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81.

Children's Experiences of Using an Interest Center Choice Name Tag during the Free Choice Activities

Jung Ae Ohm, Mi Seon Kim 이화여자대학교 교과교육연구소 Eastwest Education 23 Pages

이화여자대학교 교과교육연구소 Eastwest Education 2014, Vol.31 2 23-45 (23 pages)

Jung Ae Ohm, Mi Seon Kim 저
...
- 5,200원
children used the name tag. In other words, there was a rule on the number of children who could enter each interest center - the name tag played a role in making them follow the rule. Children could select the play, which they wanted truly, and could practice the planned play by themselves and could experience various plays. However, atmosphere of the classroom was competitive between the children who wanted to go into an interest center. The free play for the children was limited by the rule...
82.

Conceptualizing the Creative Process of Narrative Video Making:A Cross-Case Discussion of Three Learners’ Process

Jiyeon Lee 한국조형교육학회 조형교육 25 Pages

한국조형교육학회 조형교육 2013, 제 46집 15 361-385 (25 pages)

Jiyeon Lee 저
...
- 5,400원
a large proportion of contemporary imagery is generated in digital formats. According to Stankiewicz (2004), digital technology shapes and communicates with visual culture and changes image-making and image-reproduction. Thus, educating students in a systematic manner about digital media creation has become a significant part of art education. In addition, art education should allow students to approach the images in the works of art they create in terms of embracing their socio-cultural context...
83.

Art Museum for Life:The Role of the Norton Museum of Art for Seniors

Jungwon Lee 한국조형교육학회 조형교육 27 Pages

한국조형교육학회 조형교육 2013, 제 46집 14 333-359 (27 pages)

Jungwon Lee 저
...
- 5,600원
reasons; and (3) reverential reasons (Graburn, 1977; Falk & Dierking, 1992). Museums, then, serve the public in a wide variety of ways, as exhibition places for art and artifacts and, at the same time, as venues for social and educational events. Nevertheless, as Eisner and Dobbs (1988) have noted, many museums are culturally rich and pedagogically poor, as evidenced by the tendency of most visitors to reject the docent tour, refuse the audio-guide, and leave the catalogue unread at museums.
84.

How does the Constructivism Learning Theory Apply to the Gaudi Permanent Exhibition in the Gyeonggi Children' s museums?

Chung Misu 한국박물관학회 박물관학보 30 Pages

한국박물관학회 박물관학보 2005, 9호 7 163-192 (30 pages)

Chung Misu 저
...
- 5,900원
for children There are many reasons to visit the museums. The reasons include the desire to see beautiful objects, to accompany friends and farnily, to see a newly opened exhibition and unique collection, and to learn something People who go to museums think that they and their children need to be continually learning, continually searching for new information, continually intellectualising and aesthetically stretching, and they perceive museums as places to engage in this meaningmaking.
85.

장단기 고용량 카페인 투여가 청소년기 동물모델의 행동에 미치는 영향

박종민, 김윤주, 김하은, 김연정 한국기초간호학회 Journal of Korean Biological Nursing Science 7 Pages

한국기초간호학회 Journal of Korean Biological Nursing Science 2019, Volume 21, No 3 7 217-223 (7 pages)

박종민, 김윤주, 김하은, 김연정 저
...
- 3,000원
86.

뇌졸중 환자를 대상으로 한 병원 환경에서의 작업 기반 양측성 상지 훈련 프로토콜 개발

김선호, 김정란, 박혜연, 한아름, 김종배, 박지혁 대한신경계작업치료학회 재활치료과학 21 Pages

대한신경계작업치료학회 재활치료과학 2020, 제 9권 1호 2 24-44 (21 pages)

김선호, 김정란, 박혜연, 한아름, 김종배, 박지혁 저
...
- 5,000원
목적 : 임상 적용에 있어 효율적 적용이 가능한 작업 기반 양측성 상지 훈련을 위해 작업기반 중재의 활동 선정과 양측성 상지훈련의 주요 전략을 기본으로 한 프로토콜을 개발하는 것이었다. 연구 방법 : 델파이 기법을 활용한 연구의 절차는 총 3단계의 연구 과정으로 진행하였다. 첫 단계는 개방형 설문 개발 단계로 문헌고찰을 통해 1차 초안을 마련하고 초안을 바탕으로 한 예비연구를 통해 개방형 질문을 개발하였다. 두 번째 단계는 델파이 조사로, 개방형 델파이 설문을 통해 얻은 전문가들의 응답을 바탕으로 훈련...
87.

Virtual Reality in Cognitive Rehabilitation

Park Inn-Jee, O.D., Park Heung-Seok, M.S., O.T., Kim Tae-Hoon, M.P.H., O.T. 대한신경계작업치료학회 재활치료과학 10 Pages

대한신경계작업치료학회 재활치료과학 2012, 제 1권 1호 3 29-38 (10 pages)

Park Inn-Jee, O.D., Park Heung-Seok, M.S., O.T., Kim Tae-Hoon, M.P.H., O.T. 저
- 3,000원
88.

Enhancing Preschoolers’ Creativity through Creative Play-STEAM Activities in Malaysia

Ying Qin Tee 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 27 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2022, Vol.16 No.3 7 151-177 (27 pages)

Ying Qin Tee 저
...
- 5,600원
following the implementation were measured using Torrance’s Thinking Creatively in Action and Movement (TCAM) instrument. Findings of ANCOVA revealed significant difference between the overall creativity scores of preschoolers in experimental and control groups, F(1,53) = 5.23, p = 0.03, η2 = 0.09. Qualitative data also indicated that the activities were effective in promoting creative traits and processes among preschoolers. A creative play SEA model implemented in this study is postulated as...
89.

Critical Analysis of “Sustainability” in Korean Early Childhood Curriculum from Posthuman Perspectives

Hyunsun Suh 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 23 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2022, Vol.16 No.3 2 23-45 (23 pages)

Hyunsun Suh 저
...
- 5,200원
However, through the vison of an educated person of the curriculum, children were found to be relational beings, and in everyday encounters they influenced and interacted with various more-than-human others; there was room for the interpretation that not only children but also other beings exert agency. We live entangled with multiple species. This implies that early childhood pedagogy has the potential to broaden understanding and practice and generate vigorous debate on sustainability.
90.

The Role of Teachers in Furthering the Development of Social Competence in Young Children

Won Young Rhee 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 26 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2007, Vol.1 No.1 2 39-64 (26 pages)

Won Young Rhee 저
...
- 5,500원
of communication skills and emotional instability were the main difficulties the children faced. Regarding the changing play pattern, they passed through five distinctive stages: Staying alone, showing strong interest in the peer group play, going voluntarily to friends, actively playing with one or two friends, and finally becoming an active member of the peer play group. In improving children\'s involvement in peer group play the teachers played several important roles: Making them feel safe,...

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