• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.559-577
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• 2011

The purpose of this study was to investigate the effects of discourse-based math instructions on the students' mathematical attitudes and learning achievements by providing fifth graders with an opportunity to take active part in learning during math classes and applying discourse-based math instructions, which are to expand the speaking experiences as the most fundamental way to express ideas in communication. Those research efforts led to the following results: First, the discourse-based math instructions turned out to have positive influences on flexibility, will power, curiosity, reflection, and value of mathematical attitudes. When the results were reviewed before and after the instructions without considering the subvariables of attitude, there were statistically significant differences(p<0.01), which indicates that the discourse-based math instructions exerted very positive effects on the students mathematical attitudes. Second, there were no statistically significant effects in learning achievements between the experimental and comparative group, but the experimental group, which recorded low mean scores in the pre-test, increased their mean scores by 3.81 points in the post-test, which suggests that the discourse-based math instructions had positive influences on them. Third, the subjects' responses on the questionnaire on discourse-based instructions reveal that the discourse-based math instructional provided them with an opportunity to explore solutions in various ways. In short, discourse-based math instructions have positive influences on mathematical attitudes and are effective in increasing communication ability.

• Journal of the Korean Society of School Health
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• v.8 no.1
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• pp.143-154
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• 1995

Korea has been recently reducing the quality of life as well as rising medical cost because of the increase of chronic diseases. But we can prevent those chronic diseases through the improvement of environment or life style. We evaluated the educational effectiveness of chronic diseases(hypertention, diabetes, cancer, stroke and other chronic diseases) designed to increase the knowledge, attitude and practice of chronic diseases among university students. Between August 1994 and November 1994, we implemented chronic diseases prevention instruction in intervention students; unmatched control students were selected in same university. We conducted pre- and post-intervention surveys both intervention and control students with self-reported questionnaires(50 items). We assigned score(0-4 points) to items and conducted a analysis of covariance(ANCOVA) with sex, grade and economic status as the covariate, using the SAS PC computer statistical package. And we culculated odds ratio with safety scores between intervention and control students. The results of this study were followed. 1. In demographic characteristics of subjects both pre- and post intervention, we found no significant differences in intervention and control students at religion, father's education, mother's education, mother's occupation and type of residence(p>0.05), but we found significant differences at sex(p<0.001), grade(p<0.001) and economic status(p<0.05). 2. The sex, grade and economic status-adjusted mean prevention knowledge scores for diabetes and stroke increased from the pre- to post-survey in the intervention students(p<0.001), but control students did not increased(p>0.05). As odds ratios in knowledge were below 1, the knowledge of intervention students were higher than control students. 3. The attitudes for general adult health increased from the pre- to post-survey in the intervention students(p<0.05), but control students did not increased(p>0.05). As odds ratios in attitudes were approximately 1, we can not say effectiveness in intervention students 4. The pratices for cancer and stroke increased from the pre- to post-survey in both the intervention and control students(p<0.001). Also odds ratio of hypertention was 0.91, and that of stroke was 1.14. 5. Health related behaviors did not increased from the pre- to post- survey in both the intervention and control students(p>0.05). But odds ratio of drinking was 0.76 and that of body weight was 1.21. 6. Health status did not increased from the pre- to post- survey in both the intervention and control students(p>0.05). As odds ratio of health status was 1.09, prevention education was not effect in intervention students We would like to recommend as follows; 1. University students must learn about prevention of chronic diseases. Because the knowledge of invetervention students was higher than that of control students. 2. The prevention education of chronic diseases should be taught from primary school. 3. Adult health education for university students must be practiced continuously. Education period(l5 weeks) in this study was not complete. 4. The evaluation of chronic diseases was conducted real measurement(such as BP check) as well as self reported-survey. 5. Educational materials(video tape, pamphlet) related the prevention of chronic diseases should be developed at national level. And we must easely use those materials. 6. The prevention education of chronic diseases should be made through mass media as well as school education.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.707-734
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• 2009

The purpose of the study was to investigate how children understand addition and subtraction of fractions and how their understanding influences the solutions of fractional word problems. Twenty students from 4th to 6th grades were involved in the study. Children's understanding of operations with fractions was categorized into "joining", "combine" and "computational procedures (of fraction addition)" for additions, "taking away", "comparison" and "computational procedures (of fraction subtraction)" for subtractions. Most children understood additions as combining two distinct sets and subtractions as removing a subset from a given set. In addition, whether fractions had common denominators or not did not affect how they interpret operations with fractions. Some children understood the meanings for addition and subtraction of fractions as computational procedures of each operation without associating these operations with the particular situations (e.g. joining, taking away). More children understood addition and subtraction of fractions as a computational procedure when two fractions had different denominators. In case of addition, children's semantic structure of fractional addition did not influence how they solve the word problems. Furthermore, we could not find any common features among children with the same understanding of fractional addition while solving the fractional word problems. In case of subtraction, on the other hand, most children revealed a tendency to solve the word problems based on their semantic structure of the fractional subtraction. Children with the same understanding of fractional subtraction showed some commonalities while solving word problems in comparison to solving word problems involving addition of fractions. Particularly, some children who understood the meaning for addition and subtraction of fractions as computational procedures of each operation could not successfully solve the word problems with fractions compared to other children.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.515-539
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• 2016

