• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.8
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• pp.315-324
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• 2020

The purpose of this study was to examine the relationship between emotional traumatic experience, stress, depression, and anxiety and to identify factors influencing suicide ideation. Data collection was carried out using a questionnaire survey administered to students from four health colleges in B city and a total of 289 questionnaires. Collected data were analyzed by frequency and percentage, mean, standard deviation, t-test, ANOVA, and multiple regression analysis using the SPSS/WIN program. The results show that there were significant differences in emotional trauma according to the general characteristics of the study subjects (p=.005) and stress related to grades (p=.029). Depression showed significant differences for gender (p=.020), religion (p=.022), and anxiety related to gender (p=.047). Suicidal thinking was not significantly different from the general characteristics. The suicidal ideation of the subjects was significantly correlated with emotional trauma (p<.001), stress (p<.001), depression (p<.001) and anxiety (p<.001). Factors affecting the suicidal ideation of the subjects were emotional trauma (t=4.117, p<.001), stress (t=2.909, p=.004), depression (t=3.421, p=.001), and anxiety (t=2.875, p=.004), and the explanatory power was 34.1%. This study can be used as basic data for the development of a suicide prevention program by identifying correlations between emotional traumatic experience, stress, depression, and anxiety related to suicide ideation and identifying factors affecting suicide ideation. Based on these results, the development of programs to reduce the college student suicide rate is necessary.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.506-518
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• 2015

Recently there are growing needs and demand to enhance 'Unity of knowledge' as the concept of "Creating new value through integration and convergence" is developing rapidly in many different areas in the society. This also has significant implication to education. Especially, it requires paradigm shift in terms of required capabilities and qualifications for the students with science major. To accommodate this trend, Natural Sciences and Engineering's College has been increasing convergence education which focus on cultivating creative and cooperative learning capabilities as well as acquiring fundamental knowledge of individual majors. However, convergence education developed and implemented by Sciences college or liberal education so far has been mechanical combination of knowledge from different academic fields - not effectively integrated and interdisciplinary education. Given this situation, this research is to develop and propose a "convergence education program based on the development of scientific and cultural contents" as an education tool to enhance capabilities to apply and re-create integrated knowledge as well as acquire and learn existing knowledge. Education program developed in this research aims to achieve two different and sequential capabilities. First is to understand 'Science and Technology' and 'Cultural Archetype' which would be essential and useful to create cultural contents. Second is to develop capabilities to convert this understanding into cultural contents - a storytelling capability. This education program is differentiated in that it defines cultural contents as a medium to converge and integrate science and technology and humanities. By leveraging the concept of cultural content and storytelling, this education program would be able to overcome restrictions of existing interdisciplinary approach. Also, this program would encourage students to try in-depth research and new applications, and develop logical and creative thinking.

• Korean journal of communication and information
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• v.37
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• pp.377-417
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• 2007

This study examines some cognitive development effects of mass media while testing the relations between mass media consumption and academic achievement and intelligence. In this research, students' television, newspaper, and internet consumption behaviors are used as independent variables which include motivations and magnitude of various content categories' and total consumption of those media. Dependent variables are school courses' test scores and eight intelligence scores based on Howard Gardner's multiple intelligence theory. It was found that media consumption magnitudes of various content categories have the most strong effects on those dependent variables. Each of various media consumption behaviors are found to have different effects according to which variable is dependent. For example, total internet consumption have positive effects on logical-mathematical intelligence but negative effects school achievements. Internet game sight have positive effects on logical-mathematical intelligence but negative effects on musical intelligence. It may be concluded that cognitive development is dependent mainly on what media contents students consume. Media consumption behaviors may have positive effects on some kinds of cognitive development and negative effects on other kinds. In other words, television or internet may have positive effects on academic achievement or intelligence contrary to popular thinking.

• Journal of the Korea Society of Computer and Information
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• v.19 no.4
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• pp.149-158
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• 2014

The rapidly changing 21st-century knowledge and information society is emphasizing converged education that crosses various academic fields. In particular, the society expected the cultivation of the talent who balance scientific creativity and artistic sensitivity by adding arts to the existing converged education revolving around science and technology. However, at present, most STEAM education has been actively conducted with a focus on science and technology, whereas the subject of arts has been regarded or utilized as a supplementary means. Its problem is that the educational characteristics and values of art education have not been effectively utilized in educational terms and this could lead to superficial integrated education. In this respect, this study had the knowledge of various fields, such as science, technology, and mathematics, utilized usefully during the process of experiencing and creating arts. Accordingly, this study designed an education programs as with the case of Nam-Jun Baek who expanded the dominion of arts by creatively utilizing his own time's scientific technologies. In this educational process, the target program was developed in a manner that enables EPL to be utilized essentially as the study's knowledge-based tool and medium. The results of applying this educational program in 5th-grade elementary school students showed that the program has positive effects on the creative attributes of the students.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.417-428
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• 2004

