• Journal of Science Education
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• v.33 no.1
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• pp.111-121
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• 2009

The purpose of this research is to survey elementary pre-service teachers' in understand the legal Units, focusing on seven basic unit such a 'm', 'm2', 'L', 'kg', 'K', 'cd', 's'. This study specifically investigates whether the students understand the legal units. The subjects were 1096 students from the University of Education in Jinju, Gyeongnam. Data was collected through a questionnaire which was designed by this research and checked by authority, and the frequency and percentage of responses to each question were obtained and analysed. The survey was the legal units on interesting, using the experience of confusing and understanding of elementary pre-service teachers. The Korea Government is regulating using traditional measures such as 'pyeong' or 'don' in commercial transactions change to adopt the metric system for as a subsidiary the first of July, 2007. The interesting of the legal units dose not exceed a positive answer to the question 52.1%. Their were answered that the experience of the confused of 60.1% in the life. How to do efforts for the settle down of the legal units that answered broadcasting>in class>a campaign>study and training by an academic year in oder. Findings show regardless of academic year, gender and from the department of liberal arts or the science department all the students knew very well that 'm' '$m^2$', 'L', 'kg' are included in the legal units, compared to the others low percentage of 'K', 'cd' and 's' the legal units. In case of time(s), women has correct answered 2.7 times than man. In case of academic year, except for the third-year students was not to exceed 50%. In case of from the department of liberal arts or the science department contrary to one's expectations increase of 50% or more correct answer while half the students scored in science. The elementary pre-service teachers are seems to thinking separate the legal units with their in university life. Also elementary pre-service teachers are the lack of interest on society. Their should be for settle down of the legal units through learning to class in university, newspapers, strengthen publicity activities of broadcast media's further more by maintenance efforts of the government.

• Proceedings of the Korea Technical Association of the Pulp and Paper Industry Conference
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• 2000.04a
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• pp.148-149
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• 2000