The purpose of this study is to develop the integrated curriculum for gifted elementary students based on ICM (Integrated Curriculum Model) and to apply it for analysis of the relationship between creativity and creative problem solving skills. An integrated curriculum for gifted students attending a university-affiliated institute was developed and applied to twenty mathematically gifted 5th and 6th grade students. TTCT language test and CAT test for students' products from activities were conducted. In addition, tape-recorded group discussions and activities during instruction, and interview with students and teacher, activity sheets were analyzed. As results, their language abilities shown TTCT test have been improved. Furthermore, the correlation between the test results of automata and language creativity, the average of two projects and language creativity, and future problem solving and the average of TTCT showed significant correlations. Results showed the gifted students' understanding of high level concepts and cooperation among groups were needed in order to improve creative problem solving. It suggested a further study research the integrated curriculum applying creativity and giftedness to real-life problem situations for gifted students to make them grow into essential competent persons in the future.

• Journal of KIISE:Software and Applications
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• v.32 no.7
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• pp.683-692
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• 2005

Java specification states that all accesses to an object must be checked at runtime if object refers to null. Since Java is an object-oriented language, object accesses are frequent enough to make null pointer checks affect the performance significantly. In order to reduce the performance degradation, there have been attempts to remove redundant null pointer checks. For example, in a Java environment where a just-in-time (JIT) compiler is used, the JIT compiler removes redundant null pointer check code via code analysis. This paper proposes a technique to remove additional null pointer check code that could not be removed by previous JIT compilation techniques, via early null pointer check using an architectural feature called predication. Generally, null point check code consists of two instructions: a compare and a branch. Our idea is moving the compare instruction that is usually located just before an use of an object, to the point right after the object is defined so that the total number of compare instructions is reduced. This results in reduction of dynamic and static compare instructions by 3.21$\%$ and 1.98$\%$. respectively, in SPECjvm98 bechmarks, compared to the code that has already been optimized by previous null pointer check elimination techniques. Its performance impact on an Itanium machine is an improvement of 0.32$\%$.

• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.12 no.5
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• pp.512-520
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• 2019

It is quite useful to represent speeches visually for learners who study foreign languages as well as the hearing impaired who cannot directly hear speeches, and a number of researches have been presented in the literature. They remain, however, at the level of representing the characteristics of speeches using colors or showing the changing shape of lips and mouth using the animation-based representation. As a result of such approaches, those methods cannot tell the users how far their pronunciations are away from the standard ones, and moreover they make it technically difficult to develop such a system in which users can correct their pronunciation in an interactive manner. In order to address these kind of drawbacks, this paper proposes a speech visualization model based on the relative distance between the user's speech and the standard one, furthermore suggests actual implementation directions by applying the proposed model to the visualization of Korean vowels. The method extract three formants F1, F2, and F3 from speech signals and feed them into the Kohonen's SOM to map the results into 2-D screen and represent each speech as a pint on the screen. We have presented a real system implemented using the open source formant analysis software on the speech of a Korean instructor and several foreign students studying Korean language, in which the user interface was built using the Javascript for the screen display.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.

• Journal of Science Education
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• v.43 no.1
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• pp.43-63
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• 2019

The types of inquiry activities included in Life Science II textbooks under the 2015 revised science curriculum were extracted and compared with those of six major and five different publishing companies. The fact that the number of investigation discussions and presentations (IP) increased and the expressions (EX) were included in each unit was interpreted as sufficient to transform the classroom instruction in the 2015 revised science curriculum into student-centered activities. The type of inquiry activities in student-centered activities such as experiment observation, simulation activities, investigation discussions, and presentations accounted for about 41% more than the 27% of 2009 revised science curriculum. However, since data interpretation type is still the largest, it is necessary to reduce the types of data interpretation and to increase the number of types of simulation activities and expressions in order to expand students' creativity and thinking ability when textbook development is needed in the future. In addition to the development of biotechnology, teachers need to reconstruct diverse science materials for each textbook and then use them for students to induce balanced thinking, and try to expand expressive power, creativity, logic, and critical thinking skills.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.636-644
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• 2018

This study was conducted to examine the effects of an emergency treatment education program on nursing students' self-leadership, career decision-making self-efficacy, and nursing performance ability. The study was designed using a nonequivalent control group pretest-posttest design, and data were collected from June 1 to August 31, 2017. The participants consisted of 52 nursing students in D College of D City who were assigned to an experimental group (n=27) or control group (n=25). The pretest poll was performed on June 1, 2017 and posttest poll was performed 2 weeks later without any treatment in the control group. In the experimental group, the pretest poll was performed on July 25 before the emergency treatment education program and the posttest poll was performed on August 31 after the education program. The emergency treatment education program for the experimental group consisted of 2 hours of emergency treatment instruction, autonomously watching videos, and 4 hours of teaching elementary students about CPR for adults and first aid for airway obstruction, burns, bleeding, and fractures as a lecturer. The data were analyzed using descriptive analysis, independent t-test, $x^2$ test, and paired t-test with SPSS/WIN 20.0. After receiving the emergency treatment education program, a difference was observed in self-leadership (t=2.08, p<.05), career decision-making self-efficacy (t=4.22, p<.05) and nursing performance ability (t=5.02, p<.05) in the experimental group. The results of this study indicate that the emergency treatment education program was effective at increasing self-leadership, career decision-making self-efficacy, and nursing performance ability in nursing students.