• 영어어문교육
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• 제11권1호
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• Membrane and Water Treatment
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• 제9권6호
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• pp.455-462
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• 2018

The measurement and monitoring of the biochemical oxygen demand (BOD) play an important role in the planning and operation of wastewater treatment plants. The most basic method for determining biochemical oxygen demand is direct measurement. However, this method is both expensive and takes a long time. A five-day period is required to determine the biochemical oxygen demand. This study has been carried out in a wastewater treatment plant in Turkey (Hurma WWTP) in order to estimate the biochemical oxygen demand a shorter time and with a lower cost. Estimation was performed using artificial neural network (ANN) method. There are three different methods in the training of artificial neural networks, respectively, multi-layered (ML-ANN), teaching learning based algorithm (TLBO-ANN) and artificial bee colony algorithm (ABC-ANN). The input flow (Q), wastewater temperature (t), pH, chemical oxygen demand (COD), suspended sediment (SS), total phosphorus (tP), total nitrogen (tN), and electrical conductivity of wastewater (EC) are used as the input parameters to estimate the BOD. The root mean squared error (RMSE) and the mean absolute error (MAE) values were used in evaluating performance criteria for each model. As a result of the general evaluation, the ML-ANN method provided the best estimation results both training and test series with 0.8924 and 0.8442 determination coefficient, respectively.

• 한국과학교육학회지
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• 제17권3호
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권4호
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• pp.419-442
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• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• Parasites, Hosts and Diseases
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• 제54권3호
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• pp.261-264
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• 2016

As endemic malaria is not commonly seen in the United States, most of the cases diagnosed and reported are associated with travel to and from the endemic places of malaria. As the number of imported cases of malaria has been increasing since 1973, it is important to look into these cases to study the morbidity and mortality associated with this disease in the United States. In this study, we would like to share our experience in diagnosing and treating these patients at our institution. We did a retrospective chart review of 37 cases with a documented history of imported malaria from 1998 to 2012. Among them, 16 patients had complicated malaria during that study period, with a mean length of hospital stay of 3.5 days. Most common place of travel was Africa, and chemoprophylaxis was taken by only 11% of patients. Travel history plays a critical role in suspecting the diagnosis and in initiating prompt treatment.

• 대한지역사회영양학회지
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• 제5권1호
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• pp.63-73
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• 2000

The purpose of this study was to investigate the status of nutrition education at elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study . The results of this study are as follows. The average score on a test of nutrition knowledge was 4.40 out of 10, and teachers of Milyang districts type scored significantly higher on nutrition knowledge than teacher of Changwon rural and Milyang rural districts. Only 9.0% of the teachers had nutrition education training. 64.1% of th total had teaching experience in nutrition, 91.0% of that was being taught as a part of physical education and home economics. The information source for nutrition education was mainly guide books and magazine and newspaper articles. Current nutrition education was being taught mainly by lecture(85.0%) but the preferred methods of teaching in nutrition education were small group discussion(44.3%), role-playing(22.9%) and lecture(21.4%). Audio visuals aids were used by 45.5% of the teachers and the most common of them were VTR(43.1%) chart(22.4%) as preferred audio visuals aids of them were VTR(71.9%) adn actual model(14.1%)

• 대한수학교육학회지:수학교육학연구
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• 제9권2호
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• pp.473-491
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• 1999

The learning of mathematics happens in some situations. It is natural that students should learn mathematics in more appropriate situations. But, so far It has been hardly studied about concrete situation and milieu where math can be successfully taught. In today's math education, the situation of education as a external circumstance become realized more and more importantly with influence of open education. But they don't embody situation as an internal circumstance where the intrinsic concept of mathematics can be obtained. We started this thesis from this tried to answer it on the basis of Brousseau's question, have theory about the didactical situations. One of the purpose of this study is to understand the theory of didactical situations, which focuses on how we can elaborate situations which really make a mathematical notion function. In this study, It is attempted clarify some concepts of the theory of didactical situations. The other is to discuss about what the theory of didactical situations suggests us in math zeducation. The method of math teaching and learning and the teacher's role were discussed in the viewpoint of Brousseau's theory. Finally, We elaborated and presented some didactical situations which make the notion of the area of rectangle.

• 영어어문교육
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• 제17권1호
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• pp.1-16
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• 2011

Listening has been a neglected research area despite the crucial role it plays. The present investigation was aimed at examining how the provision of topical knowledge and learners' listening proficiency level affect learners' listening performance under four different preparatory activity conditions: topical knowledge, vocabulary list, language structure, and no activity. A total of 134 participants, assigned to the four different activity groups, took part in the study. The results revealed that the learners who were provided with topical knowledge before listening performed significantly better than the other learners, followed by the vocabulary list group and language structure group, which might be attributed to the activation of their content schemata. The learners who did not perform any preparatory activities achieved the lowest scores. When it comes to the impact of listening proficiency, it was revealed that learners' proficiency level had a significant influence on learners' listening performance, and there was a significant interaction between the learners' level of listening proficiency and preparatory activity. Providing relevant knowledge was effective for both higher level and lower level learners, whereas teaching vocabulary before listening was effective for higher level learners but was not for lower level ones. Based on the results, some pedagogical implications and suggestions for future research were discussed.

• 영어어문교육
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• 제15권3호
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.

• 보건교육건강증진학회지
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• 제2권1호
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• pp.113-121
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• 1984

How can the educator help learners to learn? The old way was to tell learners as much as possible, passing on the educator's knowledge. Now the educator acts as a helper. She will organise experiences which allow the learners to do health behaviors, she may utilize instructional materials, she may write downsome questions for a group of learners to discuss. In all these ways the teachers is helping learning. Some educators feel that they must do all the talking themselves. They feel that they are not really teaching the learners some new information, but this is quite wrong. In fact if a educatorgives a lecture and learners do not learn, then the educator is talking not teaching. So the devlopment of instructional materials is much needed to be a learner education. And the selection of materials may be very important for the level of maturity of the learners in interest, complexity of ideas, opportunity for self-identification, speed of learners' ability to observe and length of concentration. Author studied the several instructional materials which can be utilized in the field of dental health education and also studied their values, limitations and considerations when they are used. The learning activities are poster, puppet, model, mock-up, specimen, flannel board, chalk board, bulletin board, psychodrama, role play, field trip, exhibition, laboratory method.