• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.515-529
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• 2020

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.

• Journal of Korean Home Economics Education Association
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• v.21 no.3
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• pp.45-64
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• 2009

The purpose of this study was to develope issue-centered teaching learning process plan for environment-friendly housing education and to apply it to the housing section of Technology Home Economics in a middle school. PRO-CON cooperative group model was used for the teaching learning process plans of 2-session lessons according to the ADDIE model. In the development stage, 7 activity materials and 20 teaching learning materials (4 reading texts, 12 pictures and photos, & 5 moving pictures) were developed for 2-session lessons. The plans applied to the 7 classes, 222 students, in the third grade of the G middle school in Gyeonggi-do during July 10th-17th, 2008. The results showed that the final pro-con was influenced by the rationals of juries' pro-con of each team and the representative's discussion besides one's environmental perspective. The intention to implement environment-friendly housing activities was significantly increased between before and after the lessons. The contents, methods, goals, and process of the 2-session lessons were evaluated over medium to somewhat higher levels. Those evaluations except methods and general satisfaction with the lessons were differed by sex, students' and their families' interests in environments but not by the type of housing. These results might support that pro-con cooperative group model of controversial issues on parking lot would be appropriate to environment-friendly housing lessons and could apply to broad issues on housing and various schools in other areas.

• Journal of the Korean Geographical Society
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• v.42 no.4
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• pp.540-559
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• 2007

The purpose of this paper is to analyse the locations and to interpret the landscapes of the local towns in Joseon Dynasty from Feng-shui's point of view. As a result of analysing the locations of towns in Gyeongsang Province, the towns which have typical Feng-shui landscapes make up to 58% of the total. Historically, the local towns that were established in the early period of the Joseon Dynasty didn't reveal Feng-shui's landscape, but those that were established in the late period of the Joseon Dynasty revealed the Feng-shui's landscape clearly. In this article, I classify the local towns of the Gyeongsang Province into 3 types: 1. Non Feng-shui type These towns are located near the seashore. The main reason that these towns were located at the seashore was defense against an enemy. 2. Semi Feng-shui type. These towns don't have natural location but have a man-made landscape, based on the principles of Feng-shui. 3. Typical Feng-shui type. These towns were typically administrational towns which were located at the center of a local region.

• Journal of the Korean Geographical Society
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• v.42 no.4
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• pp.582-600
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• 2007

In a long history of geography, a variety of regional concepts have been suggested to represent the particular situations in each period. Today, post-modem situations, characterized by the development of capitalism and globalization, demand a new variety of regional concepts. The regional characteristics, such as social relations, institutional systems, ideologies and symbolism, are now perceived basically on the level of subjectivity. Currently, it is the most urgent task to integrate many conflicting opinions among a variety of subjects into the one that would seek a voluntary consent from the majority of regional residents. In this paper, it is suggested that the concept of identity is the most efficient in examining and explaining the post-modem trend of a region: variability, subjectivity, mobility, changeability, Finally, it is suggested that a special attention should be paid to the role of institutions, that is institutionalization, in the construction of regional identity, to understand and interpret the cultural-historical aspect of a regional change.

• Reproductive and Developmental Biology
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• v.31 no.3
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• pp.161-167
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• 2007

In this study, we constructed and tested retrovirus vectors designed to express the human thrombopoietin gene under the control of the tetracycline-inducible promoters. To increase the hTPO gene expression at him-on state, WPRE sequence was also introduced into retrovirus vector at downstream region of either the hTPO gene or the sequence encoding reverse tetracycline-controlled transactivator (rtTA). Primary culture cells (PFF, porcine fetal fibroblast; CEF, chicken embryonic fibroblast) infected with the recombinant retrovirus were cultured in the medium supplemented with or without doxycycline for 48hr, and induction efficiency was measured by comparing the hTPO gene expression level using RT-PCR, western blot and ELISA. Higher hPTO expression and tighter expression control were observed from the vector in which the WPRE sequence was placed at downstream of the hTPO (in CEF) or rtTA(in PFF) gene. This resulting tetracycline inducible vector system may be helpful in solving serious physiological disturbance problems which have been a major obstacle in successful production of transgenic animals.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.133-147
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• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.61-76
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• 2007