황금배는 1967년에 신고에 이십세기를 교배하여 1977년 1차선발과 1982년 2차선발을 거 쳐 1984년 최종선발, 명명한 품종으로, 당도가 높고 육질이 부드러워서 최근 몇년 사이에 캐 나다, 미국, 호주, 그리고 유럽 지역에서의 수요가 급증하고 있는 수출전망이 매우 밝은 품 종 중의 하나이다(92년 재배면적 lOha 수출량 5. 8M/T, 95년 재배면적 150ha 수출량 2 200.6M/T), 황금배는 비교적 대과이고 과형은 원형에 가까운 편원형으로서 사과 골든처럼 과피가 황금색이고 과육은 연황백색으로 투명하며 보기에 극히 미려한 특징이 있다. 아울러 육질이 유연치밀하고 과즙이 극히 많으며 당도가 높아 13$^{\circ}$ Bx이상, 15도 Bx까지 측정되는 둥 감산이 적화되어 맛이 극히 우수하다. 그러나 이러한 황금배는 동녹, 흑반병 등 병충해로 인한 상품가치의 하락으로 현재 수요를 충족시키지 못하고 있는 실정이다. 1 16세기부터 씌워진 과실봉지는 초기 병해충을 방지할 목적만으로 사용되어 왔지만, 현 재는 방균과 방충의 효과와 함께 자연현상의 최적화를 위한 차광성, 발수성, 투기성을 조절 하며 과실의 외관까지 영향을 미치는 바, 과실봉지의 기능성 부여를 위해서는 고도의 기술 력이 요구되고 있다 하겠다. 상기한 배에 방균방충처리된 과설봉지를 씌워서 재배하면 농 약 살포횟수를 줄이고 배에 농약이 직접 묻지 않아 배의 농약오염을 예방할 수 있으며, 봉 지 안으로의 해충이나 균의 침투를 원천적으로 봉쇄할 수 있다. 그러나 기존의 황금배용 봉 지는 비록 기타 병충해 피해를 방지하는 효과는 있었으나, 동녹을 억제하는 효력이 다소 미 흡하였다. 과피의 비정상적인 코르크화로 인해 발생하는 동녹은 과피의 물리적 할렬과 생리적 장 해에 의해 발생하는 것으로 알려져 있다(永澤 1940). 과실이 비대해짐에 따라 과피의 기공 (과점)이 할렬하면서 코르크화가 진행되는데 그 발생정도나 시기는 배의 품종에 따라 다르 나 일반적으로 코르크화는 기상조건, 특히 습도와 밀접한 관련이 있다고 알려져 있다 황금 배의 재배에 봉지를 적용하면 일반적으로 과피의 코르크화가 억제되는데 그러한 이유는 다 음과 같이 설명할 수 있다. 과실은 하루를 주기로 하여 수축과 팽창을 반복하면서 비대화하 는데 이러한 현상은 과실 내의 수분 조건에 따르는 것으로, 봉지재배의 경우 무대재배보다 단기간에 변화되는 습도의 범위가 좁아 급변을 방지하기에 과점의 할렬이 완화될 수 있다. 즉, 봉지를 씌웅으로서 봉지 내의 대기 환경이 외기보다 안정적으로 유지되고 직사광선이나 농약 및 마찰로부터 과실을 보호해 주기에 동녹이 어느 정도 방지될 수 있는 것이다. 그러나 기존의 황금배봉지는 동녹의 정도를 완화시킬 뿐 완전히 방지할 수 없었으며, 봉지를 적 용한 재배조건에서의 동녹발생 기구를 정확히 이해하지 못했었기에 효과적으로 봉지의 기능 을 개선하는 것이 불가능하였다. 과설의 미려도는 과실의 맛과 함께 그 가치를 결정짓는 중요한 물성으로서 우리나라 황 금배 재배환경과 특성에 알맞은 배봉지의 제작이 선결될 때, 배 품질의 향상, 안정된 공급이 가능하게 될 것이며 아울러 농가의 수업증대와 수출 경쟁력 강화가 이루어질 수 있을 것으로 판단된다. 이러한 측면에서 황금배 재배농가가 당면한 동녹발생의 문제점을 신속한 해결 을 위한 새로운 기능성 국산 황금배 봉지의 개발이 절실히 요구되고 있다. 위와 같은 문제를 해결하기 위하여 본 연구에서는 과실봉지의 종류간에 동녹발생 정도 가 상이한 점에 예의 주시하여 다양한 봉지의 적용실험을 통해 다음과 같은 결과를 얻었다. 황금배의 동녹 발생 정도는 배봉지의 발수성과 투기 및 투습도에 의해 크게 영향받는다. 상기한 바와 같이 과점의 코르크화로 인해 동녹이 발생된다고 할 때, 봉지 내의 습기 및 웅결수의 양은 황금배의 동녹에 중대한 영향을 미친다. 태양광이 내려찍는 낮 시간동안 황 금배는 증산작용을 하며 습기를 배출하는데 봉지 내의 온도가 높은 낮 시간 동안 수분이 습기로 존재하지만 기온이 급격히 떨어지는 일몰 이후에는 상대습도가 높아짐에 따라 결로 현상으로 인해 응결수가 된다. 이때 응결수와 접촉한 과피는 건조한 상태보다 세균의 침입 이 용이할 뿐만 아니라 기공(과점)의 호홉에 지장이 초래됨에 따라 과점의 할렬이 더욱 조 장되어 코르크화를 유발하고 결과적으로 동녹이 발생한다고 판단된다. 따라서 만일에 봉지 의 투기, 투습도가 양호하여 봉지 내의 과다한 수분이 충분히 배출될 수 있었다면, 수분의 응결을 피하고 동녹을 완화시킬 수 있을 것이라 판단되었다.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.

