• Journal of the Korean Geotechnical Society
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• v.29 no.8
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• pp.75-84
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• 2013

Soil freezing is a phenomenon arising due to temperature difference between atmosphere and ground, and physical properties of soils vary upon the phase change of soil void from liquid to solid (ice). A heat-transfer mechanism for this case can be explained by the conduction in soil layers and the convection on ground surface. Accordingly, the evaluation of proper thermal properties of soils and the convective condition of ground surface is an important task for understanding freezing phenomenon. To describe convection on ground surface, simplified coefficient methods can be applied to deal with various conditions, such as atmospheric temperature, surface vegetation conditions, and soil constituents. In this study, two methods such as n-factor and convection coefficient for the convective ground surface boundary were applied within a commercial numerical program (TEMP/W) for modeling soil freezing phenomenon. Furthermore, the numerical results were compared to laboratory testing results. In the series of the comparison results, the convection coefficient is more appropriate than n-factor method to model the convective boundary condition.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.1-17
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• 2020

The purpose of this study is to develop and evaluate the effect of a teaching-learning plan for teaching about Hanbok to high school students. Results of this study are as follows. First, learning themes in the teaching-learning plan were selected so that the learning objectives could be achieved by gradually advancing from understanding to exploring and finally practicing. Teaching and learning activities for conceptual classes focused on students' exploration and thinking processes. For Making project, students were asked to complete a group artwork using characteristics and images of Hanbok while applying creative thinking and collaboration. Second, the teaching-learning plan was evaluated by comparing students' pre- and post-test scores of knowledge in, perception of, and attitude toward Hanbok; and by analyzing students' journal of reflection and teacher's observation diary. The mean scores of high school student' knowledge, perception and attitude of the post-test were significantly higher than those of pre-test. The content analysis showed that students gained extensive knowledge toward Hanbok and found new values through their classes. Making practices with generation of creative ideas and collaboration has been effective in training a self-directed and a creative learner.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.657-666
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• 2014

To identify the gifted, it is essential to perform overall evaluation on cognitive and affective aspects considering all the characteristics of the science gifted. Nowadays, not only cognitive factors but also affective factors are being emphasized. Among the affective factors of the gifted, the task commitment is an important factor to describe the gifted and their outstanding achievements. From this research, by measuring the characteristics of task commitment shown in the science gifted, this can offer good implications regarding the selection of the gifted and the education. We developed the rubric of the gifted students by analyzing the students' experience of showing task commitment. By applying the rubric, we measured the levels by areas of the characteristics of task commitment shown in the experiences which the science gifted had by deeply exploring the cause or the principle. To better understand the characteristics of the science gifted students' task commitment, each and every students' characteristics were specifically described. The students' task commitment can be measured objectively and effectively by using the measuring tool in the form of rubric based on the characteristics of the task commitment. Specifically describing the students' characteristics on the basis of their performance criteria is the grounds for the level judgment and enhances the understanding of the characteristics of students' task commitment.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• Child Health Nursing Research
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• v.9 no.3
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• pp.309-322
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• 2003

