• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Journal of Physiology & Pathology in Korean Medicine
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• v.24 no.2
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• pp.228-235
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• 2010

This study was performed to investigate the memory enhancing effect of Poria cocos Wolf (Hoelen cum radix) against scopolamine-induced amnesia in Sprague-Dawley (SD) rats. To induce amnesia, scopolamine (0.75 mg/kg) was intraperitonically injected into SD rats 30 min before starting behavior tests. We have conducted Morris water-maze and Y-maze tests to monitor learning and memory functions. Poria cocos effectively reversed scopolamine-induced memory impairment in SD rats which was represented by an improvement of mean escape latency in water-maze test and spontaneous alterations in Y-maze test. To elucidate possible molecule mechanism, we have measured mRNA as well as protein expression of acetylcholine esterase (AchE), choline acetyltransferase (ChAT), muscarinic acetylcholine receptor (mAchR), and brain-derived neurotrophic factor (BDNF) using RT-PCR and Western blot analysis, respectively. Poria cocos increased mRNA levels of ChAT and mAchR in rat hippocampus compared with those in the scopolamine-injected amnesic group. In addition, protein expression of ChAT and BDNF was also elevated by Poria cocos intake. Furthermore, as an upstrem regulator, the activation of cAMP response element-binding protein (CREB) was assessed by immunohistochemistry. In this immunohistochemical analysis, the phosphorylation of CREB (p-CREB) was reduced by scopolamine injection, which was restored back to control levels by administration of Poria cocos. These results suggest that Poria cocos may improve memory and cognitive deficit in amnesia and have therapeutic potentials through up-regulation of ChAT, mAchR, and BDNF, which seemed to be mediated by activation of CREB.

• Korean Journal of Medicinal Crop Science
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• v.24 no.5
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• pp.375-385
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• 2016

Background: The study was conducted to elucidate the extraction conditions under which white ginseng has cognition-improving efficacy. Methods and Results: Extracts from white ginseng under different solvent and temperature conditions were analyzed for ginsenoside content and inhibitory effect on N-methyl-D-aspartate (NMDA) receptor and acetylcholinesterase. The total ginsenoside contents and amounts of ginsenoside Rb1 plus ginsenoside Rg1 from the 1st extracts (prepared with EtOH/$H_2O$ as solvent) were higher than those from the 2nd extracts (extracted with $H_2O$ after the 1st EtOH/$H_2O$ extraction). The contents in the 1st and 2nd extracts produced at $80^{\circ}C$ were also higher than those obtained at $50^{\circ}C$. Samples from the 1st extraction at $80^{\circ}C$ indicated higher inhibitory activities on NMDA receptors-whose excessive activation is thought to mediate the calcium-dependent neurotoxicity associated with several neurodegenerative diseases-than those from the 2nd extraction. Among the samples prepared at varying temperatures, the extract prepared at $50^{\circ}C$ showed the highest suppression activity on NMDA receptors. Note, however, that the extracts from the 2nd extraction at $50^{\circ}C$ inhibited acetylcholinesterase-whose inhibition could be a therapeutic strategy for neurodegenerative diseases with cognitive deficits and memory malfunction-more effectively than those from the 1st extraction. Conclusions: To enhance the cognition-improving activity of white ginseng extract, it is suggested that the extracts be utilized after being combined the 1st extracts (made with EtOH/$H_2O$ solvent) and the 2nd extracts (prepared with $H_2O$) at low temperature.

• Korean Journal of Acupuncture
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• v.19 no.2
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• pp.63-78
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• 2002

Kupunggibodan(KU), Gamisamul-tang(GA) and Whangryunhaedok-tang(WH) are clinically the most popular prescriptions as an herbal medicine in the treatment of ischemia. In order to compare and evaluate their protective effects on the ischema-induced cognitive deficits by middle cerebral artery occlusion (MCAO), we examined its ability to improve ischemia-induced cell loss and impairements of learning and memory in the Morris water maze and eight-arm radial arm maze. Focal cerebral ischemia produced a marked cell loss, decrease in acetylcholinesterase(AchE) reactivity in the hippocampus, and learning and memory deficits in two behavioral tasks. Pretreatment with WH (100 mg/kg, p.o.) produced a substantial increase in acquisition in the Morris water maze. Pretreatment with KU increased the perfomance of the resention test in the Morris water maze. WH, KU and GA caused a significant improvement in choice accuracy in radial arm maze test. WH was superior to KU and GA in perfomance of the radial arm maze test. Consistent with behavioral data, staining with cresyl violet showed that pretreatments with WH, but not KU and GA significantly recovered the ischemia-induced cell loss in the hippcampal CA1 area. In addition, pretreatments with WH and KU recovered the ischemia-induced reduction of AchE reactivity in the hippocampal CA1 area. These results demonstrated that KU, GA and WH have protective effects against ischimea-induced learning and memory impairments and that the efficacy was the order of WH>KU>GA in tratment of ischemia induced memory deficits. The present studies provide an evidence of KU, GA and WH as putative treatment of vascular dementia. Supported by a fund from the Ministry of Health and Welfare(HMP-00-OO-04-0004), and the Brain Korea 21 Project from Korean Ministry of Education, Korea.

