• Journal of the Korean earth science society
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• v.21 no.4
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• pp.359-368
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• 2000

The purpose of this study is to develope and apply NIE programs related to sub-chapter 'The Change of Weather and Circulation of Water' in 2nd grade science text book of middle school, and thereby to investigate the effects of NIE approach on science-related attitude and teaming achievement of students, and interaction between treatment methods and students' learning ability. Subjects consisted of 2nd grade students of four classes in a girls middle school located at the southern part of Seoul. Four classes were divided into experimental and control groups by two classes randomly. The experimental groups have been instructed on the related-general concepts for six times and then received seven NIE programs developed by researcher for seven times. The control groups have received the instruction through the conventional teaching method. The NIE learning has been progressed following the steps using in the Iowa Chautaugua Program, e.g. invite, explore, propose explanation and solutions, and take action. NIE programs, e.g. project studying, topic studying and a crossword puzzle have been developed and applied using 'science first' approach of the STS instruction. Twenty questions related to social implications of science and leisure interest in science within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The results of this study can be summarized as follows. (1) NIE approach was more effective in progressing learning achievement of middle school students than conventional teaching method (p<.01). (2) Experimental groups show statistically significant improvement on science-related attitude than control groups (p<.01). There were no significant interactions between treatment methods and students' learning ability on learning achievement and leisure interest in science. The NIE approach were more effective than the conventional one on social implications of science, especially to low ability students.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.13-26
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• 2004

This study tried to suggest teaching and learning activities which can be effectively utilized in Home Economics Education by analyzing and suggesting “The objective and contents of personality education” in Home Economics Area in the curriculum of 7th Technology ＆ Home Economics. As a result, Personality education can be implemented in all areas of Home Economics Education. Especially in Home Economics Education, the following personality education can be implemented. First of all, it can teach the equality among family members by teaching the values of equality and respecting human rights. Secondly, it can teach to recognize and implement various values related to environmental protection. Thirdly, it can teach the ethics related to care which was claimed by Gilligan and other people - in other words, charity, forgiveness, friendship, love, sacrifice, concession, conversation, compromise and etc. Especially these kind of values are extended to also the ethics of care for others, neighborhood, and community not only for family care which was the traditional Home Economics education criticized as family selfishness. On the other hand, personality education in Home Economics Education is different from other subjects. It enables students to act through experiences not just emotion or knowledge by learning actual relationships among family members in daily life. This kind of feature is proving the fact that Home Economics Education can play a very effective role in achieving the objective of moral behavior The results of this study proves that Home Economics Education is an effective subject which can conduct personality education by the objectives and contents that are different from other subjects. This provides the reasonable cause for Home Economics Education to be an required subject in school curricula. Future study should be conducted as an empirical research to develop personality programs(activities for teaching ＆ learning) which can be implemented in Home Economics Education and to accumulate empirical data of such programs.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Journal of the East Asian Society of Dietary Life
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• v.6 no.1
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• pp.93-103
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• 1996

The effects of salt and temperature on changes of K value, IMP, free amino acids and histamine concentration in Makerel muscle during storage were examined. The content of salt was 0, 3, 5 and 10% and storage temperature was at 0, 8, 16 and 2$0^{\circ}C$. 1. Content of IMP was 607.3mg% In raw material and as storage temperature was decreased and as salt content was increased, the rate of decrease in IMP was slow. 2. K value of raw material was 14% and rapidly increased as temperature increased and salt content decreased. 3. The time required to reach at 50% in K value was 13.6-16.6 days at $0^{\circ}C$ and 1.4-3.3 days at 2$0^{\circ}C$ in 0-10% salt content. 4. Except taurine and histidine, the contents of all free amino acids were slowly increased during storage at $0^{\circ}C$ and in high salt content but at 2$0^{\circ}C$ and in 0% salt they were more rapidly increased. The contents of Ala., Glu., Val.., Leu., Lys., and NH$_3$ were rapidly increased than the contents of Phe., Gly. and Ile. 5. Taurine and histidine were rapidly decreased at high temperature and in 0% salt during storage. 6. The storage condition which produced more than 100mg% in histamine was 3 days at 16$^{\circ}C$(180mg%) and 2$0^{\circ}C$(443.5mg%) in 0% salt and was 10days (163.1mg) at 16$^{\circ}C$ in 3% salt.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.3
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• pp.85-96
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• 2013