Purpose: This study was carried out to show the parental child-rearing attitudes perceived by daughters(woman college students), who were in the process of pursuit of resonable values, ethics and preparing for marriage and settling down, and another purposes were to help them to have positive attitudes toward their child-rearing in the future and set up preliminary parenting education program. Method: The subjects were 120 woman college students who were freshmen to junior in one university in Seoul. Using the self-report questionnaire, data were collected from December in 1999 to March in 2000. The contents which subjects wrote down were categorized by content analysis method. Result: 1) The age range of subjects were 19-25 years old and main rearer was mother(85.84％). 2) The perception of parent's child-rearing by subjects were revealed 555 statements and then tied together 50 themes: 'emphasizing on studying hard'(8.3％), 'doing by oneself'(5.6％), 'sternness'(5.2％), 'respect of personality'(4.5％), 'eagerness'(4.0％), 'humanity education'(4.0％), 'moderating in daily living'(4.0％), 'propriety education'(3.8％), 'sacrificing for children'(3.6％), 'expectation'(3.2％), 'concerning'(3.1％), 'parent-centered'(3.1％), 'giving a free hand'(2.9％), 'sharing with'(2.9％), 'consideration'(2.7％), 'over-protectiveness'(2.3％), 'hostile attitude' (2.2％), 'corporal punishment'(2.2％), 'expression of parental love'(2.0％), 'encouragement'(1.8％), 'family-centered' (1.8％), 'treating fairly'(1.6％), 'offering live experiences'(1.6％), 'exacting obedience'(1.62％), 'exemplary parental role' (1.6％), 'sexual discrimination'(1.6％), 'cooperation'(1.4％), 'giving favors'(1.4％), 'indifference'(1.4％), 'understanding' (1.3％), 'confidence'(1.3％), 'intimacy'(1.3％), 'pursuit of health'(1.3％), 'warm-hearted'(1.1％), 'stinginess'(1.1％),'broad-mindedness'(0.7％), 'granting'(0.7％), 'interfering'(0.7％), 'reproach'(0.7％), 'distinction of sex in household affairs'(0.7％), 'help'(0.5％), 'preparing for the future'(0.5％), 'disregarding'(0.5％), 'making environment'(0.4％), 'bringing up a child personally' (0.4％), 'comparing'(0.4％), 'religious life'(0.4％), 'good deed'(0.4％), invasion of privacy' (0.2％), 'controlling desire'(0.2％). 3) 50 themes were categorized by 18 categories once more: 'control' (13.2％), 'crazy for education'(12.3％), 'endeavoring'(8.6％), 'autonomy'(8.5％), 'home education'(7.7％), 'esteem' (6.67％), 'support'(6.67％), 'pursuit of healthy daily life'(5.6％), 'earnestness'(5.4％), 'disregarding personality'(5.4％), 'emotional bonding'(3.2％), 'imposing a burden'(3.2％). 'inhospitality'(3.1％), 'acceptance'(5％), 'discrimination'(2.3％), 'mature parenthood'(1.8％), 'strengthening family tie'(1.8％), 'psychological intimacy'(1.1％). 4) On the basis of this study, 3/5 of subjects(61.2％) perceived their parents had mature and autonomous child-rearing attitudes, and on the other hand 2/5(39.5％) of them perceived controlling, just forcing to work harder and personally disregarding attitudes. Conclusion: So we need to offer them nursing implementation such as preliminary parenting education program and parenting consulting like to strengthen positive perception and help improving in realistic, developmental child-rearing attitudes.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.264-275
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• 2003

The purpose of this study were to develop a smoking preventive education program for elementary students and evaluate it's effectiveness. This study was a quasi experimental study under the nonequivalent control group with pretest-posttest design. The subjects of this study were 62 who are attending elementary school(31 for each group), 2 different district elementary school. The subjects were matched by grade, similar in anti-smoking educational background of smoking, as well as their residence and income level of their families. The instruments used in this study was 18 criterion referenced test items modeled by Dick & Carey that were developed by researchers for evaluating the subjects' knowledge and attitude about smoking. A pretest was administered a week before treatment The program given to the experimental group is composed of the texts explaining the poisonous substances in tobacco, social and cultural harmfulness of smoking to the body and psychology, indirect smoking, smoking of pregnant women, motives of smoking, refusal skills of smoking; and for the subjects' understanding and the better results of study - pictures, role play, discussion, text through computer based multi-media, puzzle searching for hidden pictures, cross-word puzzle, and finally compensation. The data were collected for 50 days form mid- September to the end of October in the year of 2000, composed of formative evaluation, pre-test and summative evaluation via 2 sessions. Accordingly, the collected data were analysed by t-test, paired t-test, repeated measure ANOVA by the SAS program. This research summarize the findings as follows; 1. There was a significant difference in knowledge between the experimental group(after 1 wks t=10.4680, p=.0001; after 4 wks t= 9.310, p=.0001) and control group(after 1 wks t=0.0420, p= .9669; after 4 wks t= -0.378 p=.7079) in between the results of 1 and 4 week after education in summative evaluation (F=27.45, P=.0001). 2. There was non statistical significant difference in attitude between the experimental group (after 1 wks t=1.2292, p=0.2286 ; after 4 wks t=1.330, p=0.1935) and control group (after 1 wks t=0.1819, p=0.8569 ; after 4 wks t=0.2970, p=0.7685) in between the results of 1 and 4 week after education in summative evaluation(F=0.71, P=0.494). To sum up, the statistics of conclusive analysis evaluative for the children under school age of the 'knowledge acquisition' about smoking harmfulness. On the other hand, as there was already sound attitude about smoking, the evaluation of attitude was non significant difference between control group and experimental group, just there was partially significant difference.

• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.18-28
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• 2000

The Purpose of this study is to extend the understanding and knowledge of menopause by comparing menopausal symptoms of married women and nuns in order to improve health and the quality of life for women. In this study a questionnaires were distributed to 116 nuns and 121 married women, from forty to fifty nine years old in Daegu metropolitan city. This study used the measurement of menopausal symptoms (Cronbach's Alpha=0.96) corrected and complemented by this student with consideration of various literature centered around menopausal symptoms, suggested by Janette M. Perz as 51 questions including 4 realms; [mental psychological factors], [physical physiological factors], [eyesight factors], and [urinary generative factors] in order to measure the degree of menopausal symptoms. The results are as follows : 1. There was a significant difference between educational background, religion, occupation, leisure time, satisfaction of marriage or ascetic life, existence of hormonal treatment, name of medical operation, and existence of counselling about menstruation as general and physiological characteristics of the nuns' group and the married women's group. 2. The menopausal symptoms of the nuns' group and the married women's group according to order in which they were presented were; 'feeling tired and lacking in energy(1.71 points)' 'vision not clear or clouded(1.69 points)', and 'be forgetful (1.57 points)' in nuns' group. 'be forgetful (1.87 points)', 'vision not clear or clouded(1.83 points)' and 'feeling tired and lacking in energy(1.76 points)' in the married women's group. The symptoms which showed the highest rank of menopausal symptoms had a maximum score of 4 points. 3. There was a statistical a significance (t=-3.9807, p<.0001) between the two groups which showed, on an average, 57.92 points in the married women's group and 43.03 points in the nuns' group from 0 to 196 of the possible points of menopausal symptoms. In difference of menopausal symptoms by menstrual aspect of the nuns' group and the married women's group, there was statistically significant difference between the two groups, showing 44.81±26.07 score in the nuns' group and 72.33±35.29 score in the married women's group as the mean score of the groups with no menstruation(t=-4.1132, p=0.0001). 4. The differences in menopausal symptoms with respect to the general and physiological characteristics of the nuns' group and the married women's group were that the nuns' group showed less menopausal symptoms on all the items than that of the married women's group. Finally, in these results, the married women's group showed higher menopausal symptoms than that of the nuns' group. Especially as the score of menopausal symptoms since the climacteric was very high it is confirmed to be a new phenomenon. Accordingly, it is considered to be necessary to carry out an indepth study of the factors related to establishing a strategy for nursing service.

