• Educational Technology International
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• v.11 no.2
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• pp.1-24
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• 2010

The study aimed to investigate the differential effects of visual and verbal scaffoldings on web-based problem solving performance. A quasi-experiment with 143 high school students in South Korea was administered. Each student's visualization tendency score was obtained at the beginning of the study. Based on the visualization tendency scores, students were divided into two groups; low and high level visualization tendency groups. Then each group was split in half and randomly assigned to one of the two lessons - one with visual scaffolding and the other with verbal scaffolding. The contents of the two lessons were the same. All students' performance was measured through an essay assignment for a problem solving at the end of the lesson. The result showed that the visual scaffolding group outperformed the verbal scaffolding group (F=22.54, p<.01), regardless of each student's visualization tendency level. The effect size was 0.81, indicating high practical significance. There was no statistically significant interaction effect between scaffolding modalities and students' visualization tendency levels. These findings imply that visual scaffolding is an effective strategy to promote students' problem solving performance.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2012.05a
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• pp.31-33
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• 2012

Movable scaffolding has been used to work in high places. The scaffolding is economical and convenient to move to other places, but it has the risk of falling down. This paper proposes a fixed bracing system to prevent the falling down of a movable scaffolding, and evaluates its usability by making a small-sized model. Further studies of structural stability, safety, and economical efficiency is necessary to use the system practically.

• Journal of Information Technology Services
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• v.14 no.1
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• pp.115-128
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• 2015

As the life expectancy of human beings gets longer and our society changes into highly competitive arena, the implementation of online adult learning is growing, and therefore the learners in self-regulated scaffolding learning environments is becoming an important topic. This study is to investigate the main effects of scaffolding and self-regulation and the interaction effect on discussion participation and comprehension in online learning environments. To do this, ninety-nine adults taking online learning courses with the open university in Korea were investigated. Adult learners were divided into one of the four groups (no scaffolding, conceptual, strategic, and conceptual and strategic scaffoldings). Regarding self-regulation, learners were divided into two groups (low and high self-regulated) based on the mean score of subjective report of self-regulated learning. The results are as follows : First, 'strategic scaffolding' is more effective than 'conceptual scaffolding' in discussion participation (F=2.772, p < .05) and comprehension test (F=7.156, p < .05). Second, high self-regulated learners more actively participate than low self-regulated learners in discussion (F=6.230, p < .05), and achieve higher scores (F=4.863, p < .05). Third, there is no interaction effect between scaffolding strategies and the level of self-regulation. The theoretical and practical implications of these findings are discussed.

• Proceedings of the PSK Conference
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• 2003.10b
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• pp.121.2-121.2
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• 2003

Synthetic polymers, biological polymer such as collagen and gelatin are employed extensively as backbones in the construction of hydrogels or cell/tissue scaffoldings for various biomedical applications. In the present study, we investigated the effect of collagen and gelatin on the inducible nitric oxide synthase (iNOS) gene expression in the mouse macrophage cell line RAW 264.7. The production of nitric oxide and expression level of iNOS mRNA were induced by both of collagen and gelatin in dose-dependent manner. (omitted)

• Journal of the Korea Safety Management & Science
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• v.22 no.3
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• pp.1-8
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• 2020

The desulfurizers facility is cylindrical shape. To operate properly it needs nozzles cleaned, get rid of lime adhesion and sludge, repair the wear and corrosion of facility regularly. For this purpose, workers shall access the ceiling or vertical wall at high place. Ordinary scaffoldings such as steel pipe scaffolding or system scaffolding have been using so that workers can access them. With these ordinary scaffoldings, openings around cylindrical wall are inevitable which make workers can expose always to the risk of falling. The purpose of this study is to develop customized scaffolding to minimize the openings to prevent workers form falling during maintenance it. It consists of a hexagonal central tower and six trapezoidal outer towers. And the bracing among the towers have connected each other for self-standing and for maintaining the structure of towers. Span decks, the circumference footstools, steps, etc. are laid on each floor. The safety is reviewed by structural analysis and performance test. With this study, openings each floor of this scaffold are removed. The gap between the cylindrical wall and the edge of the work stage is approximately 100 mm. Therefore, we expect that workers can work safely and efficiently.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.683-700
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• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.

• Journal of the Korean Society of Safety
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• v.33 no.1
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• pp.73-80
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• 2018

According to the statistics publication of KOSHA, more than half of serious accidents at the construction sites were related to the temporary works and/or the temporary structures such as scaffoldings, shores, earth retaining walls, etc. The structural failures are occurred because of the overload acting on the structures or lack of performance of the one or more members of the structures. For the prevention of the collapse accidents relating to the temporary structures at the construction sites, we have to control construction processes not to occur the overload and also to control the performance and quality of each member of the temporary structures. MOLIT has amended the "Construction Technology Promotion Act" on Jan. 7th, 2015 to ensure the structural safety of the temporary structures. According to the Act, the designers of the construction design projects should check the structural integrity of the structures including the temporary structures and the construction companies have to let 'the Relative Professionals' confirm the structural integrity of temporary structures, the shores(${\geq}5m$ high) and the scaffolds(${\geq}31m$ high), before construction. Also, MOLIT has amended the "Regulation for Construction Technology Promotion Act" on Jul. 4th, 2016 for quality management and testing of temporary equipments. According th this regulation, the construction companies and supervisors should manage and test the temporary equipments before using them. In this paper, the standard drawings of the shores(< 5 m high) and the scaffolds(< 31 m high) and the amended "Business Guideline for Quality Management of Construction Work" are presented. As the result of this study, MOLIT noticed the amended "Business Guideline for Quality Management of Construction Work" on Jul. 1st, 2017.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.703-728
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• 2012

The purpose of this study was exploring instructive methods to make each gifted child's ability develop as more by selecting the dynamic method instead of existing static method in teaching and evaluating science-gifted students in elementary school and by analyzing conceptual change of electric circuit. In this research, 11 science-gifted students in primary school were chosen, and Dynamic Science Assessment(DSA) intended to comprehension of scientific electric circuit concept was performed as focusing on scaffolding aspects in order to find the transition process. And then, the features on transition process of students' concept were analyzed in quality. The results of the study were checked that the features of useful scaffolding input with respect to comprehending concepts of science gifted-students by using DSA. The less familiar to approach the subjects, the more presented numbers of scaffolding showed. As coming toward transition and same questions, scaffoldings (interactions) were declined because their level of transition was higher than before. Various ways were used in helping the students comprehend the concept on the method of connecting electric circuit and the emitting amount of current, which acted to adapt to daily life.

• Korean Journal of Construction Engineering and Management
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• v.15 no.4
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• pp.77-85
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• 2014

A construction temporary work is main process and importance trade section. It has many works and facilities such as temporary transfer equipments which tower crane, and lift, and architectural temporary facilities which temporary office, temporary warehouse, and site test laboratory, and construction temporary equipments which scaffoldings, work plates, construction supports, and forms to set and to use in under construction and to remove in the end. A technology system of construction temporary has very low availability of field works and needs improvements in Korea as construction site has a quick response about new requirements. This study is organized existing technology systems and new technologies for field works, and developed breakdown structure of construction temporary technologies to be a basic of temporary technologies as review with site managers. For this, it will improve to be a knowledge and information system as a research of a performance and an availability about a construction temporary technology index.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.