Entrepreneurship courses and programs in Korean universities tend to increase steadily but seem to have some limitations. They are usually recognized as another domain of Business Administration. Entrepreneurship program is practical like Business Administration but should be much more interdisciplinary than that. Because Korean Entrepreneurship programs are in the early stage, they must be reinforced with factors such as education culture, faculties, curriculum and relationships with communities. This study aims to get some implications from Entrepreneurship programs have been run by universities in America in order to facilitate Entrepreneurship program in Korean universities. Based on 11 success factors found by our case universities' Entrepreneurship programs and Kauffman Campus, this study has drawn implications of critical success factors of Entrepreneurship programs as follow. First of all, because Entrepreneurship programs should focus on Entrepreneurship mind sets such as innovative idea generation and courage to overcome risk, it is more desirable that Entrepreneurship programs are introduced in all departments of universities such as Arts, Science and Engineering. These programs also need to take interdisciplinary approach and required to be opened from liberal arts course. In order to be sustained during all their academic careers, vision, mission and strategy for Entrepreneurship programs should be based on strong leadership and support of top leaders. Entrepreneurship culture of each university is also one of the most important success factors. Entrepreneurship programs not only as major programs but also as specific Entrepreneurship minors designed for departments such as Arts, Science and Engineering could be considered according to each university's situation. This study also suggest to make a motivation system for Entrepreneurship faculties, Ph d. programs for Entrepreneurship, communication network for Entrepreneurship programs and mentor system in community. To begin Entrepreneurship programs, it also needs to develop good education contents as many as possible. When it concerned with teaching method, project based 4 year program can be suggested to be effective and efficient. To introduce project based program that should be consistent till participants' graduation, university must prepare regulations to support team teaching, mentor and interdisciplinary cooperation. To dissipate the concept that Entrepreneurship is another version of management, this study support the idea that Entrepreneurship programs should be designed and run by independent and central-focused governance system, Entrepreneurship education center.

• Korean journal of applied entomology
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• v.5_6
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• pp.39-46
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• 1968

This experiment was conducted to study the effects of nitrogen, phosphorus, potassium, and sugar contents in the loaves of five different host plants on tile larval period, pupal period, pupal period, number of eggs in the ovary, and the tolerance of fall webworm larvae (Hyphantria cunea DRURY) to gamma-BHC. The results obtained in this study were as follows; 1. The contents of nitrogen, phosphorus, potassium, and sugar in tile leaves tested were varied with the species of the host plants and sampling time. 2. The larval and pupal periods were also varied with the host plants and generation of the fall webworm. The shortest larval and pupal periods were found in the mulberry and the longest ones in the apple tree, and their periods were shortened much more in the second generation. Except the relation between the larval period and tile nitrogen content in the first generation, significant correlation could not be found between their periods and nitrogen, phosphorus, potassium and surgar contents. The nitrogen contents among the other chemical factors, however, might be much more influenced on their developing period. 3. The pupal weight and number of eggs in the ovary were also varied with the host plants. sex, and generation. In both generations, the greatest pupal weight and number of eggs per female were found in the mulberry and the least ones in the apple tree. No significant correlation could be found between the pupal weight and number of eggs per female and the chemical factors analyzed. However, only the nitrogen content seemed to be highly related to the pupal weight and number of eggs. 4. The tolerance of the fall webworm larval to gamma-BHC was highly varied with the host plants. The host order o( the larval tolerance level to gamma-BHC was box-elder, popla, platanus, apple tree, and mulberry. There was no significant correlation between the larval tolerance to the BHC and the chemical factors analyzed. However, the larvae fed on the host plant with higher pottassium content were shown a tendency to be higher tolerant.

