• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.193-204
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• 2009

This study examines the effects of cyber learning counseling based on self-reflective activities on learning motivation and habits of elementary students. From the above processes, following findings could be drawn: First, the cyber learning counseling based on self-reflective activities turned out to have positive effects on promoting the motivation of elementary students for learning. Positive impacts were found in 4 sub-factors of motivation for learning, that are, attention, relevance, conviction and satisfaction that were enhanced after cyber counseling for learning was given. Second, the cyber learning counseling based on self-reflective activities were found to have positive effects on changing elementary students' habit of learning. After cyber learning counseling was carried out, Positive impacts were visible in sub-factors of learning habit which are the behavioral indexes of applying learning skill and student-initiated behavior.

• Textile Coloration and Finishing
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• v.29 no.3
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• pp.139-147
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• 2017

In this study, interesting area of development is retro-reflective thin film and then slitting to form retro-reflective material to be conbined with other fibers to form having retro-reflective characteristics, which slitting yarn can then be to provide fabrics. Glass beads are microscopic spherical size with diameters ranging from several microns to several millimeters. Applying the effects of optical property, glass beads are consumed for road safety used to make traffic signs, safety clothing and others. Glass beads retro-reflective films can be turned into slit yarns through slitting yarn process. The slit yarns can be combined into textiles using diverse methods such as weaving to provide a fabric having retro-reflective characteristics. Lightness and Luminance was increased with decreasing of interval of slit yarn in the fabric. Also, the hue is shifted greenish and bluish with interval of slit yarn.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.42-49
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• 2017

This study is about the influence of recording reflective journals and receiving feedback from professors on academic achievements in technical writing. We analyzed the differences between the test group who had recorded reflective journals and getting feedback, and the control group who had gotten feedback without reflective journals. And we compared academic achievements by conducting both professor evaluation and peer evaluation in technical writing. The results showed better learning effect, learning satisfaction and academic achievements in the test group than the other.

• Journal of Korean society of Dental Hygiene
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• v.12 no.5
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• pp.849-859
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• 2012

Objectives : The purpose of this study was to examine the educational effects of team learning by having learners keep a journal to record, check and reflect on their own learning. It's basically meant to investigate the effects of team learning on learning motivation and academic achievements to provide some information on teaching-learning strategy setting tailored to learner characteristics. Methods : The subjects in this study were 49 college sophomores. After they were divided into an experimental group and a control group, the experimental group of 24 students engaged in team learning from March to June, 2012, and that group was asked to keep a reflective journal every week to determine whether writing a reflective journal in every session served to boost their learning motivation and academic achievement or not. Results : 1. After the experimental group kept a reflective journal, that group underwent a significant change in learning motivation from a mean of 3.34 in the pretest to a mean of 4.01 in the posttest(p<0.05). The experimental group showed a more positive improvement than the control group. 2. After the experimental group kept a reflective journal, they underwent a significant change in academic achievement from 22.7 in the pretest to 23.5 in the posttest(p<0.05). The control group showed no significant improvement in academic achievement. Conclusions : The findings of the study illustrated that keeping a reflective journal had a positive impact on the learning motivation of the learners, and the findings of the study are expected to lay the foundation for future research in new teaching methods for the department of dental hygiene.

• Journal of Science Education
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• v.40 no.3
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• pp.219-237
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• 2016

The purpose of this study was to improve the reflective thinking education so far and to improve the reflective thinking, academic achievement and scientific attitude of elementary school students. Two sixth grade classes were divided into two groups. Experimental group(13 boys, 11 girls) was treated with elementary science class using Reflective Thinking promotion strategies using Thinking maps and comparison group(14 boys, 10 girls) was treated with traditional way. The results of this study were as follows: First, reflective thinking strategy program using thinking maps has positively influenced the reflective thinking of elementary school students. Second, reflective thinking strategy program using thinking maps did not significantly affect elementary school students' academic achievement. Third, reflective thinking strategy program using thinking maps positively influenced elementary school students' scientific attitudes. Fourth, elementary school students' satisfaction with reflective thinking strategy programs using thinking maps was generally high. Most of students felt that this program was useful to learn, and to be interest in science. Based on these results, reflective thinking promotion strategies using thinking maps may be effective for reflective thinking and scientific attitudes of elementary school students.

• East Asian mathematical journal
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• v.23 no.3
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• pp.271-302
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• 2007

The purpose of this study is to study how effective teachers' self reflectiveness are on enhancing mathematics teaching activities. Researcher is the object of the study and relating preceding researches, establish some instruments for study. This research was examined for six times from fifth week of March to second week of May. In order to accomplish this study, one class of the first grade of high school in Ulsan was selected. In order to define the changes of teaching activity, the first lecture was practiced without analyzing or reflective activity. From the second lecture, analyze and reflect own teaching activity with recording. After finishing all lecture, distribute the recordings to observers and other teachers and then, get measured. Based on the results, self reflective teaching makes great effects on enhancing teachers' teaching activities. Through teachers' own reflective teaching, they can know their advantages and disadvantages, repeatable was of speaking, and the acknowledgement of objectives. And, finally, they can enhance their teaching activity by reflective teaching.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.55-64
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• 2009

This study examined the relationship between children's academic stress and their sense of hopelessness. In order to expand the study on this relationship, special attention was given to the possible effects of moderators on children's emotional processing style as manifested in a depressed mood. The subjects were 424 $5^{th}$ and 6th graders(197boys and 227 girls) residing in Seoul City and Kyunggi Province, South Korea. It was found that the children's level of academic stress was significantly related to their sense of hopelessness. The results indicated that the higher the children's academic stress, the higher the levels of hopelessness they indicated. No significant effects from moderators as applied to a ruminative emotional processing style were found in the relationship between children's academic stress and their sense of hopelessness. In addition, children's reflective or distractive emotional processing styles were found to be a significant moderator in the relationship between their academic stress and hopelessness. These findings indicate that children's reflective or distractive emotional processing styles could function as a bumper for children who feel academic stress.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.115-128
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• 2019

The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.

• Science of Emotion and Sensibility
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• v.16 no.4
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• pp.517-526
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• 2013

This paper reports on flexible plastic optical fiber (POF) fabric displays which are used to develop light-emitting clothing from photonic fabric. We first evaluated the luminescence value corresponding to different methods of processing flexible optical fibers, types of reflective fabric structure, and colors of the light. Moreover, we tried to identify the optimum conditions of the flexible POF fabric displays to realize high luminescence value. The processing methods that were compared were the "Pre-etching" method and the "Post-etching" method. On the basis of the reflective structure of the fabric, the fabrics were categorized as the "White fabric" and the "Reflective fabric." Analysis results showed that the effect of the processing method is more dominant than that of the types of reflective fabric structure. Further, the capability of the Post-etching method to increase luminescence value is slightly higher than that of the Pre-etching method. Further, the 'Reflective fabric' is slightly more efficacious as the base fabric to increase the luminescence value, than the White fabric is. Thus, optimum increase in luminance can be realized by employing the Post-etching method and the Reflective fabric as the base fabric.