• 한국게임학회 논문지
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• 제12권1호
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• pp.79-90
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• 2012

본 연구는 미국 LA 컬버시티에 소재한 라발로나 초등학교에서 5학년 1개 반을 대상으로 6주 동안 진행된 G러닝 수학 수업의 구성 과정과 그 효과성을 제시하였다. G러닝 수학 수업을 구성하기 위해 G러닝 콘텐츠의 개발, 수업의 구성, G러닝 수학 수업의 교수학습 모형, 교재개발 그리고 교사연수를 실시하였다. 이와 같은 과정을 통해 기획된 G러닝 수학 수업의 결과 수업반의 수학 성적은 약 12점 상승하여 비교반보다 높은 향상도를 보였으며, 하위집단은 22점, 상위 집단은 9점이 향상되었다. 또한, 수업 이후 G러닝에 대한 참여 학생의 흥미도와 효과에 대한 인지도가 긍정적으로 향상되었다.

• Restorative Dentistry and Endodontics
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• 제26권2호
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• pp.153-161
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• 2001

The purpose of this study was to evaluate microleakage of six current dentin bonding systems. In this in vitro study, class V cavities were prepared on buccal and lingual surfaces of thirty extracted human molars. Each margin was on enamel and dentin/cementum. Experimental teeth were randomly divided into six groups of 5 each. Group 1 : Scotchbond Multi-Purpose; Group 2 : Single Bond; Group 3 : Prime&Bond NT ; Group 4 : Clearfil Liner Bond 2 ; Group 5 : MAC Bond II ; Group 6 : One-up Bond F. The bonding agent and composite resin were applied to class V cavities according to manufacturer's directions. After thermocycling, the specimens were immersed in 0.5% basic fuchsin dye solution for 6 hours and sectioned longitudinally through the center of the restoration with a low speed diamond saw. The degree of microleakage was measured as the extent of dye penetration under the stereomicroscope at $\times$20. The data were analyzed using one way ANOVA. When significant differences found. multiple comparisons were made using Duncan's Multiple Range Test. The results of this study were as follows: 1. In all groups, leakage value seen at the enamel margin was significantly lower than that seen at the dentin margin(P<0.001). 2. At the enamel margin, none of the dentin bonding systems used in this study showed statistically significant difference in leakage values(P<0.05). 3. At the cementum margin, group 3 showed the highest leakage value, and others were decreased as group 5, 6, 4 in that order, and group 1, 2 showed the lowest leakage value. There was statistically significant difference between group 3 and the other groups except for group 5(P<0.05).

• 초등상담연구
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• 제8권1호
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• pp.95-107
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• 2009

본 연구는 사회적 기술 훈련이 초등학교 아동의 학급응집력에 미치는 효과를 알아보기 위해 실시되었다. 사회적 기술 훈련 프로그램은 총 12회기로 구성하여 매회 40분간 주 2회씩 5주간에 걸쳐 실시하였다. 프로그램 적용을 위해 경상북도 G시에 위치한 D초등학교 5학년 6개 반 중 2학급을 무선으로 선정하였다. 이들 가운데 한 학급은 실험집단(N=30, 남=18명, 여=12명), 다른 한 학급은 통제집단(N=29, 남=15명, 여=14명)으로 무선 할당하였으며, 총 59명(남 33명, 여 25명)을 대상으로 하였다. 본 연구에서는 강신석(2000)이 초등학교 수준에 맞게 20문항으로 재구성한 학급응집력 검사도구를 사용하였고, 수집된 자료는 SPSS 14.0을 사용하여 분석하였다. 실험집단과 통제집단간의 동질성 여부, 실험집단과 통제집단간의 평균의 차이, 실험집단의 전-후 검사간의 평균의 차이를 알아보기 위해 t-검증을 실시하였다. 본 연구의 설계는 사전-사후 통제집단 설계이다. 본 연구에서 얻어진 결과는 다음과 같다. 사회적 기술 훈련을 받은 실험집단이 통제집단에 비해 학급응집력 총점 및 하위요인 점수에서 유의한 향상을 보였다. 이러한 결과 는 사회적 기술 훈련이 학생들의 학급응집력(학급분위기, 상호신뢰, 사기, 일체감, 의사소통)에 긍정적인 영향을 끼침을 시사해준다. 따라서 사회적 기술 훈련은 학급응집력을 증가시킬 수 있다는 측면에서 초등학교 아동이 학급구성원들과 친밀하게 지내고 도우려는 마음을 지닐 수 있게 하는데 효과적인 전략이 될 수 있다고 생각한다.

• 대한치과교정학회지
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• 제13권1호
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• pp.45-62
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• 1983

To recognize the problems in malocclusion by roentgenocephalograms, the author designed a new pentagonal frame based on maxillary and mandibular bones. The subjects consisted of 44 normal occlusions (20 male and 24 female), 44 Class II division 1 malocclusions (15 male and 29 female) and 67 Class III malocclusions (31 male and 36 female). The results are as follows; 1. In normal group, the maxillary and mandibular skeletons of female we placed more closely to FH plane, so more anteriorly and upward than those of male. 2. In normal group, the posterior vertical height is longer in male than in female and the upper anterior teeth of female are in more labioversion than those of male. 3. By the X, Y coordinate values in pentagonal frame, it is helpful to recognize certain problems in malocclusions. 4. The posterior vertical height is a good indicator in detecting Angle's Class III malocclusion. 5. The maxillary and mandibular body length, the anterior point of maxillary and mandibular body length and the axial inclination of upper and lower anterior teeth can be useful in discerning Angle's Class II & Class III malocclusion.

