• Journal of Biomedical Engineering Research
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• v.34 no.3
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• pp.148-155
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• 2013

This study is about the development of the wrist rehabilitation system for the patient who has limited capability of movement after stroke. Electromyography triggered training system (ETTS) can play the role between complete passive training and patient activating training system. Surface EMG was measured on pronator teres muscle and biceps brachii muscle for wrist pronation and supination. Our system detects whether the subject makes muscular effort for pronation or supination or nothing in every 50 ms. When the effort level exceeds the preset percentage of maximal voluntary contraction, the motor rotates according to the direction of the intention of the subject. EMG triggers the motor rotation for the wrist rehabilitation training until the preset angle. To evaluate its performance, the maximum voluntary contraction level was measured for 4 subjects at first. With the audio-visual instruction to rotate the wrist (pronation or supination) the subjects made effort to follow the instruction. After calculating root mean square (RMS) for 50 ms, the controller determines whether there was muscular effort to rotate while holding the motor. When there was an effort to rotate, the controller rotates the motor 0.8 degree. By comparing the RMS values from two channels of EMG, the controller determines the rotational direction. The onset delay is $0.76{\pm}0.24$ s and offset delay is $0.65{\pm}0.22$ s for pronation. For supination the onset delay is $1.24{\pm}0.41$ s and offset delay is $0.77{\pm}0.22$ s. The system responded fast enough to be used for rehabilitation training. The controller perceived the direction of rotation 100% correctly for the pronation and 97.5% correctly for supination. ETTS was developed and the fundamental functions were validated for normal subjects. The clinical validation should be done with patients for real world application. With ETTS, the subjects can train voluntarily over the limitation of the range of motion which increases the effectiveness of the rehabilitation training.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.99-106
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• 2020

Though it has been known that self-efficacy is a predictor to the successful L2 learning, the majority of studies on self-efficacy cases were targeted at secondary school students. This paper aims to explore the effects of the intermediate college students' essay writing experiences on their English self-efficiency. For this purpose, pre and post course surveys were conducted on a hundred or so freshmen who took intermediate college English classes which focused on improving English reading and writing skills. Interviews with teachers were also conducted in order to find out whether the differences of their teaching styles had any meaningful impact on their students' self-efficacy. Paired t-test was run on the responses of the post-questionnaire to identify any differences in the self-efficacies of the students before and after taking the classes, and the one-way ANOVA was conducted to find out whether the different instruction types had any significant impact on the differences. The results of the both analyses confirmed the differences of self-efficacies by the two predictors at a statistically significant level. Based on the findings of this paper, various types of writing assignments and efficient procedures of teachers' feedback need to be developed further in order to design and run an effective college English course which can contribute to enhancing self-efficacy of students.

• Journal of the HCI Society of Korea
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• v.11 no.3
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• pp.13-22
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• 2016

Vocal and instrument apprenticeship in applied music has been accepted without significant changes since the introduction of applied music education to South Korea. Few discussions or suggestions about other types of teaching than 'one-to-one lessons' or 'education of apprentices by assigned specialists' have been made. Since the introduction of applied music education to South Korea late in the 1980s, the CAI(Computer Aided Instruction) courseware development for applied music education has not actively been under way. The area of applied music has also made rapid progress in terms of music producing or music videos using computers. Actually, the improved computer program is not positively applied to applied music education. This study aimed to present learning methods using the improved functions of music production softwares to improve the traditional apprenticeship system in the area of vocal training in applied music. In particular, it used the technique of auto tune-pitch shift developed for interval correction in sound sources. By giving real-time feedbacks concerning intervals or monitors visually after recording, it intended to present a learning method to induce improvement in accuracy of intervals in vocal training. This study is expected to present a method that allows vocal trainers to overcome temporal and spatial limitations in applied music and make their vocal training more efficient.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.789-806
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• 2010

As calls for more attention toward social minority group increases in our society recently, in the field of mathematics education more attention toward an issue about mathematics underachievers is being amplified. Thus, the present study is to examine the effects of teaching method considering students' cognitive characteristics on mathematical underachievers' problem solving and mathematical disposition. For this study, 10 fifth graders identified as mathematical underachievers based on the results of the national level diagnosis assessment and school based assessment were voluntarily selected from an elementary school in Seoul. The results of this study found out the fact that students participating in this program improved in terms of an ability both to solve problems in various ways and to explain an process of problem solving using spoken or written language and drawings. In addition, learning environment respecting students' own mathematical ideas seems to positively influence students' attitudes toward mathematics learning and mathematical dispositions. Furthermore, this study pointed out that mathematical underachievers tend to have difficulty in expressing their own mathematical thinking by reason of linguistic limitation. Finally, the findings of this study imply that for effective teaching of mathematics underachievers, these students' own informal experience and knowledge about mathematics as well as their characteristics regarding learning difficulties should be strongly considered.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.323-329
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• 2008

