• Journal of Fashion Business
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• v.23 no.4
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• pp.68-85
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• 2019

The purpose of this study is to analyze the characteristics of the New-Hanbok styling of online shopping mall, and to also suggest a solution to the problems of the New-Hanbok styling and develop a progressive plan. The research method was to search six keywords related to 'Hanbok' in the search portal 'Naver' and select 14 Hanbok brand companies. A total of 412 pictures of products for the model used on main screen were analyzed among 14 companies. The results of analyzing the New-Hanbok styling are as follows. First, the New-Hanbok styling showed the unstructured characteristics like unconventional arrangement after getting out of the fixed form of traditional Hanbok styling elements. Secondly, diverse images were represented as the hairstyle and makeup were highlighted as the elements of New-Hanbok styling. Thirdly, the new, fresh, trendy, and fashionable New-Hanbok styling was shown through the mix-and-match of traditional Korean-style accessories and fashion jewelries. However, regarding the New-Hanbok styling shown in online shopping mall, the overlapped items were especially found while the difference in material, pattern, and color required to overcome this problem was insufficient. It was lacking in the styling consistency for the establishment brand image while the awareness of the importance of accessory styling was insufficient. The brand competitiveness of the New-Hanbok could be secured by raising awareness on differentiation, consistency, and importance through the styling elements such as item composition, material, pattern, color, hairstyle, makeup, and accessory of brand.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.341-348
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• 2022

Formulaic sequences are continuous or discontinuous series of words that are seemingly treated like single units. Formulaic sequences play a key role in language development, and formulaic sequences acquisition determines the success or failure of language development. This study proposes a reading aloud activity as a way for international students to learn formulaic sequences. A class focused on reading aloud was conducted with 41 international students taking a general English course at a university in Seoul. For 15 weeks, video lectures and real-time Zoom classes were conducted in parallel. The animated film Frozen was used as course material. In the video lectures, the teacher interpreted the movie script in easy Korean and read aloud formulaic sequences. Students were tasked with reading the sentences with formulaic sequences aloud, recording themselves reading aloud, and submitting their recordings. During real-time class meetings, students performed the activity of reading aloud the formulaic sequences they had studied in the video lectures. There was a significant increase in the interpretation and sentence writing of formulaic sequences in participants' post-evaluation compared to the pre-evaluation. Through the study's survey, students exhibited positive views in the affective domains.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.267-272
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• 2021

This study's purpose is to investigate the effects of reading movie scripts aloud in non-face-to-face general English courses on international students' English ability in the COVID-19 era. A general English class was delivered once a week for 15 weeks to 47 international students at a Seoul-based university. The animated movie Tangled and its script were used as learning materials. Biweekly, students had to watch video lectures using the university's learning management system(LMS) and read scripts aloud through Zoom. In the video lectures, the teacher went over specific vocabulary and interpreted the movie scripts in easy Korean. For the second activity through Zoom, international students read the movie script aloud individually and in groups. The post-test revealed significant improvements in both reading and writing, as compared to the pre-test. Through the study's survey, participants exhibited positive attitudes in affective domains(understanding, satisfaction, interest, and recommendation).

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.215-222
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• 2022

The purpose of this study was to analyze effects of blended learning on abilities to use smart-phone and applications among students with intellectual disabilities. To do this, 30 students with intellectual disabilities who were enrolled in special school and special classroom in Jellanam-do and Gwanju metropolitan city were selected for this study, and were placed experimental and control groups of 15 students. The experimental group was provided with blended learning in which direct instruction, anchored instruction, experience activities, and community-based instruction were combined, and the control group was provided with traditional teacher-centered lecture style intervention. Pre-, post-, and maintenance evaluations were conducted two weeks after intervention. The collected data was analyzed the repeated two-way ANOVA. In the result of study, the experimental group improved on abilities to use smart-phone and applications than control group. Blended learning is a teaching method that can be a usefully used when educating how to use smart-phone and applications to students with intellectual disabilities.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• Journal of the Korean Society of School Health
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• v.3 no.1
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• pp.48-58
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• 1990