• 영어어문교육
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• 제18권2호
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• pp.67-84
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• 2012

The present study investigated the effect of sentence translation as a production task on short-term and long-term retention of foreign vocabulary. 87 EFL university students at a beginning level, enrolled in reading class participated in the study. The study compared the performance of three groups on vocabulary recall: (1) Control group, (2) Translation group, and (3) Copy group. During the treatment sessions, translation group translated L1 sentences into English, while copy group simply copied given English sentences with each target word. Results of the immediate test were collected each week from week 2 to week 5 and analyzed by one-way ANOVA. Results revealed that regarding short-term vocabulary retention, participants in rote-copy condition outperformed those in translation group. Four weeks later a delayed test was administered to measure long-term vocabulary retention. In contrast, the results of two-way repeated measures ANOVA showed that long-term vocabulary retention of translation group was significantly greater than copy group. The findings suggest that although sentence translation is rather challenging to low-level learners, it may facilitate long-term retention of new vocabulary given the more elaborate and deeper processing the task entails.

• Journal of Information Technology Applications and Management
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• 제23권2호
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• pp.225-238
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• 2016

The purpose of this study is to develop cyber class contents on website and to verify the effectiveness of the program to reinforce a career education. The participants of the experiment in this study are from Namseoul University who took the cyber class 'Self management and creation of vision.' of the second semester in 2015. They took the class fifty-sixty minutes a week. The control group also includes the students who took the classes 'Theory and practice of school violence prevention' and 'Youth Education theory.' To verify the effectiveness of career education, the data processing in performing this study utilized t-test for homogeneity with the effective variable of career identity and career decision and the result was proved by using paired t-test. The result suggests that the experiment group significantly shows improvement compared with the control group in the view of career identity and career decision level. Therefore we recognize that the web based cyber course has its effect on content development and career education and we anticipate the continuous development and activation of effective cyber education on website for university students in future.

• Animal cells and systems
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• 제3권4호
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• pp.359-363
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• 1999

Urochordates, the most primitive group in phylum Chordata, are mostly sessile as adults although some are free living. Presently, the ancestral stock of urochordates as weir as chordates has been the focus of interest and two conflicting hypotheses have been presented. A free swimming ancestor is one and a sessile, filter feeding ancestor is the other. To clarify the phylogenetic relationships within the urochordates, 22 urochordates and five others as outgroups were used. And we applied neighbor joining, maximum likelihood, and maximum parsimony methods to partial 18S rDNA sequences. The inferred phylogeny in all analyses indicates that order Aplousobranchia of class Ascidiacea appears to be the most ancestral group among urochordates. But it is not clear for the low bootstrap value. The remaining two orders of ascidians, Phlebobranchia and Stolidobranchia, form monophyletic groups respectively, which are well supported by high bootstrap values. These two orders are closer to classes of Thaliacea and Appendicularia than to the Aplousobranchia. While class Appendicularia is strongly supported by the monophyletic group, the phylogenetic position of class Thaliacea is unclear in this study.

• 한국콘텐츠학회논문지
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• 제17권5호
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• pp.613-623
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• 2017

본 연구는 학급단위 집단미술치료프로그램이 아동의 정서조절과 학교생활적응력 향상에 미치는 효과성을 검증하고자 하였다. 본 연구는 대전시 00지역에 소재하고 있는 A초등학교에서 학생들을 대상으로 실시한 학교생활적응력 척도에서 3학년 최하수준 학급을 대상으로 구성되었다. 학급단위 집단미술치료프로그램은 2014년 10월 15일부터 11월 19일까지 주 1회, 40분씩 총 6회기를 진행하였다. 연구도구는 정서조절과 학교생활적응력 척도를 사전 사후로 비교하여 사용하였다. 본 연구의 효과검증을 위한 분석방법으로는 정서조절과 학교생활적응력 척도 변인의 사후검사 점수의 집단 간 비교에서 사전을 고려한 공분산분석(ANCOVA)을 하였다. 분석결과로는 첫째, 아동의 정서조절은 프로그램 실시 후 유의미하게 향상되었다. 둘째, 아동의 학교생활적응력은 프로그램 실시 후 유의미하게 향상되었다. 본 연구의 결론은 학급단위 집단미술치료프로그램을 진행하여 아동의 정서변화 과정을 통해 적절히 정서를 조절 할 수 있도록 하였고, 동시에 자연스럽게 학급친구들과 함께할 수 있는 자리를 마련하여 또래관계 형성을 바탕으로 학교생활적응력 향상에 긍정적인 도움을 주었다. 그리고 학교현장에서 다양하게 활용할 수 있도록 적합한 프로그램을 구축하여 즐거운 학교생활을 할 수 있도록 도움을 주는데 의의가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.700-709
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• 2014

The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.

• 기본간호학회지
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• 제25권4호
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• pp.259-268
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• 2018

Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.