• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.209-233
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• 2021

This study aims to obtain implications for educational information services for elementary school teachers by analyzing their information seeking behavior. The in-depth interview was carried out in-depth interviews with 11 elementary school teachers and it analyzed of the core roles and tasks of elementary school teachers, the required information and usage behavior of information sources. The study result showed that elementary school teachers perceived homeroom duties, teaching/learning activities, school duties, and other as their works and tasks, and the response to the importance of task performance was homeroom teacher, teaching-learning activities, school works, and other tasks. Also, elementary school teachers needed information in order of teaching-learning activities, homeroom teacher, school works and they used various information sources including web, interpersonal sources and book. Moreover, this study observed some factors that elementary school teacher mainly used web information source which other elementary school teacher developed and that they got teaching-learning materials from fellow teachers. Based on these findings, the author proposed teacher librarian share library based instruction materia in web resource, provide cooperative educational information service through learning community, and provide homeroom work material for elementary school teachers.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.487-509
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• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.323-330
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• 2017

Emotion in early childhood has been observed to make an important effect on behavioral development. The teacher has coached to develop good behavior based on considering emotional response rather than rational response. This study was to determine significance of emotional coaching for behavior development according emotion recognized by non-verbal measurement system developed specially in this study. The participants were 44 people and were asked to study in four experimental situation. The experiment was designed to four situation such as class without coaching, behavioral coaching, emotion coaching, and emotion coaching based on emotional recognition system. The dependent variables were subjective evaluation, behavioral amplitude, and HRC (Heart Rhythm Coherence) of heart response. The results showed the highest positive evaluation, behavioral amplitude, and HRC at emotion coaching based on emotional recognition system. In post-doc analysis, the subjective evaluation showed no difference between emotion coaching and system based emotion coaching. However, the behavioral amplitude and HRC showed a significant response between two coaching situation. In conclusion, quantitative data such as behavioral amplitude and HRC was expected to solve the ambiguity of subjective evaluation. The emotion coaching of teacher using emotional recognition system was can be to improve positive emotion and psychological stability for children.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.283-290
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• 2022

Sijo therapy is to overcome depression and establish the authenticity of existence. This study aims to investigate whether the image of Toegye's Sijo fuses the medical and scientific sensory experience with mental reaction. Toegye's Sijo is operated by the principle of activating vitality. The teacher's sijo is to help the principle of creating the authenticity of existence to overcome depression through the sensory experience and mental response of the human body and to change the life of existence now - here. Therefore, this study aims to prove the healing power of the fourth song of Toegye's Sijo . In the future, it is meaningful that the study of Sijo therapy on sensory experience and mental response is provided as a data for the development of programs to help medical student understanding.

• Korean Parent-Child Health Journal
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• v.10 no.1
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• pp.3-12
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• 2007

Purpose: The purpose of this study was to test a KPAAT(Korean Parent As a Teacher Test) and provide a basic data to develop parent education program. Methods: This is a secondary analysis study using 103 preschool mothers who were chosen from 2 kindergarten and child care center located at Kyounki-Do. Results: 1) Subjects' child-rearing attitude was above average at the point of $2.86({\pm}\;.20)$. 2) 16 sub-dimension(response to question, permissive attitude of play, control, control of play, expectation about child, understanding about learning, support of learning, encouragement of thinking, provision of imaginary play opportunities, support of play, encouragement of accomplishment motivation, propriety of child-rearing, affectional support, fixed idea, confidence about education, limitation) and 6 factors(response to question, permission of play, control & limitation, evaluation & support about child, encouragement of academic accomplishment, facilitation of the development of creativity) were above 2.50 except ($2.24{\pm}\;.29$) sub-dimension. 3) There was no significant difference statistically according to subjects' general characteristics. Conclusion: From this study, KPAAT can be utilized later childhood period. And nurses need to help mothers to have sound child rearing attitude.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.555-573
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• 2018

The purpose of this study is to identify the emotional language of math teachers in math class using text mining techniques. For this purpose, we collected the discourse data of the teachers in the class by using the excellent class video. The analysis of the extracted unstructured data proceeded to three stages: data collection, data preprocessing, and text mining analysis. According to text mining analysis, there was few emotional language in teacher's response in mathematics class. This result can infer the characteristics of mathematics class in the aspect of affective domain.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.155-164
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• 2022

Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners' emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG (Electroencephalogram) and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.73-88
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• 2019

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

• Advances in concrete construction
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• v.5 no.6
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• pp.587-611
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• 2017

This study focused on the influences regarding the use of polyepoxide-based polymer and silica fume (SF) on the fresh and hardened state properties of self-compacting lightweight concrete (SCLC) along with their impacts on electrical resistance and ultrasonic pulse velocity (UPV). To do so, two series of compositions each of which consists of twelve mixes, with water to binder (W/B) ratios of 0.35 and 0.4 were cast. Three different silica fume/binder ratios of 0, 5%, and 10% were considered along with four different polymer/binder ratios of 0, 5%, 10%, and 15%. Afterwards, the rupture modulus, tensile strength, 14-day, 28-day, and 90-day compressive strength, the UPV and the electrical resistance of the mixes were tested. The results indicated that although the use of polymer could enhance the passing and filling abilities, it could lead to a decrease of segregation resistance. In addition, the interaction of the SF and the polymeric contents enhanced the workability. However, the impacts regarding the use of polymeric contents on fresh state properties of SCLC were more prevalent than those regarding the use of SF. Besides the fresh state properties, the durability and mechanical properties of the mixes were affected due to the use of polymeric and SF contents. In other words, the use of the SF and the polymer enhanced the durability and mechanical properties of SCLC specimens.

• Korean Journal of Occupational Health Nursing
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• v.8 no.1
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• pp.92-102
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• 1999

The purpose of this study was to investigate the correlation between spiritual wellbeing and hope, and perceived health status of teachers. Subjects for this study were 244 teachers sampled from middle schools in Kyungpuk. Data was collected from August 10, 1998 to August 30, 1998 using a self-reporting questionnaire managed by a trained interviewer. The measurement tool for spiritual wellbeing was a self-report questionnaire which consisted of 20 questions as 6 point Likert scale developed by Palautzian and Ellison(1982). The tool used do measure hope was developed based on a questionnaire consisting of 4 point Likert scale. Analysis of the data done by use of descriptive statistical methods, t-test, Pearson correlation. The result of this study are as follows : 1. The mean score for spiritual wellbeing was 82.32 and the range was 48-120. Among the components of spiritual wellbeing, the mean score for religious wellbeing was 39.23 and for existential wellbeing, 43.09. 2. The mean score for hope in the teacher group was 84.43, and in the school health teacher group, 88. 33, and this was statistically significant. 3. The response rate on good health for the perceived health status questions in the teacher group, 48.2%, and in the school health teacher group, 42.4%. 4. In testing the hypothesis concerning the relationship between spiritual wellbeing and hope, there was a strong positive correlation in both groups. In a comparison of coefficients of religious, existential wellbeing and hope, there was more stronger correlation in existential wellbeing than that in the other two. 5. In testing the hypothesis concerning the relationship between spiritual wellbeing and perceived health status, there was a weak positive correlation in both groups. 6. The mean score for spiritual wellbeing in the school health teacher group was higher than that in the teacher group and the difference was statistically significant. From the above results it can be conclude that : 1. There was strong positive correlation between spiritual wellbeing and hope. 2. There was correlation between spiritual wellbeing and perceived health status. 3. There was difference for spiritual wellbeing between the school health teacher group and the teacher group, and this was statistically significant.