• Journal of Korean Society of Disaster and Security
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• v.6 no.1
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• pp.65-72
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• 2013

In this study, the early suicide prevention program was applied to the elementary school students and compared the prior & post effect of the program, and verified the status of psychology change like emotional status, or temptation to take a suicide, and presented the possibility as a suicide prevention program. The period of adolescence is the very unstable period in the process of growth being cognitively immature, emotionally impulsive period. It is the period emotionally unstable and unpredictable possible to select the method of suicide as an extreme method to escape the reality, or impulsive problem solving against small conflict or dispute situation. Many stress of the student such as recent nuclear family, expectation of parents to their children, education problem, socio-environmental elements, individual psychological factor lead students to the extreme activity of suicide in recent days. In this study, the scope of stress experienced in the elementary school as well as idea and degree of temptation regarding suicide by the suicide prevention program were identified, and through prevention program such as meditation training, breath training and through experience of anger control, emotion-expression, self overcome and establish positive self-identity and make understanding Self-control, Self-esteem & preciousness of life based on which the effect to suicide prevention was analyzed. The study was made targeting 51 students of 2 classes of 6th grade of elementary school of Goyang-si and processed 30 minutes every morning focused on through experience & activity of the principle & method of brain science. The data was collected for 20 times before starting morning class by using Suicide Probability Scale(herein SPS-A) designed to predict effectively suicide Probability, suicide risk prediction scale, surveyed by 7 areas such as Positive outlook, Within the family closeness, Impulsivity, Interpersonal hostility, Hopelessness, Hopelessness syndrome, suicide accident. Analytical methods and validation was used the Wilcoxon's signed rank test using SPSS Program. Though the process of program in short period, but there was a effective and positive results in the 7 areas in the average comparison. But in the t-test result, there was a different outcome. It indicated changes in the 3 questionnaires (No.7, No.14, No.19) out of 31 SPS-A questionnaires, and there was a no change to the rest item. It also indicated more changes of the students in the class A than class B. And in case of the class A students, psychological changes were verified in the areas of Hopelessness syndrome, suicide accident among 7 areas after the program was processed. Through this study, it could be verified that different results could be derived depending on the Student tendency, program professional(teacher in charge, processing lecturer). The suicide prevention program presented in this article can be a help in learning and suicide prevention with consistent systematization, activation through emotion and impulse control based on emotional stress relief and positive self-identity recovery, stabilization of brain waves, and let the short period program not to be died out but to be continued connecting from childhood to adolescence capable to make surrounding environment for spiritual, physical healthy growth for which this could be an effective program for suicide prevention of the social problem.

• Korea Science and Art Forum
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• v.32
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• pp.319-334
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• 2018

This research is a case study to make sure the enhancement of students' imagination and creativity through developing and applying the Literature-Art-Science Integrated Education Program. Its research object was totally 25 persons of 29 students of the 1st to the 4 th Grades from Gunsan Sulsan Elementary School. Its research period lasted for 4 months from September to December, 2017, and I, as the research place, used the art room at Gunsan Sulsan Elementary School. The programs were totally 10 sessions with a unit of 1 session per each grade for 2 hours from 1:00 to 3:00 in the afternoon from Monday through Friday. I fixed ten themes of this program-eight plane modeling, and two solid modeling, and finished the work of storytelling during summer vacation. And I arranged their levels as low:middle:high(3:5:2) ones. The former was 'A Film of Monster Gorilla'(L), 'Learning the Spirit of Gyeongju Choi's Family'(M), 'A Tale of My Friend Made of Natural Materials'(L), 'The Reading of My Dream'(M), 'Gathering the Objects in My Mobile'(M), 'A Mock Trial of Marrying Off'(M), 'Painting My Favorite Children's Poem'(H), and 'Painting My Favorite Children's Song'(H), and the latter was 'Seeking for a Bluebird in My Mind'(L), and 'Making My Cherished Object' (M). Then I used the unique art expression technique per each theme, which were in sequence marbling, Korean paper art, combine painting, collage, imaginary painting, imaginary painting, play dough art, imaginary painting techniques. And I delivered to the students the scientific knowledge in terms of growing or manufacturing processes of materials used for making artworks. Prior to and after the processing this program, I surveyed about the students' ability of integrated thinking and emotional experience by 'Figure B Type' and 'Figure A Type' of The Torrance Tests of Creative Thinking, and took statistics with the resultant data. And I executed a paired t-test in order to verify the significance of mean difference in the result of investigation with those data. From the analyzed result according to the elements of creativity and the mean quotients of creativity, there showed a significant difference (t=3.47, p<.01) in 'fluency', and also a significant difference(t=3.59, p<.01) in 'creativity.' Judging from the statistic values of two fields such as the student's ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed the enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, etc. as such is as follows : Firstly, from this program being proceeded as art-centered STEAM class, the student's systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, self-confidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using ten art expression techniques. Thirdly, the student's mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student's self-confidence was further instilled when presenting famous artists and their artworks in the introduction and finale of ten art expression techniques. Likewise, the statistic values on the fields of student's ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.1-22
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• 2006