The purpose of this study was to compare the oral health education effect and the satisfaction about the method between SDL and CCI on elementary school students. Method: The subjects of this study were 233 elementary school students in fourth grade (male: 56%, female: 44%) who attended two different elementary schools in Wonju Gangwon-do. They are divided into two groups and instructed by different method of the oral health education, SDL (Self-Directed Learning) and CCI (Conventional Classroom Instruction). The survey was conducted three times, preeducation, just after the education and one week after education. Collected data were analyzed into Chi-square test, Independent t-test and Repeated measure ANOVA using SPSS 12.0 K program. Result: 1. Changes of oral health knowledge: After the education, the average score of the oral health knowledge went up significantly in both groups. 2. Changes of oral health behavior: After the education, the average score of the oral health behavior rose up significantly in both groups and especially just after education, SDL group was recorded higher average score than CCI group. 3. Satisfaction: In both groups, the satisfaction rates about the education method were high (SDL: 88.9%, CCI: 99.1%). The main reason of satisfaction in SDL group was that the students were interested in the method of the education and the main reason of dissatisfaction was that they could not ask a question to the educator.

• Journal of the Korean Chemical Society
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• v.44 no.6
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• pp.611-624
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• 2000

In this study we analysed 3-12 grade science textbooks, many literatures and internet sites related to diffusion and dissolution concepts. From these data, we discovered that the explanations of diffusion that used in textbooks are not considered the site of collision with mediums, and confused with dissolution, state transition and effusion. In the case of dissolution, almost analysis data were short of the explanations of interaction effect. Most of all, the focus of dissolution explanations was to solve the calculation problems rather than to understand the concept. Every internet site was poor, just as the level of showing textbook contents with computer, so the only effect of using computer was the sense of sight and hearing. Chemistry must be understood nature phenomena with a view point of particle theory, but many textbooks and Internet sites didn't represent it sufficiently. We set up the correct scientific concept and linked micro world of particle theory with macro world of nature phenomena. With a use of computer which have the advantage of representing moving things, we developed the computer-assisted instruction programs related to diffusion and dissolution with the viewpoint of particle movement.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.553-564
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• 2017

This study investigated the change of pre-service elementary teachers' professional visions through video-based reflection on science teaching with focus on their attention and pedagogical reasoning about student learning. Specifically, we compared two reflection cycles before and after pre-service elementary teachers went through the collaborative video-based reflection process in a professional learning community. The primary data were collected from eight pre-service elementary teachers and included their science lesson plans, videotaped lessons, video-reflection papers, and transcripts from the interviews. Pre-service elementary teachers' attention was categorized in five aspects: classroom management & control, teacher's instruction, students' thinking & learning, subject knowledge, and assessment. The level of their pedagogical reasoning about student thinking and learning was determined with six levels based on the number of evidence, evidence area, and evidence type. The findings revealed that 1) individual reflection is not enough - collaborative reflection is essential to change their attention toward students learning and thinking 2) pedagogical reasoning levels increase gradually throughout the individual and collaborative video-based reflection processes. The participants not only attributed student learning solely to the characteristics of students but also connected it with their own instruction or science content knowledge and used different types of evidences as they went through two reflection cycles. Implications for using video in the teacher education program were discussed.

• Journal of Biomedical Engineering Research
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• v.24 no.4
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• pp.241-246
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• 2003

To evaluate the usefulness if functional MR imaging(MRI) for the determination of language dominance system and to assess differences in the visual and auditory instrument language generation task according to activation task or activated area. Functional maps of the language area were obtained during visual and auditory instructions in word generation tasks in 6 healthy volunteer with right-handness were examined on a 1.5T scanner and the EPI BOLD technique, and three pulse sequence technique get of the true axial planes. Both task consisted of 96 phases including 6 activations and rests contents. Postprocessing were done on MRDx program by using cross correlation method. Two task compare the blain activation area surveyed of 1anguage lateralization index. To evaluated of the detection rates of Broca. Wernicke, pre-frontal lobe, Supplementary Motor Area (SMA) and pre-motor cortex areas and the differences of language lateraliaztion among two word generation task To lateralization index survey in 1anguage area on right and left in brain get to activation area pixel in brain. Compared to visual and auditory instrument task in the language areas get to the lateralization index. Two language generation task high detection rates of Broca and Wernicke areas. The visual instruction no detected in the auditory area, and auditory instruction no detected in the visual area. There was statistics significant different of them among language generation task. 1'his indicated that language area obtained image of the brain functional MR imaging usefulness in the visual and auditory task instrument.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.117-145
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• 2006

Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.386-394
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• 2021

This study aims to investigate the class satisfaction of the students enrolled in between a primary and secondary teacher's college, and to identify any statistical differences among the class satisfaction factors. In order to answer these questions, a survey of 50 questionnaires were distributed to 54 primary teachers' college students and 50 secondary teacher's college ones, respectively. A survey consisted of 5 categories including class contents, instruction results, class environment, instructional supports and efficiency. To analyze data, the descriptive analysis and independent sample t-test were administerd using Jamovi statistical program. The results revealed that there was no significant difference between two groups in terms of the overall class satisfaction, even though the mean score from the secondary teachers' college students was higher than that of the primary teachers' college students. However, there was a significant difference in the class satisfaction's sub categories: class environment, instructional supports and efficiency.