• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.

• Korean Journal of Culture and Social Issue
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• v.27 no.4
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• pp.561-584
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• 2021

This study was conducted to classify 601 Korean adults into latent classes according to their love types and identify the differences in depression and find variables that affect the latent classes classification. As a result of the latent class analysis, the latent group for love types of Korean adults were classified into the L-H (7.7%) group, which showed the highest level of all three factors of intimacy, passion, and commitment, and the L-MH (33.6%) group, which all three factors were higher than the average, the L-M (39.8%) group with the mean of all three factors, the L-ML (14.6%) group with all three factors lower than the mean, and the L-L (4.3%) group with the lowest all three factors. Also, as a result of ANOVA, the L-MH group was psychologically healthier and more adaptive than the L-ML group. As a result of multinomial logistic analysis, females were more likely to belong to L-M, L-ML and L-L groups than males. In addition, singles were more likely to belong to the L-M and L-ML groups than those who were married. Also, the higher the anxiety attachment level, the higher the likelihood of belonging to the L-M, L-ML, and L-L groups than the L-H and L-MH groups, the L-ML and L-L groups than the L-M groups, and the L-L group rather than the L-ML groups. However, age, neuroticism, and emotional regulation did not affect the classification of latent classes. This study is meaningful in that it identified the various latent classes for the love types of Korean adults more three-dimensionally and suggested the possibility of differential interventions according to the characteristics of each group.

• Korean Journal of Culture and Social Issue
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• v.12 no.1
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• pp.129-160
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• 2006

The purposes of this study were to find 1) the realities of social anxiety and perception of various kinds of social problems that exists in Korean society as well as the perception on the events that causes the social anxiety, 2) to see the difference of perceived level of social anxiety through variables of social demography and difference of perception on Korean society. The sample was distributed according to population size distinguishing the nation to 6 regions. The data of 1,375 adult respondents were analysed. The results are as follows. First of all, respondents mentioned that the most immediate problem to be solved in Korean society was financial anxiety, and the most desirable state of society was when the society is financially stabled. Single question was measured about social anxiety of Korean society and scored 6.84 from full marks of 10, showing difference in variables for instance sex, age, and subjective S.E.S. where women, aged under 20, and perceived low class group showed the highest rate of social anxiety. However, there weren't any difference found in social anxiety of the variables like presence of religion, educational background, residence, and monthly average household income. Also, there were differences in level of social anxiety according to the difference of perception of Korean society. Higher the perceived unpredictability, uncontrollability, and unmovability to the upper class, unfairness, and uncertainty, unreliability of the Korean society, higher the social anxiety. And the lower the perceived chance of success of reformation, higher the social anxiety. It was also found that the perceived social anxiety is influenced by social accidents and phenomenon as unemployment, economic depression, and the gap between rich and poor as well as the increase of crime through effluence of personal information. Finally the limitations and implications of this study were discussed.

• Journal of The Korean Association For Science Education
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• v.44 no.4
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• pp.325-341
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• 2024

This study examined how specific aspects of epistemic cognition are developed in elementary students during modeling activities, using the Apt-AIR framework. The study focused on a class unit titled 'Shall We Find Out What the Landscape of a Riverside Looks Like?' which is part of the land chapter in the third-grade Korean elementary science curriculum. Ambitious Science Teaching (AST) was applied as a teaching strategy to enhance students' model construction. Seven science classes were conducted in line with the core practices of AST, with 29 elementary school students participating in the study. The classes were organized into four stages: initial model composition, inquiry activity, group model composition-sharing, and final model construction. The class activities at each stage were analyzed using both the AIR model, i.e., epistemic aim and value (A), epistemic ideals (I), and reliable epistemic processes (R), and the multi-faceted framework for epistemic thinking from the Apt-AIR framework. The results of the study revealed that in science classes emphasizing modeling activities based on the core practices of AST, the elementary students progressively developed more sophisticated explanatory models that included causal relationships explaining the topographic differences between the upstream and downstream sections of a river. This result was due to their engagement in constructing initial models to describe phenomena, supplementing the initial models using data collected in the model experiment, and participating in discussions to share and evaluate group models. Additionally, from the perspective of the Apt-AIR framework, the aspects of epistemic cognition demonstrated by the elementary students in their modeling activities were appropriate for engaging with cognitive processes related to epistemic aims and values, epistemic ideals, and reliable processes. The other four aspects of the Apt-AIR framework, however, were not performed as effectively. In particular, the application of reliable epistemic processes for knowledge construction required more improvement.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.1-18
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• 2015

