• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of the Korean Chemical Society
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• v.62 no.5
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• pp.386-397
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• 2018

In this study, we investigated the characteristics of the PCK components in the chemistry units of middle school science teacher's guidebooks developed under the 2009 Revised National Curriculum. The analysis of the results revealed that the sub-components of topic-specific strategies, vertical articulation, and lesson objectives were systematically handled in most teacher's guidebooks. However, subject-specific strategies, assessment methods, and curricular changes were mainly dealt with only in the general guidelines. Experiments and inquiries, assessment questions, and assessment dimensions were lack of constructivist approaches in the aspect of presented contents or forms. Horizontal articulation and knowledge of students were either lacked in relevant content or presented in the form of simple presentation. Concepts and theories accounted for the largest proportion of teachers' guidebooks, but some of them were beyond appropriate levels. On the bases of the results, the implications for the development of the teacher's guidebooks are discussed.

• Journal of the Korean Geographical Society
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• v.31 no.1
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• pp.68-87
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• 1996

This paper investigates spatio-temporal changes in the international system of linkages among multinational corporate domestic decision-making centers and their overseas subsidiary centers for the period 1974-1991. During this period advances in information technologies and an ever increasing interdependent world economy have permitted the globalization of resource transfers, production techniques, service provision and financial transactions. Based on a network theory of internationalization, the study idenifies the dispersion of multinational control centers and the diversification of their linkage patterns. These tendencies are led by small and medium sized quaternary places as well as the rapid growth of service industries. Corporate headquarters cease to be tied together to big corporate and governmental centers but will disperse over time at global, national and regional level. Using information statistics, this paper confirms the dispersion patterns of capital flows and diversification of multinational control linkages. With an increasing trend toward a multicentric world system and the associated diecline of the global hegemony of a small number of largest cities, multinational control linkages should continue to disperse.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.1
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• pp.247-252
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• 2019

The diffraction properties of optical signals by multi-layered periodic structures is formulated in two-dimensional space by using Fourier expansions associated with basic grating profile. The fields in each layer are then expressed in terms of characteristic modes, and the complete solution is found rigorously by using a modal transmission-line theory(MTLT) to address the pertinent boundary-value problems. Such an approach can treat periodic arbitrary gratings containing arbitrarily shaped dielectric components, which may generally have optical properties along directions that are parallel or perpendicular to the multi-layers. This paper illustrates the present approach by comparing our numerical results with data reported in the past for simple periodic circular 2D structures. In addition, this proposed theory can apply easily for more complex configurations, which include multiple periodic regions with several possible canonic shapes and high dielectric constants.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.87-96
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• 2020

To use a hydraulic structure effectively, the velocity of a river should be known in detail. In reality, velocity measurements are not conducted sufficiently because of their high cost. The formulae to yield the flux and velocity of the river are commonly called the Manning and Chezy formulae, which are empirical equations applied to uniform flow. This study is based on Chiu (1987)'s paper using entropy theory to solve the limits of the existing velocity formula and distribution and suggests the velocity and distance formula derived from information entropy. The data of a channel having records of a spot's velocity was used to verify the derived formula's utility and showed R2 values of distance and velocity of 0.9993 and 0.8051~0.9483, respectively. The travel distance and velocity of a moving spot following the streamflow were calculated using some flow information, which solves the difficulty in frequent flood measurements when it is needed. This can be used to make a longitudinal section of a river composed of a horizontal distance and elevation. Moreover, GIS makes it possible to obtain accurate information, such as the characteristics of a river. The connection with flow information and GIS model can be used as alarming and expecting flood systems.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.