found in 5 types except for motion ③. Significant differences by the post-hoc test were shown in motions ④ and ⑥ as well. Therefore, for high-visibility safety clothing, it is necessary to anticipate the worker's motion and consider the attaching position of the retro-reflective material. It is considered desirable to attach the retro-reflective materials to several places where the clothing is hard to wrinkle.

• Korean Medical Education Review
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• v.11 no.1
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• pp.11-20
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• 2009

The purpose of this study was to introduce the concepts of experiential learning and the Kolb's model, and to review some applications of experiential learning theory in graduate medical education. The published literature on GME and education for general practitioners applying the experiential theory and the Kolb's model was reviewed. Experience learning defined the cyclical learning process which emphasizes the learners' reflective thinking of the learners' concrete experiences and their active participation in continuous learning actives. Kolb includes this 'cycle of learning' as a central principle in his experiential learning theory. This is typically expressed as a four-stage cycle of learning. Kolb's cycle moves through concrete experience(CE), reflective observation(RO), abstract conceptualization(AC) and active experimentation(AE). Components of continuing education of the adult learner were based on autonomy, context of learning, and competence and performance as educational objectives. Some strategies for graduate medical education were reflective thinking, self-directed learning, morning reporting and feedback with peer review, etc. Opportunities for learning from experience in practical life can be made to enhance reflective thinking and performance of practitioners. Strategies to develop reflective practice among physicians should be explored by further research.

• Elastomers and Composites
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• v.46 no.4
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• pp.284-289
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• 2011

Prismatic reflective sheets were prepared using microprisms, and their retroreflection and structural properties were investigated and compared with encapsulated lens type reflective sheets based on glass beads. As prepared, the prismatic reflective sheets show well arranged array of microprisms. The arrangement of glass beads in encapsulated lens type reflective sheets is also found to be uniform without any cracks. However, during the coating process of the PET layer, the beads are coming out and the gaps are formed due to the application of high pressure. Even though the preparation method for reflective sheets based on microprisms is similar to that of reflective sheets based on glass beads, the method is relatively simple and cost effective, and also needs less time. Prismatic reflective sheets show higher coefficient of retroreflection from all entrance angles compared to reflective sheets based on glass beads. The results prove that the prismatic reflective sheets can be used for preparing the traffic sign boards to secure a clear view.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• The Mathematical Education
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• v.53 no.1
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• pp.1-24
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• 2014

This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.

• Journal of Bio-Environment Control
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• v.6 no.4
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• pp.292-298
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• 1997

These studies were conducted to verify the effect of the supplementary lighting by reflective film mulching and its establishment in the north side of greenhouse on the utility of light at tomato by means of investigating changes of leaf temperatures, stomatal features, transpiration rates and photosynthetic rates. Stomatal density of leaves were high in the reflective film mulching but sizes of stomata were not different. As the osmotic potential in rooting zone was low, the stomatal resistance was high, transpiration rate was low, and leaf temperature was increased by 40.62$^{\circ}C$. And also in the block of reflective film mulching photosynthetic rates were decreased hut chlorophyll contents were not different. Especially, there is an effect of controlling greenhouse whiteflies by treatment of reflective film mulching. It is thought that the reason of high quality or increasing yield at several crops by supplementary lighting, such as reflective film mulching, would be caused by influences of absorption and distribution of nutrients through high transpiration rate and photosynthesis which resulted from increase of stomata.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.36 no.6
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• pp.1109-1116
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• 2016

There are various test methods for evaluating the reflective cracking resistance of asphalt concrete pavement. Repeated direct tensile test is cheap and simple compared to the other traditional experimental methods. Determination of failure criteria is needed to apply a repeated direct tensile test. Various methods were used to determine the number of failure of repeated direct tensile test. The number of failure was defined as the time to reach 10% of the initial load, this method can be satisfied with specified tolerance of 10%. When the thickness of specimen is increased to 50 mm from 30 mm, the failure number is increased by 13.6 times. Thus, this result shows that the thickness of pavement is a big influence on the reflective cracking resistance. Reflective cracking resistance of asphalt concrete is decreased according to the increase in opening displacement. The repeated direct tensile test can be used as a reflective cracking resistance factor in pavement design, because it can evaluate the reflective cracking resistance according to the pavement thickness, opening displacement, material properties etc.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.331-350
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• 2005

The study examined the effects of an intervention program based on reflective thinking on mother-child interaction behaviors. Three mothers with problematic mother-child interactions and their 4-year-old socially delayed boys participated in the program that consisted of four main activities like journal and video feedback, lectures on interactive strategies, mother-child interactive play and program evaluations and ran for twenty 120 minutes weekly sessions. The level of reflective thought was determined by analyzing interview transcripts, journal entries. The videotaped mother-child interaction behaviors were rated by the Maternal Behavior Rating Scale and Child Behavior Rating Scale. It was concluded that the program enhanced mother's reflection on mother-child interactions and changed interaction behaviors of 3 mother-child pairs positively.