This study was attempted to assess the effects of a long term regular sex education on the knowledge about anatomy and physiology of human reproductive organs and the attitude toward sex of second grade high school girls. The study population included 1,678 high school girls(542 educated second grade girls, 972 not educated second grade girls and 164 pre-educated first grade girls) attending in 3 high schools located in Kyungnam province. The data was collected by guestionnaire to assess knowledge of sexual anatomy and physiology and the attitude toward sex from 21 to 24 December 1988. The results were as follows: Most of students (educated group 99.3%, not educated group 98.1%) agreed to necessity of sex education. Among students 70.8% did not talk about their sexual problems with their parents and 30.1% of educated group obtained spxual knowledge from their teachers. There were significant differences between level of knowledge on anatomy and physiology of reproductive organs, secondary growth spurt, V D, pregnancy and contraceptives of educated group and not educated group (P < 0.01). There was significant difference between positive attitude about sexual intercourse before marriage, artificial abortion and family planning slogan of educated group and not educat.ed group (P < 0.05, P < 0.01). There were significant differences between degree of agreement about acquaintance with the other sex, knowledge of acquaintance with the other sex, talk freely with friend, parent and teacher of educated group and not educated group (P < 0.05, P < 0.01). Statistics revealed that high school girls of not educated group had less knowledge about acquaintance with the other sex than educated group (P < 0.01).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.466-472
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• 2020

The purpose of this study is to explore how to use location data for peer relations of infants in free-choice play activities. For this study, location data was collected using wearable devices for 14 students in one class at an early childhood education institution in Chungnam. For the pre-processing of the collected location data, a smoothing technique was applied to recover missing values during the collection process, and the data was visualized using Python's Matplotlib. Subsequently, the movement distance, distance between infants, and interaction types of infants were extracted from the location data using the formula. As a result of the study, it was possible to derive 1) change in moving distance, cumulative value, average value, 2) change in distance and average distance value between infants, and 3) change and trend in interaction type according to the passage of time. These results can provide valuable information on the process of forming peer groups for infants in situations where it is difficult for a teacher to closely observe all members, and can be used as meaningful information for the design and operation of educational programs.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.65-82
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• 2017

The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.182-192
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• 2018

The purpose of this study was to examine the effects of school forest activities program on elementary students' science process skill and attitude toward science to make suggestions to help develop and extend the program. The subjects of the study were 49 students of two classes. One class of 24 students, experimental class, took developed 10 periods of school forest activities program. While the other class of 25 students, comparative class, took ordinary teacher driven periods using photo materials and study papers. Before and after the program, pre and post test were done. The results of this study can be summarized as follows: First, the school forest activities program didn't have a meaningful effect on students' science process skill. Second, the school forest activities program had a meaningful effect on the improvement of students' attitude toward science. From the interview with experimental class, we could know that students had a favorable impression and high satisfaction level about the activities program.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.187-213
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• 2024

This study aims to investigate the impact of mathematical journal writing activities on sixth-grade students' mathematics anxiety and the 'writing' aspect of mathematical communication. For this purpose, 27 sixth-grade students participated in 14 sessions of mathematical journal writing activities while learning division with fractions and decimals. Mathematics anxiety was measured using a questionnaire, with pre- and post-test results statistically analyzed. Mathematical communication in the 'writing' domain was quantitatively measured using an analytical framework to track changes in levels. Additionally, 13 students were interviewed to examine the impact of journal writing on mathematics anxiety and mathematical communication in more detail. The study found that among the four main factors of mathematics anxiety, there was a significant reduction in the subject-specific and environmental factors. The average levels of 'expression' and 'explanation' in the 'writing' domain of mathematical communication gradually increased, with specific teacher feedback supporting improvements in students' communication levels. Based on these findings, the study suggests implications for the use and guidance of mathematical journal writing activities in school settings.