• Journal of Families and Better Life
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• v.19 no.4
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• pp.85-103
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• 2001

After-school activities were examined for 449 rural children in first through seventh grades. Childrens engagement of after-school activities were significantly different by child and family characteristics, especially childrens age and behavior control ability. Findings showed a decline in amount of time spent studying and reading and a raise in going to a game-room. Childrens school achievement, emotional and social development were also differed by a range of after-school activities. Children spent more time in studying and reading showed higher grades, happiness, school life. Teachers reported greater aggressive behavior and less adjustment of school life among children participating more in game related activities and hanging out. Watching TV, doing house chores and visiting friends were not variables which showed different outcomes.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.469-478
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• 2000

The abstracts written in Korean presented at the Fall Meeting of the Korean Earth Science Society held at the Kangwon National University in October, 1999 were reviewed. They are dotted with foreign expressions and obscure wordings as well as difficult expressions and very long sentences. The foreign expressions are those originated from Japanese, English, and Chinese expressions and words. Several suggestions are made to increase the ability to write good abstracts and articles in Korean on the earth sciences. They include reading many books on natural sciences for general readers, writing sentences not exceeding 20 words, critical reading by professor or colleagues, and open mind to accept their criticisms. The authors should pay attention not to commit various errors shown in Table 2 in this paper.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.107-123
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• 2010

The purpose of this study was to evaluate the short term effectiveness of a cognitive ability improvement service for children, which is one of the 'Investment activities for Local Community Services' conducted by the Ministry for Health and Welfare. Results indicate that the longer the period of using cognitive improvement services for children, the more positively significant influence there is on their language abilities in terms of comprehension, expression, and reading-writing. Furthermore, these influences are stronger in children of low-income families than in children from higher income families. Certainly, this type of service improves infants' language abilities regardless of the income level of their families.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.149-157
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• 2019

The fourth industrial revolution era calls for the ability to solve problems creatively based on basic literacy for technology. These capabilities can be enhanced through the maker education linked to SW education STEM convergence education. Meanwhile, one of the tasks that must be set prior to the maker education is to take an educational approach rather than a tech-centric approach and consider ways to stimulate interest and motivation of the participants. For this purpose, this study developed and applied an engineering-oriented Reading & Maker education program to prospective teachers so that they could participate in active making activities on their own with interest and sympathy rather than simply guiding maker activities. As a result of the study, the results of the maker education recognition survey after the application of the program showed a statistically significant improvement(p<.000).

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.183-192
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• 2009

Reading discussion system based on a Web is a new teaching method which employs a Web as a space for discussion. It enables learners to exchange their opinions to enhance understanding and expand thinking. It is highly required to promote attitude of respecting other's opinions, reasonable thinking, and ability to express thinking in discussion learning based on a Web for interaction. In this study, I developed a reading discussion system, applying the Wiki program, for learners' interaction and tested its usefulness. Through this, it will be possible not to have existing vertical discussion which makes replies on a Web board but to have multidimensional discussion.

• Korean Journal of Human Ecology
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• v.19 no.3
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• pp.455-469
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• 2010

This study developed and evaluated a school adjustment program for children from multi-cultural families. The program was developed to enhance Korean language ability and adjustment to school for children from multi-cultural backgrounds. 14 preschool children (5 boys and 9 girls) participated in this program. The effect of this program was assessed through a preschool-children's receptive and expressive vocabulary test as well as through a reading ability test. Results showed there was a significant experimental effect (p<.05) in receptive and expressive vocabulary test scores. After the experiment, children showed higher scores in the receptive and expressive vocabulary test than before. Results of the program evaluation revealed this program was helpful for promoting Korean language ability in children and assisted their adjustment to school for children from multi-cultural backgrounds.

• Proceedings of the Korean Society of Veterinary Pathology Conference
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• 2000.09a
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• pp.11-11
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• 2000

The development of new investigative technology and the changing roles of other biological and medical disciplines will result in major changes in the way veterinary pathology is practiced in the future. Unless the pathologists strategically prepare themselves to adopt and incorporate these changes into their modest operandi, the veterinary pathologist's traditional dominance in the diagnosis of spontaneous animal diseases and experimentally induced lesions in animals will be at risk. Although the distinguishing feature of pathologist is their artful ability to read and interpret the pathologic changes of cells and tissues, we must strive to enhance and expand our ability beyond and above the simple reading of H＆E stained slides. Also, we must be prepared to meet the ever increasing demand of diagnostic accuracy and timeliness. To do so, we have to employ the new biological and toxicological technologies into our routine. (omitted)

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.207-221
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• 2001

The purpose of this study is to develop the assessment rubric of mathematical communication ability by each type: listening, speaking, reading, writing, and graphic. This rubric is qualified in the content-validity and reliability by professional educators' evaluation and correlation coefficient. 16 math educators judged that this involves the results of learning mathematical communication, the results of possible instruction, and the content of scoring mathematical communication by teachers. 170 middle school students were tested by the assessment task according to the types of mathematical communication. After two researchers and two teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.70.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.59-87
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• 2023

The aim of this study is to provide practical instances of implementing picture book reading sessions within school libraries to enhance language proficiency and foster emotional stability among lower-grade multicultural students hailing from foreign backgrounds. The research outlines the design and execution of a picture book reading program tailored for multicultural students, with analysis based on the outcomes of actual classroom implementations. In the course of the study, existing literature pertaining to the use of picture books for enhancing multicultural education and language skills was reviewed. This informed the development of a structured class procedure by extracting core components. Indeed, 43 multicultural students in five classes in the first and second grades of A Elementary School in Gyeonggi-do were given three pilot classes for each class for 20 weeks and a total of 100 picture book reading classes, each with 17 main lessons. This study establishes the positive impact of picture book reading classes on the Korean language comprehension of multicultural students. The results confirm positive improvements in students' ability to understand Korean, as evidenced by enhanced Korean expression and presentation skills, increased library usage, and a positive shift in classroom attitude. The procedure for reading picture books using school libraries proposed in this study was actually conceived and developed in the course of class operation in the school education field, reflecting the changes brought about by the increase of multicultural students and the need to improve the class environment. Through this practical investigation, important insights have been extracted regarding how picture book reading sessions designed for elementary school students from multicultural backgrounds can enhance the classroom environment and elevate learning outcomes.