• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.364-377
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• 2010

The purpose of this study was to analyze the within-group verbal interaction according to leader's personality in Thinking Science activities. For this study, 2 homogeneous small groups by cognitive level selected from one class of sixth grader. Each group was comprised of four students. Leaders of two groups selected from the results of NEO personality assessment and teacher's observation. One who got high scores in extraversion and agreeableness is named a sociable leader, the other who got low scores in extraversion and agreeableness is named a taciturn leader. Verbal interactions during small group activities were audio/video taped and students' interactions were classified into on-task and off-task. On-task included cognitive aspect and affective aspect. Interactions of cognitive aspect were divided into low and high level, also interactions of affective aspect were divided into positive and negative interaction. The results of this study showed that the verbal interactions in the sociable leader group were more activated than those in the taciturn leader group. Also, interaction level of the sociable leader group in cognitive aspect was higher than those of the taciturn leader group. In affective aspect, interaction pattern of the sociable leader group was similar to those of the taciturn leader group. The characteristics of leader's interaction are as follow. The rates of cognitive aspect in the sociable and the taciturn leaders' interactions were much higher than those of affective aspect. This tendency was especially remarkable in the taciturn leader's interactions. However, interaction level of the sociable leader in cognitive aspect was higher than those of the taciturn leader. In affective aspect, positive interaction rate of the sociable leader and the taciturn leader were higher than negative interaction rate.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.996-1007
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• 2004

In this study, we investigated the effects of small group discussion using episodes from the history of science on students' understanding about the nature of science (NOS), achievement, enjoyment of science lessons, and science learning motivation. Participants were 138 ninth graders from a middle school in Seoul and they were assigned to a control group and a treatment group. Students in the treatment group were provided with two contrasting perspectives concerning the NOS and were encouraged to discuss them in small groups. The intervention lasted for 5 class periods. The results revealed that students of both the control group and the treatment group were found to possess similar views about NOS in a NOS pretest, whereas students of the treatment group exhibited more sophisticated understanding in a NOS posttest. The scores of the treatment group were also significantly higher than those of the control group in an enjoyment of science lessons test and a learning motivation test. However, there was no significant difference between two groups in the achievement test scores.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• The Journal of Advanced Prosthodontics
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• v.15 no.3
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• pp.101-113
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• 2023

PURPOSE. This randomized controlled trial aimed to evaluate the effect of implants' two different diameters and cantilever lengths on the marginal bone loss and stability of mplants supporting maxillary prostheses. MATERIALS AND METHODS. Ninety-six implants were placed in sixteen completely edentulous maxillary ridges. Patients were randomly divided into two groups: Group A, implants were placed with a cantilever to anterior-posterior AP spread length (CL:AP) at a ratio of 1:3; Group B, implants were placed with a CL:AP at a ratio of 1:2. Patients were further divided into four sub-groups: Groups A1, A2, B1, and B2. Groups A1 and B1 received small diameter implants while Groups A2 and B2 received standard diameter implants. Bone height and stability measurements around each implant were performed at 0, 4, 8 and 24 months after definitive prostheses delivery. RESULTS. Statistical analysis of the mean implant stability and height values revealed an insignificant difference between Group A1 and Group A2 at all the different time intervals while significantly higher values in Group B1 in comparison with Group B2. Results also showed significantly higher values in Group A1 in comparison with Group B1 and an insignificant difference between Group A2 and Group B2 at all the different time intervals. CONCLUSION. It can be concluded that the use of small diameter implants placed with a CL:AP at a ratio of 1:3 provided predictable results and that the 1:2 CL:AP significantly induced more critical bone loss in the small diameter implants group, which can significantly reduce long term success and survival of implants

• Korean Journal of Childcare and Education
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• v.3 no.1
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• pp.17-37
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• 2007

An abundant emotional experience in childhood can be a basis of success of their life. In this research, I set up a hypothesis as follows to see if a group plastic activities are effective for the improvement of children's emotional intelligence and self-emotion awareness ability, self-emotion management ability, self-motivation ability, other's emotion awareness ability and personal relationship skill ability. The research subjects were 40 children of 5 years old(experimental Group: 20, controlled group: 20) in Y kindergarten located in Ulsan. In pretest, we confirmed homogeneity between experiment and control group using child emotional checklist and then applied small group plastic artistic activities to the experiment group. Data analysis was performed with population, percentage, t-test and Cronbach a. The findings of this study were: First, the group plastic artistic activities was effective for the emotional intelligence of children. Second, the small group plastic activities was effective for the self-emotion awareness, self-emotion control and self motivation ability of children. Third, the small group plastic activities was effective for the awareness ability about other's emotion and personal relationship skill ability. The result of this study implies that the small group plastic artistic activities are effective children's emotion and we need to develop the various activity program and practice for children's emotion development.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.229-238
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• 2010

Purpose: The purpose of this study was to investigate the effects of a small group collaboration learning program through MBTI on nursing professional self-concept and career maturity of nursing college students. Method: A randomized control pre-post test experimental research design was used. There were 30 sophomore nursing students in the experimental group and 30 in the control group randomly assigned and randomly selected from the nursing program of T University in Daegu, Korea. The program through MBTI was developed by Kwon (2002) using a program by Shim and Kim (1997) as treatment. The experimental group received the program through MBTI for 30 hours (2 times a week for 15 weeks) while the control group received no treatment except a series of tests. Measures were the MBTI test, nursing professional self-concept scale, and career maturity scale. The data were analyzed with SPSS Win 17.0 program, chi-square test, and t-test. Result: The experimental group which received the program through MBTI had a higher score of nursing professional self-concept and career maturity change than the control group. Conclusion: A small group collaboration learning program through MBTI was effective in increasing nursing professional self-concept and career maturity of nursing college students.

