• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.289-301
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• 2015

This study noted that elementary school students were unable to accurately comprehend the principles of moon phase changes and that teachers themselves lacked a full understanding of it as well. Therefore, this study classifies conception types through 161 5th grade respondents and suggests how to change students' conception types through the use of reconstructed teaching and learning materials (that have been developed in existing studies). It verified the changes in the learning achievement of 129 5th grade respondents and analyzed how to think about reconstructed teaching and learning materials through four teacher respondents and four 5th grade respondents from the same study. The results of this study are as follows: First, the conception types on moon phase changes were classified into C and W types. W types consisted of W1, W2, W3, W4, and W5 types. Students had difficulty in understanding the principles of a waxing crescent moon and first quarter phase changes. Second, the group taking classes, which implemented reconstructed teaching and learning materials, showed greater improvement in learning achievement posttest and long-term tests compared to those who have not. Finally, teachers and students reacted positively to the reconstructed teaching and learning materials as shown in exit survey results. In conclusion, it is suggested that teachers are better off utilizing reconstructed teaching and learning materials so that elementary school students may fully understand the principles of moon phase changes rather than just memorizing the results.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.441-448
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• 2016

The purpose of this study was to identify the effects of mentoring senior core fundamental nursing skills education on clinical competence and critical thinking disposition in nursing students. The research design was a one group pre-posttest design and the participants were 57 nursing students. The contents consisted of 3 core fundamental nursing skills of vital sign, nelaton catheterization and subcutaneous injection and total duration of 6 hours. Mentoring seniors conducted to rapport forming & education and evaluated them after exercise and evaluation under the guidance of professor. Data were collected using self-administered questionnaires in pre-test and post-test, the collected data were analyzed using paired t-tests. The result shows the scores of clinical competence and critical thinking disposition were increased significantly after mentoring senior core fundamental nursing skills education in nursing students. The results indicate that this study was effective in improving nursing students clinical competence and critical thinking disposition in core fundamental nursing skills and is expected to be utilized in nusing practice education. Additional studies including those on control groups are recommended to compare difference between the experimental group and control group.

• Journal of muscle and joint health
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• v.7 no.2
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• pp.294-308
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• 2000

This study was conducted to test the effect of brisk walking & muscle strengthening exercise program on bone mineral density(BMD) of the lumbar & femur in rheumatoid arthritis women. Research design was a quasi-experimental study of non-equivalent control group pretest-posttest design(16 weeks). 14 for the experimental group and 14 for the control group were selected from the outpatients on rheumatoid arthritis clinic of Dong-A University Hospital. The experimental group underwent 16 weeks of brisk walking and muscle strengthening exercise. Bone mineral density was measured before and after 16 weeks of exercise by DXA at lumbar spine, femoral neck, Ward's triangle and trochanter. The results were summarized as follows : 1. BMD of the lumbar spine in experimental group who carried out the brisk walking and muscle strengthening exercise was not significantly increased after 16weeks and there was no significant difference between experimental and control group(U=70.00 p>.05). 2. BMD of the femoral neck in the experimental group who carried out the brisk walking and muscle strengthening exercises was significantly increased after 16 weeks(Z=-2.901 p<.01). But, there was no significant difference between experimental and control group(U=83.00 p>.05). 3. BMD of the femoral Ward's triangle in the experimental group who carried out the brisk walking and muscle strengthening exercises was significantly increased after 16 weeks (Z=-2.355 p<.05). But, there was no significant difference between experimental and control group(U=86.00 p>.05). 4. BMD of the femoral trochanter in experimental group who carried out the brisk walking and muscle strengthening exercise was not significantly increased after 16weeks and there was no significant difference between experimental and control group(U=75.00 p>.05). These results suggest that brisk walking and muscle strengthening exercise program has an effect on promoting bone mineral density of femoral neck and Ward's triangle in rheumatoid arthritis women.

• Journal of muscle and joint health
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• v.10 no.1
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• pp.62-76
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• 2003

This study was a quasi-experimental study of non-equivalent control group pretest and posttest design. The purpose of this study was to determine the effect of Tai Chi exercise program on physical functions, psychological functions, and fall among the fall-prone elderly. The data were collected from September 19, 2001 to January 31, 2002. The study, conducted at two facilities located in Kwang-ju, was targeted to the ambulatory aged 60 years or older who had at least one of the key fall risk factors. Experimental group participated in Tai Chi exercise for 40 minutes per one time and three times a week for 12weeks at an auditorium. Fifty nine fall-prone elderly were assigned to 12-week Tai Chi exercise program (n=29) and control group (n=30). They underwent tests of lower muscle strength, time for chair stand, balance, flexibility, depression, falls efficacy, fear of falling, and numbers of fall at the baseline and at the 12th week. Numbers of fall and fall injuries were monitored for 16 weeks(12-weeks intervention plus 4-week follow-up periods) using fall calendar. Each participant was given a calendar to record the numbers of fall per day for a month. The calendars were collected at the last week of each month. 1. Tai Chi exercisers showed significant improvement in the strength of knee flexors, and ankle dorsiflexors and plantarflexors compared to the control group. The experimental group had improvement in the strength of knee extensors while the control group did not, with no statistical significance. 2. Tai Chi exercisers reported positive change in the average time of chair stand as compared to the control group. 3. Tai Chi exercisers had significant improvement in flexibility as compared to the control group. 4. There was no significant difference in the depression between the two groups, even though the Tai Chi exercisers maintained depression score in the same level while the others were increased. 5. Tai Chi exercisers showed significant improvements in the falls efficacy as compared to the control group. The falls efficacy was significantly improved among the experimental group while the opposite was identified among the control group. 6. The experimental group reported the significant reduction of the fear of fall, whereas control group reported the opposite. 7. Of the 59 subjects for 16weeks(12weeks intervention period and 4weeks follow up), 9 (31.0%) of the 29 in exercise group and 15 (50%) of the 30 in the control group fell (relative risk=0.62. 95% CI 0.32-1.19), even with no statistical difference. The results suggest that the Tai Chi exercise program can improve the strength of knee flexors, ankle dorsiflexors and plantarflexors, chair stand. flexibility, falls efficacy, and fear of falling for the fall-prone elderly.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.77-99
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• 2016