The purpose of this study was to conduct a course entitled 'Teaching practice' applying Problem Based Learning(hereafter PBL) for perspective Home Economics teachers to explore the applicability of PBL to the course. A course entitled 'Teaching practice' was carried out for 17 undergraduate students from the 2nd of March till 11th of June in 2014. Pre- and post-tests to measure teacher disposition were performed to investigate the effectiveness of the course applying PBL. Three questions for PBL were developed, were determined after obtaining verification of the questions from 5 experts, and were used for the course entitled 'Teaching practice'; Developing teaching-learning plan, establishing plan for homeroom class management, and designing assessment of Technology & Home Economics. The processes of PBL include defining the problem, planning problem solutions, reassessing the problem, identifying possible solutions, and performance presentation. Procedures for solving one problem of PBL took 4 weeks and teacher disposition assessment for effectiveness of PBL was carried out for pre- and post tests. The reflection journal showed that even though it was their first experience of PBL, instructor's feedback, group activities, and individual activities were helpful for solving the problems of PBL. The result of dependent t-test for paired samples revealed significant differences between the pre- and post tests, which means that there was effectiveness of the course applying to PBL on teacher disposition of prospective Home Economics teachers.

• Journal of the Korean Society of School Health
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• v.11 no.2
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• pp.203-215
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• 1998

The purpose of this study is to inquire into the degree of health promotion activity in university students, and to find out the relationship between self-efficiency and health promotion behavior, Thus, we can offer basic data for developing an educational method or program for health promotion. For this research, data was collected from university men and women through a questionnaire from February 18 to March 20, 1998. A measuring instrument was based on lating reviews of health promotion behavior in chronic disease protection, perceived self efficiency, demographic factors, biological factors, and circumstatial factors. The content validity of the instrument was authenticated by two professors of nursing, and reliability was confirmed by 'cronbach' (${\alpha}^{\prime}$ after mortifying content through a pre-test on 30 students. 475 persons were analyzed in terms of average, percentage, t-test, ANOVA, Pearson's Correlation Coefficient, and Multiple Stepwise Regression by 'SPSS-PC'. The analyzed data is as follows: 1. Higher self-efficiency, as a cognitive-perceptual factor, has a beneficial effect on health promotion behavior (r=.479, p=.000). The result of analyzing the differences among a low group, a middle group, a high group in terms of self-efficiency reveals that the relationship between self-efficiency and health promoting behavior is meaningful. 2. The degree of health promoting behavior is 3.26 out of 6. Other figuresrelating to health promoting behavior, are as follows. self-actualization area (4.62), interpersonal area (4.60), stress management area (4.01), nutrition area (3.68), responsibility of health area (3.11), liquid and cigaret area (2.85), and exercise area (2.33). 3. The degree of self-efficiency was 6.81 out of 10. Other figures relating to self-efficiency are as follows. interpersonal area (7.89), self-actualization area (7.84), liquid and cigarette area (7.72), exercise area (6.88), stress management area (6.84), responsibility of health area (6.35), and nutrition area (6.34). 4. The different lerels of health promoting behavior according to a subject's general factos are following: age (p=0.003), sex (p=0.000), health concern of parents (p= 0.000), taking health programs (p=0.007), case history of familes (p=0.048). Health promoting behavier is also positirely affeted by the following: higher age, social sciences focus, religion, living the relatives', and the higher health concerns of parents. 5. The difference of self-efficiency according to a subject's general factors is positirely affected by sex (p=.008), the health concerns of parents (p=.004), body indexes (p=.001), and the higher health concerns of parents. 6. As the result of analyzing major factors, the most powerful factor appears to be self-efficiency, 26.6% of health promoting behavior. Suggestions: 1. Results of this study point to self-efficiency as a major factor in the health promoting behavior of university students. It is crucial, therefore, to develop a health program to promote self-efficiency and to study how to promote prerention of certain diseases. 2. That health promoting behavior appears low in this study shows that health education should be taken into the university class, with a focus on the daily life of students as its goal.

