• Educational Technology International
• /
• v.7 no.1
• /
• pp.39-57
• /
• 2006

Supporting individual or group learners through designing effective learning environment has been major concern for instructional technologists. In CSCL environment, the effectiveness of learning depends not only on the design of the learning incidences but also on that of psychological environment because in CSCL the learners encounter virtually a new environment deviate from the ordinary physical world. CSCL is one of the most demanding environment for learners and thus it requires a highly refined learner support mechanisms. The purpose of the research was to devise conceptual tools for supporting learners in CSCL environment. Especially, the researchers tried to develop special kinds of scaffolding that directly support the collaborative practice in the social and psychological dimension of the learner. Body of literature on scaffolding has been reviewed and effective CSCL environments were observed and analyzed. As a result of the study, the research proposes a new type of scaffolding, named as "collaboration scaffolding" as a conceptual tool for supporting learners in CSCL environment. Also the research suggests three subtypes of scaffolds as the most typical collaboration scaffolding; emotional scaffolds, facilitative scaffolds, and exploratory scaffolds.

• The Journal of the Korea Contents Association
• /
• v.7 no.2
• /
• pp.161-169
• /
• 2007

This study examines the effects of learner's metacognition and scaffolding types on problem solving processes by examined 49 undergraduates to identify effective scaffolding type in Web-based PBL. This study classifies problem solving processes as defining the problem, developing solutions, making selections and justifications for the Proposed solution(s), and monitoring the solution. Moreover, it classifies scaffolding types as subject-related scaffolding and process-related scaffolding. As a result, the upper metacognition group showed higher performance only in monitoring solutions than the lower metacognioon group. This study also showed that offered scaffolding effects are not statistically significant. However, the lower metacognition group showed higher performance when subject-related scaffolding was offered and the upper metacognition group showed higher performance when process-related scaffolding was offered in making selections and justifications for the proposed solution(s) and monitoring solution. This study, based on the result of research, can partially verify the effects of learner's metacognition on problem solving processes and interaction effects between scaffolding and metacogniton in Web-based PBL.

• Journal of The Korean Association of Information Education
• /
• v.10 no.1
• /
• pp.93-104
• /
• 2006

The purpose of this study is to examine the effects of GLAS(Guided-Learner Adaptable Scaffolding) strategies in web-based collaborative learning environments. Through the extensive literature reviews, web-based collaborative learning environments considering GLAS types were developed. 93 sixth graders were selected from a elementary school in Seoul, and they learned in the web-based system for 4 weeks. The results revealed that the impact of scaffolding on transfer of learning, cognitive overload by reflective scaffolding, learning motivation affected intrinsic scaffolding.

• Transactions of the Korean Society of Mechanical Engineers A
• /
• v.40 no.7
• /
• pp.679-683
• /
• 2016

Boilers of large-sized coal-fired power plants are being operated under very poor conditions such as continuous operation or repeating of start-up and shutdown for a stable supply of electricity. Thus periodic inspection and maintenance are required to ensure reliability of operation. The loads of existing scaffolding systems for the maintenance of boilers are concentrated in the lower parts structurally, which may cause a serial collapse of the overall scaffolding system when there are problems in some members. Therefore, in this study, a safe furnace scaffolding system is developed by dispersing the loads in the upper part, as well as minimizing the hazards of serial collapsing. In addition, for cases where the direct installation of furnace scaffolding is challenging owing to the structure of the boiler tube, a lifting system for the installation of furnace scaffolding is developed so that furnace scaffolding can be supported to secure the integrity of the power generating facility.

• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.51-76
• /
• 2007

The study was conducted to analyze the extent of students' creativity through the use of scaffolding composed of different kinds of experience in making insights on problem solving and to investigate the function of a new scaffolding type which is not used in accomplishing a phase of activity but in having an insight. The students' achievements in problem solving given the scaffolding for on-site experience were compared with those given the scaffolding using stories. Also, the extent of creativity of the first- and sixth- grade students using the two types of scaffolding were investigated as they carried out picture completion task from TTCT. The results of the study showed that the control groups not given the scaffolding in post-test did not advance in creativity but experimental groups given the scaffolding showed improvement in some subordinate elements after scaffolding. Moreover, scaffolding using stories were more effective in enhancing the students' creativity than the scaffolding using on-site experience.

