The influence of water depth on kinematic and spatiotemporal gait parameters during aquatic treadmill walking     

Taeyou Jung  Yumi Kim  Hyosok Lim  Konstantinos Vrongistinos 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(3):297-307

The purpose of this study was to investigate kinematic and spatiotemporal variables of aquatic treadmill walking at three different water depths. A total of 15 healthy individuals completed three two-minute walking trials at three different water depths. The aquatic treadmill walking was conducted at waist-depth, chest-depth and neck-depth, while a customised 3-D underwater motion analysis system captured their walking. Each participant’s self-selected walking speed at the waist level was used as a reference speed, which was applied to the remaining two test conditions. A repeated measures ANOVA showed statistically significant differences among the three walking conditions in stride length, cadence, peak hip extension, hip range of motion (ROM), peak ankle plantar flexion and ankle ROM (All p values < 0.05). The participants walked with increased stride length and decreased cadence during neck level as compared to waist and chest level. They also showed increased ankle ROM and decreased hip ROM as the water depth rose from waist and chest to the neck level. However, our study found no significant difference between waist and chest level water in all variables. Hydrodynamics, such as buoyancy and drag force, in response to changes in water depths, can affect gait patterns during aquatic treadmill walking.  相似文献   

The education of academically gifted students in South Korea: Innovative approaches in shadow education     

Young Chun Kim  Jaeseong Jo  Jung-Hoon Jung 《European Journal of Education》2020,55(3):376-387

Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students.  相似文献   

Platform War vs. Platform Synergy? A Longitudinal Analysis of Media Substitution between Personal Computers and Mobile Devices     

Su Jung Kim  Vijay Viswanathan  Hye Mi Lee 《广播与电子媒介杂志》2020,64(2):65-88

ABSTRACT

Research on media substitution theory has examined substitutional and/or complementary relationships between new and existing media. This study focuses on the growth of mobile platforms and investigates the relationship between mobile devices and personal computers. Using Nielsen’s panel data that provide electronically recorded media usage (N = 2,396), this study analyzes yearly changes in time allocation to mobile devices and PCs at total and content-specific usage levels during mobile 4G transition. Results suggest a complementarity dynamic between mobile devices and PCs; however, the patterns were more nuanced in light of the role of individual and structural factors when determining media choice.  相似文献   

Assessing and tracking students’ problem solving performances in anchored learning environments     

Brian A. Bottge  Enrique Rueda  Jung Min Kwon  Timothy Grant  Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552

The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.

Brian A. BottgeEmail:

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OCCUPATIONAL/CAREER INDECISION FOR ECONOMICALLY DISADVANTAGED HIGH SCHOOL STUDENTS OF HIGH INTELLECTUAL ABILITY: A MIXED‐METHODS COGNITIVE PROCESS MODEL          下载免费PDF全文

Jae Yup Jung  Marie Young 《Psychology in the schools》2017,54(7):718-735

A mixed‐methods design was employed to identify the cognitive processes that lead to occupational/career indecision for economically disadvantaged adolescents of high intellectual ability. In the first phase, interview data collected from 26 economically disadvantaged intellectually gifted Australian adolescents were analyzed using grounded theory to develop two alternative models of cognitive processes that lead to occupational/career indecision. In the second phase, these models were quantitatively tested and refined using structural equation modeling of survey data collected from 917 economically disadvantaged intellectually gifted Australian adolescents. The finally accepted model, identified using a competing models strategy, suggested that valuing the thoughts of family on general matters is positively predictive of a desire to live up to one's potential and the experience of amotivation about the occupational decision. In turn, occupational amotivation appears to be positively associated with occupational indecision, but negatively associated with multipotentiality and a desire to fulfill one's potential.  相似文献   

A young child’s dialogic appropriation of programmable robots     

Sung Eun Jung  Kyunghwa Lee 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):394-410

This qualitative case study explores a 6-year-old boy’s dialogic appropriation of programmable robots. The study was conducted in two robotics education programs for children aged four to seven. Drawing on Bakhtin’s (1981) notion of appropriation, we found that the focal child actively engaged with the programmable robots by (1) transforming the given features of the robots, (2) hybridizing the programming practice with the ordinary practices of his peer culture and (3) constructing his own perspective on the agency of robots and the meaning of programming. We argue that the ways in which the focal child engaged with the programmable robots went beyond mere adoption of the robots but rather took the form of dialog.  相似文献   

Educational effects of the Tools of the Mind curriculum: A randomized trial     

W. Steven Barnett  Kwanghee Jung  Donald J. Yarosz  Jessica Thomas  Amy Hornbeck  Robert Stechuk  Susan Burns 《Early childhood research quarterly》2008

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.  相似文献   

Exploring the forward citation patterns of patents based on the evolution of technology fields     

Su Jung Jee  Minji Kwon  Jung Moon Ha  So Young Sohn 《Journal of Informetrics》2019,13(4):100985

Forward citations of patents have been used extensively to capture the impact of technological knowledge. However, our understanding of the factors shaping patent citation patterns remains limited. One of the main limitations is the lack of scholarly attention paid to the dynamic influences arising from the evolution of technology fields. From an evolutionary perspective, technological impact is not simply determined by the static attributes of a technology itself; it is also dynamically affected by changes in the external conditions. Drawing on this viewpoint, this study suggests a model for understanding patent citation patterns by reflecting the evolution of the technology fields to which each patent belongs. Four such factors are explored: technology cycle time, potential of technological convergence, popularity of the technology field, and technological novelty. Based on the proposed model, we show how expected citation patterns can change as a result of different scenarios for technology field evolution. We conduct a case study of patents in the information technology and healthcare industries to show citation patterns of patents across heterogeneous industries as well as those within an industry. Contributions to the innovation literature and research investment decisions are discussed.  相似文献   

Cultivating divergent thinking in mathematics through an open-ended approach     

Oh Nam Kwon  Jee Hyun Park  Jung Sook Park 《Asia Pacific Education Review》2006,7(1):51-61

The purpose of this study was to develop a program to help cultivate divergent thinking in mathematics based on open-ended problems and to investigate its effect. The participants were 398 seventh grade students attending middle schools in Seoul. A method of pre- and post-testing was used to measure mainly divergent thinking skills through open-ended problems. The results indicated that the treatment group students performed better than the comparison students overall on each component of divergent thinking skills, which includes fluency, flexibility, and originality. The developed program can be a useful resource for teachers to use in enhancing their students’ creative thinking skills. An open-ended approach in teaching mathematics suggested in this paper may provide a possible arena for exploring the prospects and possibilities of improving mathematical creativity.  相似文献   

Students’ perceptions of classroom instructional environments in the context of ‘Universal Design for Learning’     

Michael M. Abell  Eunjoo Jung  Matthew Taylor 《Learning Environments Research》2011,14(2):171-185

Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and methodological considerations are provided for future study.  相似文献