• Journal of the Korean Institute of Educational Facilities
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• v.1 no.1
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• pp.33-40
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• 1994

This study was taken to increase efficiency in reviewing documents of school facilities from the network of ERIV(Educational Resources and Information Center, USA). Outline of the ERIC network, and the structure, role, function of the ERIC thesaurus are introduced. A thesaurus have developed for information retrieval purpose provides the filing labels which permit information to be stored by one person and retrieved by another. As an information system grows, its thesaurus is systematically built and refined to the point where it represents, in a very special sense, the vocabulary of subject field. The Thesaurus of ERIC Descriptors represents such a vocabulary for the field education. An understanding of its origins, its function and its limitations, is just as important to the teacher, the student of education or the educational researcher as it is for the indexer or custodian of the information pool it represents. If the Thesaurus is understood and used in an appropriate way, it can give all educators not only insight into the ERIC system but also an increased awareness of the language of their field. A great many terms are necessary to describe the many aspects of education, and the task of relating them in even an approximately consistent way is an enormous one. The undertaking should be managed by people who not only know what they are talking about but who also should be able to predict what people in their field are lilely to be talking about in the near future. It should also enlist people who are willing to pay term to another within the system. To engage a large number of these two kinds of people over a long period of time is very likely to cost a great deal of money. There is very little proprietary value in producing such a list of terms, for it can very easily be copied, adapted, updated, etc. Thus, because of its high cost and low proprietary value, it becomes a task likely to be funded only by a government. A government has many ways of spending its money. However, after the decision has been made to spend money to produce an authority list, one must decide how this authority is to be delegated. The history of the development of the ERIC Thesaurus is the history of how this authority was delegated. Scientific research has thrived on efforts to define terms as precisely as possible. It is difficult to say with certainty, however, that solutions to social problems have thrived on a simple diet of scientific research. Contemporary crises demand new and imaginative ways of conceiving problems and talking about them. If this Thesaurus or any other scheme for normalizing or controlling language inhibits in the slightest measure the creative use of language, it is against it use. Only if the principles and details of the Thesaurus are misunderstood can it be used as a constraint on language in a negative sense. Students of education of every kind should see the The-saurus as an opportunity to become increasingly self-conscious about their language and thus about their assumptions and their approaches to educational problems.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.1-17
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• 1998

What does mean the statement that scientific reasoning is logical? In this study, we clarify the logical structure of the scientific explanation, prediction and the process of hypothesis testing. To simplify and identify the structure of scientific explanations and prediction more clearly, we used syllogism and presented various concrete examples. Especially, we showed that the logical structure of scientific explanation was well reflected in dynamics. Based on this analysis, it can be said that the deficit of students' understanding of dynamics is because that many scientific activities are focused on prediction rather than explanation. To explain the process of hypothesis testing, we reinterpreted the Wason's selection task as two stages: the process of prediction of experimental phenomena based on the presented hypothesis, and the process of the hypothesis testing based on the predicted experimental phenomena. And we suggested the reason of the logical fallacy of 'affirming the consequent' in science was because that many scientific relationships between the variables is one-to-one relationship, and compared this suggestion with the Lawon's multiple hypothesis theory. To check out the effect of content on the deductive reasoning, we reviewed some researches about psychology and psychology of science. And to understand the role of deductive reasoning in student's scientific activities, we reviewed researches about the analysis of students' responses in the task of conceptual change or evaluation of evidence and so on.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1049-1062
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• 2015

To understand the synergy of collaboration and to apply this understanding to education, an analysis of how a team solves a problem and the sharing of their mental models is needed. This paper analyzed two things qualitatively to find out the source of synergy in a collaborative problem-solving process. First, the sharing contents in team mental model and second, the process of sharing the team mental model. Ten gifted middle school students collaborated to solve an ill-defined problem called sunshine through foliage problem. The gifted students shared the following results after the collaboration: First, scientific concept prior to common idea or the idea that all group members have before the discussions; second, unique individual ideas of group members; and third, created ideas that were not originally in the personal mental model. With created ideas, the team model becomes more than the sum of individuals. According to the results of process analysis, in the process of sharing mental model, the students proposed and shared the most important variable first. This result implied that the analysis of the order of sharing ideas is important as much as finding shared ideas. Also, the result shows that through their collaboration, the gifted students' shared mental model became more refined and expanded as compared to their individual prior mental models. It is recommended that these results can be used to measure shared mental model and develop collaborative learning models for students.