Korea National University of Education is a South Korean national university which is located in Cheongju and dedicated to teacher training and educational research. It comprises four colleges and a student body of about 5,700. The university is widely regarded as the top South Korean university in the field of education. Wikipedia.
Park J.H.,KAIST |
Yang S.H.,Korea National University of Education |
Lee J.,KAIST |
Ko E.H.,KAIST |
And 2 more authors.
Advanced Materials | Year: 2014
The chronological progresses in single-cell nanocoating are described. The historical developments in the field are divided into biotemplating, cytocompatible nanocoating, and cells in nano-nutshells, depending on the main research focuses. Each subfield is discussed in conjunction with the others, regarding how and why to manipulate living cells by nanocoating at the single-cell level. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
Cho N.,Korea University |
Song K.,Korea National University of Education |
Lee J.K.,Chosun University |
Ko J.,Korea University
Chemistry - A European Journal | Year: 2012
A facile new protocol for the synthesis of iodinated derivatives of fluorinated benzothiadiazoles is demonstrated for the production of p-type semiconducting materials. The newly synthesized small-molecule compounds bis[TPA-diTh]-MonoF-BT and bis[TPA-diTh]-DiF-BT exhibited a power conversion efficiency of 2.95 % and a high open-circuit voltage of 0.85 V in solution-processed small-molecule organic solar cells. A facile new protocol was developed for synthesis of iodinated derivatives of fluorinated benzothiadiazoles as precursors for fluorine-substituted benzothiadiazole-based organic semiconductors 2 and 3, which exhibit enhanced intramolecular charge transfer compared to unfluorinated analogue 1 and hence improved photovoltaic performance in small-molecule organic solar cells (see figure). Copyright © 2012 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
Lee Y.,Korea National University of Education |
Lee J.,Chung - Ang University
Computers and Education | Year: 2014
The purpose of this study was to identify how pre-service teachers' self-efficacy beliefs for technology integration (SETI) can be improved during the coursework intervention, and which of the course factors (instructional media development skills, knowledge on technology, and lesson planning practice) has the highest impact on the SETI. This research also attempted to explore a more inclusive path of the direct and indirect influences between SETI and other non-course variables (computer use, teachers' attitude towards computers (TAC), changes in TAC). A total of 136 undergraduate students at a teacher education university in Korea participated in the study. Our data analyses illustrated significant increase of prospective teachers' SETI after their completion of education technology course resulting mostly from lesson planning practice. The hierarchical multiple regression revealed that the pre-service teachers with higher positive attitudes toward computers and greater ability for lesson planning showed higher increase in their levels of SETI. The path analysis indicated that these two factors influenced the SETI directly, rather than indirectly. Lesson planning practice did not affect pre-service teachers' attitudinal growth. Implications on effectiveness of the lesson planning and attitudinal factors on SETI, and suggestions for teacher education course design are discussed. © 2014 Elsevier B.V.
Kim J.-W.,Korea National University of Education |
Kim D.-Y.,Cheongju University
Metabolic Syndrome and Related Disorders | Year: 2012
Background: The percentage of obese postmenopausal women with metabolic syndrome is rising, and physical factors associated with the metabolic syndrome prevalence or incidence are also rising, including high body mass index (BMI), visceral fat area (VFA), low plasma sex hormone-binding globulin (SHBG) levels, and low cardiorespiratory fitness. Therefore, we investigated the influence of aerobic exercise on SHBG, body fat index (BFI), and metabolic syndrome factors in obese postmenopausal Korean women. Methods: Thirty healthy postmenopausal, women aged 53.46±2.4 years and with over 32% body fat, were randomly assigned to an aerobic exercise group (EX; n=15) or to a "nonexercise" control (Con; n=15) group. The primary outcome measurements were serum SHBG, lipid profiles, insulin levels, and metabolic syndrome factors. Secondary outcome measurements were body composition, VFA, blood pressure (BP), and homeostasis model assessment of insulin resistance (HOMA-IR). Results: Posttraining body weight and BFI (P<0.05), total cholesterol, glucose, and insulin levels (P<0.01), BP, and HOMA-IR (P<0.001) decreased, whereas SHBG (P<0.001) and metabolic syndrome factors (P<0.01) improved in the exercise group but not in the control group. SHBG levels also showed a significant positive correlation with high-density lipoprotein cholesterol (HDL-C) and significant negative correlations withglucose, diastolic blood pressure, fat mass, BMI, and percent body fat (P<0.05). Conclusions: Our findings indicate that aerobic exercise improves body composition, SHBG, insulin levels, and metabolic syndrome factors. These findings suggest that in obesepostmenopausal Korean women, 16 weeks of aerobic exercise is effective for preventing the metabolic syndrome caused by obesity. © Copyright 2012, Mary Ann Liebert, Inc.