• Communications of Mathematical Education
• /
• v.32 no.4
• /
• pp.495-517
• /
• 2018

This paper is based on the effects of Zone of Proximal Development and scaffolding theory of social constructivist, Russian psychologist Vygotsky. He insisted that a social interaction play a fundamental role in the development of cognition. This study is to examine the efficient of the scaffolding types in Math class. The ZPD is the distance between a student's ability to perform a task under adult guidances or with peer collaboration and the student's ability solving the problem independently. To conduct the research was grouped into an experimental first grader five students in H high school in Y county. After class, students were questioned through Semi-structured interviews. The results of this study are below. First, Students were satisfied with the class mixed micro-scaffolding types and Macro-scaffolding types and improved their math thinking ability and the ways of solving problems. Second, The results of the class showed that students' ability to perform a task was transferred to the higher level through the help of a teacher or peers. Students could have more time to listen to peers' opinions and to say their own thoughts freely than they were under the lecture method instruction. Third, Students were interested in math through the experimental class. That's because the appropriate help of the scaffolding type, a cooperate study, relative with real life, using an engineering tools. They made a change of perception.

• Journal of KIBIM
• /
• v.6 no.2
• /
• pp.12-18
• /
• 2016

The entire construction safety is significantly influenced by proper uses of temporary structures. However, in current practices, temporary structures are used without sufficient planning and analysis on their impact on safety. Consequently, problems in worker safety and loss of productivity are frequently caused related to temporary structures. This paper introduces an approach that uses Building Information Modeling (BIM) to automatically create temporary structures as part of construction plans and identifies potential safety hazards related to the temporary structures. In this study, the type of temporary structure is limited to scaffolding. Automation algorithms were developed and applied to (1) analyze daily construction site conditions (2) create required scaffolding objects, and (3) identify potential safety hazards related to scaffolding. A case study using a real-world construction project demonstrated that scaffolding objects were properly created based on user-input and potential safety hazards were successfully identified without human intervention.

• Journal of the Korean Society of Safety
• /
• v.35 no.5
• /
• pp.49-58
• /
• 2020

In domestic construction sites, when installing steel pipe scaffolding and system scaffolding, the guardrails are installed after the installation of the work platforms. This conventional guardrail system (CGS) is always exposed to the risk of falls because the safety railing is installed later. In order to prevent fall disasters during erecting and dismantling scaffolds, it is necessary to introduce the advanced guardrail system (AGS) which installs railings in advance of climbing onto a work platform. For the introduction of the AGS, the structural performance of the system scaffolding applying the CGS and the AGS was compared and evaluated. The structural analysis of the system scaffold (height: 31 m and width: 27.4 m) with AGS confirmed that structural safety was ensured because the maximum stress of each element of the system scaffolding satisfies the allowable stress of each element. As a result of performance comparison of CGS and AGS for each element, the combined stress ratio of vertical posts in AGS was 6.4% lower than that of CGS. In addition, in the case of ledger and transom, the combined stress ratios of AGS and CGS were almost the same. The compression test of the assembled system scaffolding (three-storied, 1 bay) showed that the AGS had better performance than the CGS by 9.7% (8.91 kN). The cross bracing exceeds the limit on slenderness ratio of codes for structural steel design. But the safety factor for the compressive load of the cross bracing was evaluated as meeting the design criteria by securing 3 or more. In actual experiments, it was confirmed that brace buckling did not occur even though the overall scaffold was buckled. Therefore, in the case of temporary structures, it was proposed to revise the standards for limiting on slenderness ratio of secondary or auxiliary elements to recommendations. This study can be used as basic data for the introduction of AGS for installing guardrails in advance at domestic construction sites.

• Journal of Trauma and Injury
• /
• v.29 no.1
• /
• pp.33-36
• /
• 2016

Traffic accidents involving agricultural machinery have been decreasing, but mortality is still high due to a lack of safety devices such as seat belts. Furthermore, secondary damage, such as abdominal impalement injury caused by loaded materials, is more likely to occur, and this type of injury leads to a poor prognosis. Impalement with pipes is often more fatal than other penetrating injuries because the diameter of the pipe is usually larger in size than other loaded materials. We report a case of a 72-year-old man with secondary abdominal impalement injury caused by a scaffolding pipe following a traffic accident.

• Proceedings of the Korean Institute of Building Construction Conference
• /
• 2021.05a
• /
• pp.32-33
• /
• 2021

When materials are to be transported vertically at the construction site, if the space is small, there is often a precarious situation in which materials are transported outside the scaffold or through the space secured by removing the safety footrest. In addition, if the safety foothold is removed, the reinstallation may not occur due to carelessness of a worker. To solve the problem of this particular case, we have created a safety foothold that is unnecessary to dismantle and can be opened.