Conservation reasoning makes operational thought possible as a functional tool and it is the essential concept not only in the area of science and mathematics but also in several aspects of daily life. The abilities to solve mathematical problems and that of scientific reasoning and abstract way of thinking depend on whether thereis conservation reasoning or not and they are critical concepts that enables us to confirm the steps of cognitive development. Therefor in the study, we emphasized the issue that is the ways to speed up the scientific era by analyzing the correlation between the formation of conservation reasoning and neuro-cognitive variables. About 50% of 1-3 grade students did not had conservation reasoning skills. The formation of conservations was not linear. Scientific reasoning ability, planing and inhibiting ability were significantly different in levels of conservation, And, conservation reasonings were significantly correlated with cognitive variables. Scientific reasoning and planning ability significantly explained about 20% of the conservation reasoning ability of 1-3 grades.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2015.05a
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• pp.951-953
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• 2015

Learning for thinking says the behavior of the organism changes as a result of practice or experience. It is very difficult to identify focusing ability objectively when students study. But, brain of the body is not so. EEG signal means continuously electric records of brain potential variation between two points on the scalp when brain activities take place. In types of EEG, there are delta(0~4Hz), theta(4~8Hz), alpha(8~13Hz), beta(13~30Hz) and gamma waves(30~50Hz). SMR waves and Mid-beta waves appear when focused for studying. Part for the most influence on concentrating reported that Mid-beta waves. In relation to brain activities, EEG has been actively researched for evaluating brain focus index system during learning and study. So, By using Biopac system for this study, measured brain wave was converted into FFT for extracting Mid-beta domain signals that are related to learning after giving focus invoked subjects to a small number of people. When concentrating, we measured the change in the power of the Mid-beta frequency domain and presented a correlation. Based on these results, we analyzed whether students are concentrated objectively on learning or not. and hope to offer more efficient learning method.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.1-17
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• 1998

What does mean the statement that scientific reasoning is logical? In this study, we clarify the logical structure of the scientific explanation, prediction and the process of hypothesis testing. To simplify and identify the structure of scientific explanations and prediction more clearly, we used syllogism and presented various concrete examples. Especially, we showed that the logical structure of scientific explanation was well reflected in dynamics. Based on this analysis, it can be said that the deficit of students' understanding of dynamics is because that many scientific activities are focused on prediction rather than explanation. To explain the process of hypothesis testing, we reinterpreted the Wason's selection task as two stages: the process of prediction of experimental phenomena based on the presented hypothesis, and the process of the hypothesis testing based on the predicted experimental phenomena. And we suggested the reason of the logical fallacy of 'affirming the consequent' in science was because that many scientific relationships between the variables is one-to-one relationship, and compared this suggestion with the Lawon's multiple hypothesis theory. To check out the effect of content on the deductive reasoning, we reviewed some researches about psychology and psychology of science. And to understand the role of deductive reasoning in student's scientific activities, we reviewed researches about the analysis of students' responses in the task of conceptual change or evaluation of evidence and so on.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.77-87
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• 2020

Scientific inquiry has emphasized its importance in various aspects of science learning and has been performed according to various methods and purposes. Among the various aspects of science learning, it is emphasized to develop core competencies with science, such as scientific thinking. Therefore, it is necessary to support students to be able to formulate scientific reasoning properly. This study attempts to explore problem-finding and scientific reasoning in the process of performing scientific inquiry. This study also aims to reveal what factors influence this complex process. For this purpose, this study analyzed the inquiry process and results performed by two groups of college students who conducted the inquiry related to osmosis. To analyze, research plans, presentations, and group interviews were used. As a result, it was found that participants used various scientific reasoning, such as deductive, inductive, and abductive reasoning, in the process of problem finding for their inquiry about osmosis. In the process of inquiry and reasoning complexly, anomalous data, which appear regularly, and the characteristics of experimental instruments influenced their reasoning. Various reasons were produced for the purpose of constructing the best explanation about the phenomena observed by participants themselves. Finally, based on the results of this study, several implications for the development context of programs using scientific inquiry are discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.431-456
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• 2016

The purpose of this study is to investigate the appropriate time of introduction and the usage of the number line, in order to suggest the right point of learning the number concept to the elementary school students. For the efficient achievement of this purpose, we investigated the mathematical models for constructing the number concept such as number line, empty number line and double number line, counting and development of number concept. Then, we conducted case study on the time of introduction and the usage of the number line. Finally, we analyzed the result. First, there is need for adjustment to conduct the introduction of the number line from the second year of elementary school, so to help the students understand the continuing number concept through the understanding on the metaphorical concept of the number line. Second, there is the need of positive introduction and the use on the mathematical models; empty number line which helps to draw various thinking strategy visually through the process of operations such as addition and subtraction; the division into equal part and division by equal part in which multiplicative comparative situation or division takes place; the double number line which helps to understand the rate or proportional distribution. Finally, when adopting the number line, the empty number line, or the double number line, we suggested the necessity of learning about elaborate guidance and the usage in order to fully understand the metaphorical concept of the number line.