The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn't show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of 'creative-convergence' gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.239-254
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• 2001

The in-depth learning course newly established in the 7th National Curriculum of Science is for students who have mastered regular subject matters on a science topic and want to learn it more deeply or by different ways. Individual learners have their own unique intellectual properties. The study examined the effects of in-depth science learning using multiple intelligence activities on the science inquiry abilities and interests of elementary school children. This study involved two fifth-grade science classes in Busan. Each class was assigned to comparison and experimental group. The science topics covered during the period of the study were Units of Matter and Earth. After studying each regular content formulated by the National Curriculum, the students of comparison group experienced traditional practices of in-depth science, whereas those of experimental one performed the Multiple Intelligence(MI) activities related to the content. Students of both groups were pre- and posttested using the inventories of Science Inquiry Ability and Science Interest. Also, after instruction on the topics, students were interviewed to collect more information related to their loaming. The results are as follows. First, the science inquiry abilities of children were increased by using activities based on MI during the in-depth science teaming. Two inquiry processes, that is, the Prediction which is regarded as one of the basic process skills in science and the Generalization regarded as one of integrated process skills showed statistically significant differences between the groups, although the differences of other skills not significant but more improvements in experimental group than comparison one. Second, the in-depth science loaming through MI contributed to the increasing of interests of the children in science. The scores on Science Interest measured in pretest and posttest with the two groups showed st statistically significant difference. For interest in science instruction, children of experimental group showed high level of interest for the various MI activities, and, although the comparison groups' level of the interest was low, they revealed that they want to experience the MI activities in future instruction of science. Interviews with the children randomly selected from the experimental group when they completed the in-depth programs showed that most of them had much interest in MI activities. Especially, they attributed significant meanings to the experiences of teaming with their friends and doing activities that they want to do. These findings have important implications about usefulness of MI in science instruction. The results also highlight the need for science teachers to provide a variety of experiences and to create environments which encourage the children to use MI to learn a science topic.

• Journal of Music and Human Behavior
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• v.12 no.2
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• pp.19-36
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• 2015

The purpose of this study was to examine the effects of rhythmic auditory stimulation (RAS) on gait parameters, with and without the presence of a melody, for adolescents with traumatic brain injury (TBI). Three adolescents with TBI received a total of ten individual RAS training sessions. At pre and posttest, spatiotemporal parameters including cadence, velocity and kinematic parameters were measured using the VICON 370 Motion Analysis System. The results showed no significant difference in gait velocity between the two conditions, thus the presence of the melody condition did not impact the outcome of RAS gait training. On the other hand, all participants showed improvement in gait function after RAS training. The cadence, velocity, stride length, and symmetry were increased and the stride time was reduced after training. The motion analysis demonstrated that the movement patterns of hip and knee joints improved, as they were more similar to normal gait, which indicates that the walkings tance became more stable. The research findings indicate that rhythm is the primary factor in mediating gait functions via RAS training. This study also supports that RAS training can effectively improve the gait function for adolescents with TBI.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.38-49
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• 2018

The nursing education with evidence-based practice(EBP) should set a differentiated education strategy according to the level of the learner, so that the students experience it step by step and it leads them to be skilled. The purpose of this study was to integrate and operate the EBP in the fundamental nursing classes of the second grade students and to verify the effectiveness on improvement of EBP basic competency of them. A non-equivalent control group pretest-posttest design was used. The subjects were 108 students in the second year of nursing at the two universities. The experimental group participated in the class for 8 weeks and 24 hours during the 15-weeks, second semester 2016 and the control group participated in general fundamental nursing class. Data were collected proactivity in problem solving, future use of EBP, and critical thinking disposition instrument and analyzed using SPSS/WIN 23.0 program with Chi-square test, independent t-test. The experimental group had a significant increase in proactivity in problem solving and future use of EBP compared to the control group. However, there was no significant difference in critical thinking disposition between the two groups. Findings indicate that the fundamental nursing class used EBP was an effective lesson to improve proactivity in problem solving and future use of EBP, which is the EBP basic competency for the lower grader. Long-term efforts are needed to improve the EBP competence and critical thinking of nursing students by curriculum appropriate to grade-based goals of EBP.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.102-112
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• 2016

The purposes of this study were to identify the effects of distraction strategies compared to usual pain management, and to compare the effects of passive and active distraction on pain responses of preschool children during immunization. A quasi experimental with non-equivalent control group posttest design was used. Participants for each group were 30 preschool children who visited a pediatric clinic to have influenza immunization. Children in experimental groups selected one of two distraction types. Pain responses were measured by children, parents, and researcher. Pain responses by children, parents, and researcher during immunization were significantly different between groups. Children in passive or active distraction group were more distracted than children in control group. Moreover, self-reported pain response by children($2.70{\pm}0.88$) and researcher($12.97{\pm}2.39$) in active group were higher than pain scores by children($2.27{\pm}0.64$) and researcher($10.63{\pm}1.65$) in passive group. Results of this study identified that distraction intervention is an effective method for decreasing pain responses in preschool children during immunization. Passive distraction is more effective than active distraction. Use of distraction strategies during immunization should be facilitated. Further research comparing distraction strategies by types and forms is needed.