• Journal of the Korean Society for Marine Environment & Energy
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• v.7 no.1
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• pp.35-41
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• 2004

The yeongok stream originates at the natural park, Mt. O-dae and flows to the East Sea of korea, normally maintaining I or II grade of water quality and its average water flux is 352,100 ㎥/d. However, the typhoon 'Rusa', which occured on 31 August 2002, changed its watercourse and configuration, and the ecosystem was deeply damaged. Moreover, the hydrological characteristics were once more transformed, and the ecosystem was secondarily damaged during repair-work of destroyed bridges and elevations. After the flood disaster, the species diversity diminished 17% for attached diatom and 44% for aquatic animals. However, the earth and sand, dug from river bed during intensive repair-work throughout the entire stream, made diversity drop to 32% for the diatom and the aquatic animals were wiped out. Especially, fishes were totally destroyed except for some species such as Moroco oxycephalus in the upper stream. The yeongok stream has little contamination source and short water residence time due to the short length and rapid slope, and consequently a temporary deterioration of water quality caused by repair-work may be rapidly recovered, but it needs a long time to restore the damaged ecosystem.

• Journal of Animal Science and Technology
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• v.44 no.1
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• pp.75-86
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• 2002

Adequate forage amounts in ruminant animal are necessary for proper ruminal function in dairy cow. This study was carried out to determine the effect of total mixed fermentation feeds made by different green forage crops and grain processings on chemical compositions, RFV (relative feed value) and ruminal characteristics in sheep. The experiment was arranged in a split plot design with 4 replications. The main plot consisted of 6 kinds of green forages (corn, grass, rye, rape, alfalfa and oat) and the sub plots three different grain processings such as non-milling, half milling (7mm mesh over), and regular milling (7mm mesh below). And the different TMFFs (total mixed fermentation feeds) were analyzed for chemical composition and fed to 8 ruminally fistulated sheep for ruminal charactics and palatability. RFV, daily feed intake, acetate/propionate ratio of the rape-TMFFs were higher compared with the other treatment. Ruminal content of VFA (volatile fatty acid) of corn-TMFF was highest as 90.19 mmol% and pH of the feed was lowest as 3.82. But, acetic acid, propionic acid and butyric acid were no difference among treatments. In conclusion, the effect of grain proceeding was not appeared but if consider of only RFV, palatability and dry matter disappearance, grade of TMFF was improved in order of rape-, corn-, alfalfa-, grass-, oat- and rye-TMFF.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.18-28
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• 2017

The purpose of this study to understand attitude toward smart education of preliminary special teachers who major in special education and provide a foundation for establishing a systematic support strategy for preliminary teachers after graduation for applying smart education to their students. To this end, 230 students enrolled in special education programs were studied. The questionnaire to measure attitude toward smart education of preliminary teachers consisted of a total of 38 questions including cognitive, affective and behavioral attitudes. The questionnaire was analyzed using the SPSS Win 20.0 Program to calculated general statistic analysis such as mean and standard deviation, and the t-test, ANOVA and a post-verification method, Turkey were performed to determine if there was a difference between the individual variables. The analysis showed that the level of smart education behavior of prospective special teachers was 'moderate', and behavioral attitudes showed the highest level of behavior, and the affective attitude was the lowest. The result showed that the differences between grade is significant and attitude scores of seniors is higher than freshmen's. and there was a statistically significant difference in 'cognitive attitude' and 'behavioral attitude'as sub-factors of attitude by whether the practice teaching was conducted.

• Journal of Korean Neurosurgical Society
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• v.55 no.6
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• pp.321-330
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• 2014

Objective : Based on surgical outcomes of patients with infratentorial meningiomas surgically treated at our institution, we analyzed the predictors for surgical resection, recurrence, complication, and survival. Methods : Of surgically treated 782 patients with intracranial meningioma, 158 (20.2%) consecutive cases of infratentorial location operated on between April 1993 and May 2013 at out institute were reviewed retrospectively. The patients had a median age of 57.1 years (range, 16-77 years), a female predominance of 79.7%, and a mean follow-up duration of 48.4 months (range, 0.8-242.2 months). Results : Gross total resection (Simpson's grade I & II) was achieved in 81.6% (129/158) of patients. Non-skull base location was an independent factor for complete resection. The recurrence rate was 13.3% (21/158) and the 5-, 10-, and 15-year recurrence rates were 8.2%, 12.0%, and 13.3%, respectively. Benign pathology, postoperative KPS over than 90, low peritumoral edema, and complete resection were significantly associated with longer recurrence-free survival rate. The 5-, 10-, and 15-year survival rates were 96.2%, 94.9%, and 94.9%, respectively. Benign pathology, postoperative KPS over than 90 and complete resection were significantly associated with a longer survival rate. The permanent complication rate was 13% (21/158). Skull base location and postoperative KPS less than 90 were independent factors for the occurrence of permanent complication. Conclusion : Our experience shows that infratentorial meningiomas represent a continuing challenge for contemporary neurosurgeons. Various factors are related with resection degree, complications, recurrence and survival.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.214-221
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• 2004

The purpose of this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method 3. For Method A, the textbook is used to explain the concept in the view of weight. For Method B, the textbook is used to approach the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, where they were divided into the Method A group and the Method B group. These study was carried out with pre-post on each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The results of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing a meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors,'the direction of atmospheric influence and the reason','the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor,'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1063-1074
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• 2015

In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.235-247
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• 2018

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.95-107
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• 2009

The purpose of this study was to investigate the effect of social skill training on the class cohesiveness of Elementary School students. The experimental group received 12 times of the social skills training for 6 week period. And each training session which lasted for 40 minutes took place twice a week. A total of 59 5th grade students in randomly selected two classes of D Elementary School in N. Gyongsang participated in this study. They were divided into the two groups, again at random; an experimental group(N=30, Male=18, Female=12) and a control group(N=29, Male=15, Female=14). In this study, the class cohesiveness performance test reorganized into 20 items for the level of elementary students by Shin-suk Gang, was applied, after complemented. And, the collected data were analysed through SPSS 14.0. T-test was applied to find out the difference of the average between the experimental group and the control group and the average difference in the pre-and post-test of the experimental group alone, and to see whether the control group and the experimental group are homogeneous. The research design of this study is pre-and post-test control group design. The result of this study is as follows: The result of Independent t-test and Paried t-test on the cohesiveness score and sub-factor scores tells us that the experimental group which received the social skills training showed better achievement that deserves our attention compared to the control group. This result suggests that student's class cohesiveness(class atmosphere, mutual trust, morale, a sense of unity, communication) is positively affected by the social skill training. Accordingly, social skill training which develops class cohesiveness can be an effective strategy for elementary school students to make them more intimate and cooperative with their classmates.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.547-563
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• 2015

This paper aims at figuring out specific characteristics of affective attitude of gifted and talented in information, predicting follow-up activities and desirable direction of learning. Based on the analysis of this paper as educational directions and suggestions for elementary gifted and talented students in information are as follows: First, in gender ratio of gifted and talented in information, including the fact that ratio of boys is high, there remain the previous prejudice of higher information capability and it seems that girls who depend on external factors, parents and teachers should make more efforts to help girls trust their own capability in information science and lead them to give more value to attribution of efforts for achievement in information science. Second, as grade is higher, motivation to learn information science and attitude for success in information science among sub-elements of attitude to information science, motivation to seed positive recognition to higher graders is required. Third, in screening and selecting gifted and talented students in information, attitude to information science should be considered as main cause and the existing gifted and talented students in information should be prompted to improve their attitude to information science with value on effort for information science.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.648-657
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• 2012

This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).