Kim H.,Korea National University of Education |
Hannafin M.J.,University of Georgia
Computers and Education | Year: 2011
Situated, case-based approaches, featuring virtual teachers' activity and reasoning in university classrooms, may provide a viable alternative to immersive field-based apprenticeships. Despite widespread advocacy on situated teacher education, research on preservice teachers' situated learning remains rare. This study examined how preservice teachers gain situated knowledge about teaching with technology by engaging the experiences of practicing teachers through Web-enhanced, Case-based activity (CBA). Situated knowledge of exemplary teachers often espouses a constructivist epistemology and a student-centered pedagogy when they use computers for teaching. Also, their knowledge for teaching with technology requires linking computer skills with associated curriculum and pedagogical strategies. Based on this initial framework, in this study, preservice teachers' changes in perceptions and understanding about teaching with technology were documented over the course of a semester. A qualitative case study was used, and constant comparative methods were used to continually compare emerging themes and refine categories. Web-enhanced CBA helped most preservice teachers to both understand appropriate uses of technology and refined their perspectives by using experienced teachers' captured knowledge and practices. Research is needed to refine our understanding of situated case-based approaches' potential to promote both meaningful technology integration knowledge and skill and to address a range of everyday classroom teaching and learning issues, decisions, and practices. © 2011 Elsevier Ltd. All rights reserved.
Cheong D.,Korea National University of Education
Computers and Education | Year: 2010
The purpose of this research was to investigate the effect of practice teaching in Second Life on the change of preservice teachers' teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or collaborative teaching practice group as a part of a teaching methods and educational technology course. Both groups completed practice teaching sessions twice in Second Life and an instrument adopted for measuring of pre-service teachers' teaching efficacy beliefs was administered after each of three stages. The researcher collected data from both groups before the first practice teaching, after the first practice teaching session, and after the second session. Results from a Repeated Measure ANOVA indicated that the practice sessions influenced changes in participants' personal teaching efficacy but not teaching outcome expectancy. In addition, the results indicated significant difference between groups on their personal teaching efficacy after the second practice session, but not on teaching outcome expectancy. The difference between the two groups is attributed to the different methods in preparing for the practice session, practicing the teaching, and the reflection methods posed to each group of participants. This research suggests that pre-service teachers can gain valuable teaching practice in Second Life, and furthermore that collaborative practice teaching is more effective way than individual approaches to practicing teaching. © 2010 Elsevier Ltd. All rights reserved.
Yang S.H.,Korea National University of Education
Solid State Sciences | Year: 2013
Biosilicification (silica biomineralization in diatoms) has been intensively investigated for the in vitro formation of inorganic nanostructures under the ambient condition. It is known that biosilicification occurs at the interface of catalytic templates, derived by interactions between cationic polyamines and anions. In this work, nanostructures of silica thin films were controlled by exchanging counteranions of quaternized poly(2-(dimethylamino) ethyl methacrylate) with orthophosphate/pyrophosphate anions such as H 2PO4-, HPO42-, PO43- and P2O74-. Thickness of silica films and diameters of silica nanoparticulates were tuned at the nanometer scale. In addition, it was found that resulted silica structure highly depended on the structure of catalytic polymeric templates. © 2013 Elsevier Masson SAS. All rights reserved.
Kim H.-J.,Korea National University of Education
Physical Review E - Statistical, Nonlinear, and Soft Matter Physics | Year: 2014
We introduced simple microscopic non-Markovian walk models which describe the underlying mechanism of anomalous diffusions. In the models, we considered the competitions between randomness and memory effects of previous history by introducing the probability parameters. The memory effects were considered in two aspects: one is the perfect memory of whole history and the other is the latest memory enhanced with time. In the perfect memory model superdiffusion was induced with the relation of the Hurst exponent H to the controlling parameter p as H=p for p>1/2, while in the latest memory enhancement models, anomalous diffusions involving both superdiffusion and subdiffusion were induced with the relations H=(1+α)/2 and H=(1-α)/2 for 0≤α≤1, where α is the parameter controlling the degree of the latest memory enhancement. Also we found that, although the latest memory was only considered, the memory improved with time results in the long-range correlations between steps and the correlations increase as time goes on. Thus we suggest the memory enhancement as a key origin describing anomalous diffusions. © 2014 American Physical Society.
Korea National University of Education | Date: 2012-03-01
Provided is a method and apparatus for teaching biology by using a virtual plant or a virtual animal. The method is displayed on a display of a computer and includes collecting growth data of an actual living organism according to different environmental conditions at a predetermined time interval and storing the collected growth data; obtaining a growth equation for each of the environmental conditions based on the growth data; designing a growth animation of the virtual living organism for each of the environmental conditions based on the growth equation; and controlling a control panel screen to fetch the growth data and the growth animation and to display a change in growth of the virtual living organism when a user inputs environmental conditions of the virtual living organism on the control panel screen, to thereby provide high practicality and high educational effects.
Kim H.,Korea National University of Education
Internet and Higher Education | Year: 2011
Many educators and scholars have emphasized situated learning approaches for teacher education, as teachers have been considered to be the most important factor for effective teaching with technology. While web-based cases are used for situated learning in various ways, their effects on preservice teacher learning from situated perspectives still need to be explored. Accordingly, the purpose of this study was to verify the effects of web-enhanced, case-based activities as particular situated approaches by exploring how freshmen preservice teachers developed and used situated knowledge about teaching with technology during the course of a semester. The results indicate that preservice teachers developed and used situated knowledge about teaching with technology in terms of conceptual case knowledge (i.e., understandings of content, instructional strategies, students, lesson planning, and computer literacy) and socially shared identities and beliefs (i.e., computer as positive and helpful for learning) during case-based activity (CBA) projects to some extent. © 2010 Elsevier Inc.