The purpose of the study is to identify and understand problems existing in the middle school home economics practice rooms in Jeju Special Self-Governing Province. The findings are based on the examination and the analysis of the indoor environment and the condition of the facilities and equipment. Study method employs on-site research and a survey. The on-site research was conducted about temperature, humidity, intensity of illumination, and status of teaching instrument in 10 out of 41 middle schools in Jeju Special Self-Governing Province from August 16 to September 30, 2006. Meanwhile, the survey was implemented by mail for 95 teachers in charge of manual training and home economics education in 41 middle schools in Jeju from November 1 to 23, 2005. 64 questionnaires out of total 95 were collected, including those collected during the period of on-site research. Finally, 61 questionnaires which were effective among the answered ones were used for analysis. Collected materials were analyzed with the SPSS Win.12.0 program for frequency, percentile analysis. In conclusion, the study determines that the condition of the home economics practice rooms of the middle school in JSSGP in terms of temperature, humidity, lighting and ventilation is very inadequate. The structure of the practice room represents an inefficient work flow pattern. Further, the facilities and equipment are in a very poor condition because the facilities are old and the retention rate of teaching tools is low. Therefore, to address these problems, the study suggests that improvements on the facilities and equipment should be made and teaching tools should be replenished in accordance with the industry standard.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.851-868
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• 2004

The main purposes of this study is to develop a web-based STS biology instruction program (WB-STS) for the scientifically gifted students. The specific main research questions were as follows; 1. How can the WB-STS for biology education be developed and what are the primary components involved in it? 2. Is there any proper validity for developed the WB-STS in biology education? To solve the above mentioned problems, several procedures were applied. First, in order to develop WB-STS for the scientifically gifted students, NCISE, Renzulli' s Enrichment Triad Model and the Iowa Chautauqua program's main characteristics were analyzed systematically and the principles and general process for constructing WB-STS were examined. Additionally, the needs of students and the goals of Biology education were identified thoroughly. And then all these ideas were embodied in an agenda for constructing WB-STS. Second, to analyse the validity and utility of developing WB-STS, a questionnaire was developed and submitted to seven specialists and a group of twenty students who would participate in the experiment later. The main results of study are summarized below: First, WB-STS appeared to be successfully constructed based on Renzulli' s Enrichment Triad Model and the Iowa Chautauqua program. Its main features are that it was made emphasizing a learner-centered approach and constructive learning. It is composed of five steps: Scientific theme selection -${\rightarrow}$Exploration ${\rightarrow}$ Concept & Principle Check ${\rightarrow}$ Finding Solution ${\rightarrow}$ Action. Second, seven specialists and a group of students assessed the developed WB-STS's validity and utility with a questionnaire, the results appeared satisfactory. Students showed high interest in WB-STS and gave a positive evaluation of WB-STS.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.223-241
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• 2014

The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.151-162
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• 2020

Education is one of the priority sectors specified in Tanzania, and it has committed to provide 11 years of compulsory free basic education for all from pre-primary to lower secondary level. Despite the Government's efforts to provide free basic education to all children, there are 2.0 million (23.2 per cent) out of 8.5 million children at the primary school age of 7-13, who are out of school in Tanzania. The ICT class should be offered as a regular class in all secondary schools in Tanzania, recommended by the ministry of education. However, many schools are struggling to implement this mandate. Most of schools offer the ICT class with theory without any real hardware. Some schools were given with computers but they were not maintained for operation. There is a huge task to make ICT education universal. Main issues include: remoteness (off-grid area), lack of ICT teachers, lack of resources such as hardware, infrastructure, and lack of practical lessons or projects to be used at schools. An innovative blended ICT/STEM education program is being conducted not only for Tanzanian public and private/international schools, but also for out-of-school adolescents through institutions, NGO centers, home visits and at the E3 Empower academy center. For effective STEM education to take place and remain sustainable, more practical curriculum, and close-up teacher support need to be accompanied concurrently. Practical, project-based simple coding lessons have been developed and employed that students experience true learning. The effectiveness of the curriculum has been demonstrated in various project centers, and it showed that students are showing new interests in exploring new discovery, even though this was a totally new area for them. It has been designed for an easy replication, thus students who learned can repeat the lessons themselves to other students. The ultimate purpose of this project is to have IT education offered as universally as possible throughout the whole Tanzania. Quality education for all children is a key for better future for all. Previously it was hoped that education with discipline will improve the active learning. But now more than ever, we believe that children have the ability to learn on their own with given proper STEM education tools, guidelines and environment. This gives promising hope to all of us, including those in the developing countries.