• Journal of Nutrition and Health
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• v.7 no.2
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• pp.37-51
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• 1974

This Study was carried out to observe the effect of nutritional condition on the change of protein metabolism in the animal body by feeding on imbalanced protein diet. A total 242 growing male albino rats, weighing $115{\sim}120$ gm, were used for the experimental animals. The rats were fed on the standard diet(st), protein flee diet(pf) and imbalanced protein diet(ib) for twelve weeks respectively. Hemoglobin, packed cell volume in blood, and total nitrogen, amino acid nitrogen, urea-nitrogen, creatinine, transaminases(GPT, GOT) in liver and serum, and total nitrogen in small intestine, and total nitrogen, urea-nitrogen In small intestine, and total nitrogen, urea-nitrogen, creatinine, urea-nitrogen/creatinine ratio in urine were measured. The results obtained are as follows; 1. The gained body weight were lower in pf group and ib group than those of st group. The gained body weight fed for 12 weeks, were 80% lower in pf group than those of st group, and the body weight of pf group for $50{\sim}75$ days feeding were $40{\sim}60%$ decreased, compared with the stating weight, and then all of them died. 2. The change of the brain, liver, kidney, spleen and small intestine by feeding on imbalanced diet for 12 weeks were no remarkable difference with the starting weight, but those of protein free diet group were half or more decrease and those were significantly lower in spleen and small intestine especially than the other organ 3. The contents of hemoglobin in pf group for 8 weeks feeding, and the packed cell volume in pf group for 8 weeks feeding and in ib group for 12 weeks feeding were decreased. but those of the other feeding group were almost same value. 4. The total nitrogen in the liver, small intestine and serum of each diet group were no remarkable difference respectively. The contents of amino acid nitrogen in pf group for 2 and 6 weeks feeding were increased. 5. On transaminases: a) The cycle of increase and decrease of GPT activities were come periodically and the interval of cycle were fast in the early stage of feeding and slow there-after. b) The GPT activities were decreased gradually in pf group after feeding and those were increased in ib group for 6 weeks feeding but decreased there-after. The frequency of cycle were more GPT than GOT and specially those of GPT in early stage of feeding were two or three times while GOT was one. c) The interval of increase and decrease in GOT and amino acid nitrogen cycle were similar tendency. 6. The contents of total nitrogen, creatinine and urea-nitrogen of pf group in urine were decreased very sharply from sharting feeding to one week but increased dully from six weeks to eight weeks feeding. The contents of urea-nitrogen of ib group were increased dully by feeding on ten weeks but decreased by feeding on twelve weeks. From the above results, it is concluded that the trend of the metabolic change is maintained equally by homeostatic mechanism using the endogenous protein source during a certain period by imbalanced protein diet feeding. The homeostatic mechanism is come peridically, very fast in early stage of feeing and than slow there-after.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.91-101
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• 2001

Nowadays the number of students that is losing their interest as well as learning desire in mathematics is increasing because of lack of logical thought creative power and abstract expression that present-day mathematics requires by reason of discrepancy of extreme scholastic ability by speciality of mathematics. In these conditions, we reduce the number of learning depression by bringing about learning desire or learning interest on mathematics, and students learn effective learning methods to be voluntary learning of discovery themselves that studies basic concepts, principles, rules through logical thought of students to solve difference of scholastic ability, thus we assumed that debate studies through small group activities in ability group would be one of ways to improve learning power, so the results of our research are as follows; 1. Debate studies through small group activities were very effective because of reinforcing the achivement level of students. 2. By this learning method, an individual or cooperrative learning was fostered, and lively discussions were accomplished. And learning attitudes of students were changed by the extension of cooperative learning abilities through advices or by themselves. 3. A personal opinion is payed regard by accepting an individual idea in the process of making questions. Learners can correct wrong concepts in the process of correcting wrong answers. So if we apply above-mentioned studies with easy contents from the lower grades, the effectiveness would increase as learners go to the higher grade. According to the results of various researches as follows; "The teaching-learning method oriented coopperative debate studies is effective to find solutions to mathematical problems." If small group activities are applied in the educational situation to search the course of a desirable cooperation learning through small group activities to improve scholastic abilities for a discoverable problem-solving power. I think that the teaching-learning method oriented cooperative debate studies is one of the most desirable methods to increase the problem-solving ability.

• Journal of Life Science
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• v.14 no.1
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• pp.57-60
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• 2004

To get basic information on the Korea local corn lines collected from Busan and Gyungnam Province, a total of 49 lines were classified by the principal component analysis method. The lines were classified into 4 lineal groups by the taxonomic distance. Croup I included 11 lines, and groupII, groupIII and groupIV included 20 lines, 14 lines and 4 lines, respectively. Four groups could be characterized as follows: Croup I : early maturity, short plant, small ears, small kernels, low tillering and medium yielding. Croup II : early maturity, tall plant, large ears, large kernels, multi-ears, low tillering and high yielding. GroupIII: late maturity, short plant, small ears, small kernels, high tillering and low yielding. Croup W medium maturity, tall plant, large ears, small kernels, prolific ears, high tillering and higher yielding.