• Maxillofacial Plastic and Reconstructive Surgery
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• v.33 no.5
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• pp.401-406
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• 2011

Purpose: The purpose of this study was to investigate changes in the position of the hyoid bone and soft palate and the amount of airway space after bilateral sagittal split ramus osteotomy (B-SSRO). Methods: This study is a review of lateral cephalometric tracings of 30 patients who underwent B-SSRO with setbacks at Kyunghee Dental Hospital from 2005 to 2009. Lateral cephalograms were taken before (T0), within one month (T1), and more than six months after the surgery (T2). Results: The hyoid bone at T1 changed significantly towards the inferoposterior position. At T2, it had significantly moved superiorly, but not anteriorly. At T1, the nasopharyngeal space, extending from the posterior nasal spine to the posterior pharyngeal space, decreased significantly, but did not show a significant increase at T2. The nasopharyngeal space, extending from the middle of soft palate to the posterior pharyngeal space, decreased significantly at T1, but did not show a significant decrease at T2. The oropharyngeal airway space decreased significantly at T1 and did not return to its original position at T2. The hypopharyngeal space, extending from the anterior to the posterior pharyngeal space at the level of the most anterior point of the third cervical vertebrae, slightly decreased at T1, but the amount was insignificant; however, the amount of decrease at T2 was significant. The hypopharyngeal space extending from the anterior to the posterior pharyngeal space at the level of the lowest point of the third cervical vertebrae, decreased significantly at T1 but returned to its original position at T2. Conclusion: B-SSRO changes the position of the hyoid bone and muscles inferoposteriorly. These change allows enough space for the tongue and prevent airway obstruction. Airway changes may be related to post-operative edema, posterior movement of the soft palate, anteroposterior movement of the hyoid bone, or compensation for decreased oral cavity volume. The position of the pogonion which measures anterior relapse after surgery did not show significant differences during the follow-up period.

• The korean journal of orthodontics
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• v.27 no.5 s.64
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• pp.669-682
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• 1997

[$Bj\ddot{o}rk$] and Skieller concluded after following facial growth patterns using implants in upper and lower jaw bones that stable structures, which are not influenced by the growth do exist and so these must be the reference landmarks in the process of superimposition. In spite of such facts, for the last 40 years since the discovery of stable structures, most orthodontists have preferred best fit superimposition method to structural method. Cases such as Angle's Class II division 2 malocclusion that show characteristic forward and upward growth or one under long period of post-treatment observation demonstrate that distinct differences exist between the two methods of superimposition. Today, ethical concerns prohibit further growth studies that use implants, md so there is no choice but to use stable structural superimposition method based on $Bj\ddot{o}rk's$ data. Thus, to encourage clinical use of stable structural superimposition method, logic for the use of stable structural superimposition method will be demonstrated, and its technical methods of application will be introduced step by step.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.186-192
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• 2007

In this study, the effects of concept mapping on the preservice elementary teachers' achievement, conceptual understanding, anxiety toward science, and science teaching efficacy belief were investigated in the undergraduate general chemistry course. The aptitude-treatment interaction (ATI) between preservice teachers' learning approach and concept mapping strategy was also investigated. Sixty-nine freshmen from a university of education were assigned to a control group and a treatment group. Tests regarding students' learning approach, anxiety toward science, and science teaching efficacy belief were administered as pretests. Treatment lasted for 9 weeks. In every class, students in the treatment group constructed concept maps, while those in the control group solved the problems of the textbook after the lecture. After the instructions, tests of achievement, conceptual understanding, anxiety toward science, and science teaching efficacy beliefs were administered. The results indicated that students in the treatment group significantly outperformed those of the control group in the achievement test. In the conceptual understanding and the science teaching efficacy beliefs, however, no statistically significant differences were found between two groups. Students of the treatment group showed significantly higher anxiety than their counterpart in the test of anxiety toward science. No aptitudetreatment interaction between students' learning approach and the concept mapping strategy was found.