• Korean Journal of Soil Science and Fertilizer
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• v.46 no.3
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• pp.163-172
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• 2013

The aquatic insect collected at six areas (each 2 for mountain area, plain field, and urban area) from 2009 to 2011 were classified to analyze the distribution and diversity of species. Frequency (number of aquatic insect: N), number of species (S), similarity index (C), richness index (R1, R2), variety index (V1, V2), evenness index (E1, E2, E3, E4, E5), and dominance index (D1) were investigated. Total N and S were 143 and 84, respectively. C matrix of 153 combinations was constructed with the average of 0.542. The average C of 3 years (0.659) was 9.9% P, more higher than the average C of 6 areas (0.560). The average values of the index of 18 plots were 2.28, 0.17, 1.24, 1.08, 0.07, 0.06, 0.01, 0.87, 0.31, 0.93 for R1, R2, V1, V2, E1, E2, E3, E4, E5, D1, respectively. The order in the coefficient of variation (CV) of the indicator for 18 plots was N (70.0%) > E3 (54.9%) > E1 (49.6%) > R2 (40.5%) > S (35.3%) > R1 (33.7%) > E2 (28.4%) > E5 (15.9%) > V1 (11.1%) > E4 (6.3%) > V2 (5.1%) > D1 (4.8%). The correlation matrix with 66 combinations between the indexes was constructed with statistical significance for 33 combinations. However, R1, V1, E2 and D1 were the proper indexes to represent species diversity of aquatic insect based on the correlation matrix and the theory of statistical independence. The richness index was highest in mountain, variety index in urban area, and evenness index in plain field. However, the dominance index was lowest in urban area.

• Management & Information Systems Review
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• v.36 no.5
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• pp.121-149
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• 2017

This study looks into individual entrepreneurship engaged in an enterprise; the effect of creative efficacy and internal and external networks on organizational commitment based on the previous studies. The hypothesis, the internal and external networks constructed in social context by individuals in the relationship between individual entrepreneurship and organizational commitment; and mediating effect through creative efficacy obtained by the previous experience can be in existence, is to be confirmed through an empirical study. The analysis data is collected from 244 of currently working employees via a survey. The determination of employee-oriented study is summarized as follows: first, the promotion of employee's individual entrepreneurship is significant as well as of the leader for the result of organizational commitment, because there are positive effects between the individual entrepreneurship and organizational commitment. Second, the internal and external networks owned by individuals affect one's own outcome as the internal and external networks of enterprise mediate the relationship between individual entrepreneurship and organizational commitment. Third, it is confirmed that the confidence in individual creativity is an essential factor as creative efficacy exhibits a mediating effect in relationship between individual entrepreneurship and organizational commitment. Particularly, it is verified that an enterprise is in need to expand education or programs not only for networks leading to an outcome but also for creativity improvement of affiliated individuals from the fact that creative efficacy, a hybridized concept of creativity and self-efficacy studied in the previous research, mediates the relationship between individual entrepreneurship and an outcome. In the conclusion, additional implications are offered; the thresholds and frameworks for the study are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.763-773
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• 2017

The purpose of this study is to investigate the impact of Argument-Based Inquiry (ABI) strategy on student's character competency. For this study, 51 grade 11 students (two classes) were selected to the role assignment (ABI-R group) and 46 students (two classes) were assigned to the non-role assignment group (ABI group). In the result, the role assignment group (ABI-R group) showed a statistically higher change in character competency than the group without role assignment (ABI group). Particularly, the ABI-R group has significantly higher grade than ABI group in empathy, responsibility, and respect among the sub-factors of character competency. However, in the case of the cooperation factor of character competency, the ABI group showed statistically significant higher grade than ABI-R group. The results of this study showed that Argument-Based Inquiry (ABI) as teaching and learning strategies in science can contribute to the enhancement of human character competency. In addition, we suggest that students should be actively involved in the class through role assignment, but it is necessary to present the class situation so that they can be actively engaged according to the problem situation rather than being fixed in a given role.