• Journal of Oral Medicine and Pain
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• v.38 no.1
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• pp.69-76
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• 2013

Aim : The purpose of this study was to investigate the hypothesis that treatment with self-checking behavior management program was valuable in the management of temporomandibular disorders compared with a existing method treatment group. Methods : All participants who are diagnosed with temporomandibular disorders were treated with medication and physical therapy. They came into the clinic at intervals of two weeks, three times. The signs and symptoms were assessed investigating Pain NRS(Numerical Rating Scale), MCO(Maximum comfortable opening), Noise NRS, LOM(Limitation of Mouth opening) NRS at every visit. Experimental group received instructions repeatedly by using self evaluation questionnaire. Control group was educated once at the beginning of treatment. The difference Pain NRS, MCO, Noise NRS, LOM NRS between first and second visits, first and third visits were estimated.. Result :Experimental group showed greater improvement on MCO difference after stopping medication(p=0.001). This improvements were prominent in the male(p=0.001) and the first or second decade of the patients(p=0.004). Conclusion : The present study showed that there was better result when educating repeatedly with using self evaluation questionnaire than educating once at the beginning of the treatment.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.907-917
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• 2015

Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

• The Journal of Korean society of community based occupational therapy
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• v.5 no.2
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• pp.31-42
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• 2015

Objective : The aim of this study is to prove the effects of mental practice in balance ability of elderly population, and to investigate the possibility of application as an effective intervention method for fall prevention. Methods : This study provided mental practice to 3 subjects over 65 years old who have experienced fall, but do not have cognitive dysfunctions and independent in gait without any use of assistive devices from July to October, 2013. Within the individual case study, 4 sessions of initial baseline process (A), 5 sessions of mental practice (B), 4 sessions of re-initial baseline process (A') were proceeded using ABA design. Independent variable used mental practice for enhancing balance ability and fall efficacy in elderly population, and dependent variable were Berg Balance Scale (BBS) to find out the change in overall balance ability, Fall Efficacy Scale (FES) to see the change in fall efficacy, One-Leg Standing test(OLS), and Timed Up and Go Test (TUG) to determine the changes in both static and dynamic balance. Analysis of the results were provided via mean value and graph. Results : After the application of mental practice method, all of the subjects have shown increase in fall efficacy baseline values, and in addition, overall balance ability and both static and dynamic balances either increased or maintained. Conclusion : This study demonstrated that mental practice has positive effects on fall efficacy improvement and maintenance in elderly, thereby suggesting mental practice for fall prevention in elderly populations.

• Journal of Oral Medicine and Pain
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• v.37 no.2
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• pp.93-105
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• 2012

Let me introduce a teaching method to improve practice capacity in dental laboratary work. I applied theories of layers of modeling and reflection constituting cognitive apprenticeship and peer tutoring to my class. At internet uploading a file showing a practice procedure a week before the class of a course, I let students preview it. During the class I demonstrated the practice procedure in front of students. A superior student and an inferior student paired according to the previous practice grade and a feedback between a peer tutor and a peer tutee was activated. Late in the class, a student self-evaluated his own practice result and had a check of a professor. Finally he compared his own practice result with that in the file uploaded at internet and reflected. This teaching method led to improvement in students' satisfaction and efficiency of learning.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.3
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• pp.376-382
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• 2010

It has been shown that BF-7 enhances short- and long-term memory and attention in normal person. BF-7 was addressed to clinical study for children if BF-7 is also effective to children, since accumulated verification of safety and effectiveness is needed for young ages, in special. We administered BF-7 and a placebo control to two different groups of children (7-12 years old, 9.78 on averages). Their memory enhancement was tested with Rey-Kim Memory Test for Children before and after the administration of BF-7 and a placebo, in a double blinded way. The results showed that long- and short-term memories were significantly improved by the administration of BF-7. Interestingly, the degree of memory preservation, the ability of memory application and awareness of complex thing were also significantly improved. These results indicate that BF-7 is a promising substance from natural resource improving learning and memory of children as well as cognitive function of adults

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.284-309
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• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.