The purpose of this study is that I should look for a desirous directions about home economics by studying the requirements and perception of the high school parents who have finished the course of home economics. It was about 600 parents whom I have searched Seoul-Pusan, Ganwon. Ghynggi province, Choongcheong-Gyungsang province, Cheonla and Jeju province of 600, I chose only 560 as apparently suitable research. The questions include 61 requirements about home economics and one which we never fail to keep among the contents, whenever possible and one about the perception of home economics aims 11 about the perception of home economics courses and management. The collections were analyzed frequency, percent, mean. standard deviation t-test by using SAS program. The followings is the summary result of studying of it. 1. All the boys and girls learning together about the Idea of healthy lives and desirous human formulation and knowledge together are higher. 2. Among the teaching purposes of home economics, the item of the scientific principle and knowledge for improvements of home life shows 15.7% below average value. 3. The recognition degree about the quality of home economics is highly related with the real life, and about the system. we recognize lacking in periods and contents of home economics field and about guiding content, accomplishment and application qualities are higher regardless of sex. 4. The important term which we should emphasize in the subject of home economics is family part. 5. Among the needs of home economic requirement in freshman, in the middle unit, their growth and development are higher than anything else, representing 4.11, and by contrast the basic principle and actuality is 3.70, which is lowest among them. 6. In the case of second grade requirement of home economics content for parents in the middle unit young man and consuming life is 4.09 highest. 7. In the case of 3rd grade requirement of economics contents in the middle unit the choice of coming direction and job ethics is highest 4.16, and preparing meals and evaluation is lowest 3.50.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

• Cartoon and Animation Studies
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• s.37
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• pp.107-142
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• 2014

The purpose of this study is to examine the effects of the teaching English factors on student's communicative competence and motivation by using animation at the College. To achieve this purpose, this study presented an effective integrative teaching model to develop students communicative competence. The study created animation based teaching English model by using the animation of Frozen and applied it to lectures. Using animation in the classroom was a creative English teaching technique involving authentic activities like English dram, English guide contest, and various communicative activities A case study on the use of the animation in English classes at was examined and the language teaching syllabus were provided. In order to investigate the motivation and proficiency of learners, the writer chose 79 students who took the lecture. The study discovered the students' motivation and proficiency in English improved significantly. The results of experiment are as follows: First, using animation in the English class was found to have meaningful influence student's intrinsic motivation to learn English. Second, using animation in the English class was found to be effective for developing student's English proficiency. Third, appropriate materials should be selected and applied it to the real classroom activities. In conclusion, one of disadvantages of learning is less communication and the authentic interaction in a real life, so that the integrative teaching methodology which is combined English content and English animation content is also the effective method to improve student's intrinsic motivations in the age of global village.

• Archives of design research
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• v.20 no.3 s.71
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• pp.299-314
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• 2007

For the past 20 years, the growth and development of university-design-educational institutes contributed to the industrial development of our country. Due to the technological fluctuation and changes in the industrial structure in the latter half of the 20th century, the enterprise is demanding professionally-oriented design manpower. The principle which appears from instances of the advanced nations is to accommodate the demands in social changes and apply them to educational design programs. In order to respond promptly to the industrial demand especially, the advanced nations adopted "multidisciplinary design education programs" to lead innovation in the area of design globally. The objective of the research consequently is to suggest an educational system and a program through which the designer can be educated to obtain complex knowledge and the technique demanded by the industry and enterprise. Nowadays in order to adapt to a new business environment, designers specially should have both the knowledge and techniques in engineering and business administration. We suggest that the IPDI, a multidisciplinary design educational system and program is made up of the coordinated operation of major classes, on-the-job training connection, educational system for research base creation, renovation design development program for the application and the synthesis of alternative proposals about the training facility joint ownership by connecting with the education of design, business administration and engineering.