• Journal of Korean Society of Forest Science
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• v.89 no.3
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• pp.440-451
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• 2000

This study was conducted in order to provide essential data and relevant management proposal to conserve and maintain big and old trees in a rational way. For the field survey, 77 big and old trees preserved by the laws in Chollabuk-do, Korea were investigated. The study results are summarized as follows : 1. To conserve and manage big and old trees, the valuable trees have been designated as natural monument trees and protection-needed trees. There are 141 individuals of 37 species designated as natural monuments and 10,049 individuals of 102 species designated as protection-needed trees. 2. Management budget for natural monument trees was devoted at 70% from the national expenditure, but that for protection-needed trees was devoted at 98% from the local expenditure. 3. Standardized sign boards and sign stones for natural monument trees were well placed and other protection facilities such as fences, branch supports and branch holdings were established. On the other hand, management of protection-needed trees was deficient overall. 4. Problems for designation process and management of protection-needed trees could include items such as insufficient management budget, various development activities, land ownership, misjudgement of tree age and species identification, unsatisfaction of sign board placement, insufficient surgery for damaged trees, pavement around tree root system and environmental pollution around the trees. 5. In order to improve the existing management methods of big and old trees, the following schemes were suggested : the development of practical criteria for natural monument and protection-needed trees, nationwide surveys of big and old tree resources, the security of national budget, securing sufficient spaces for the tree growth, specialization of management systems, extended practices of tree form management, establishment of permanent standard signs and consideration of opinions of village residents.

• Journal of the Korean earth science society
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• v.35 no.3
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• pp.203-212
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• 2014

It is important to explore ways that reinforce teachers' curricular expertise at the school level as the school curriculum autonomy expands. This study investigated teachers' curricular expertise that is required for teachers' professionalism, autonomy, and accountability to cope with the increasing school curriculum autonomy. Teachers in the future school are expected to explore and develop school level curriculum within a given school context. Through literature reviews, domestic and foreign case studies, and survey of teachers, this study examined difficulties in science teachers' exercise of their professionalism on curriculum organization and implementation at the school level. Difficulties in exercising teachers' curricular expertise include lack of actual autonomy in curriculum operation at the school level, inadequate infrastructures, demanding accountability based on students' achievement results, lack of time for reflection, and lack of recognition for teachers as independent curriculum designers. In the conclusion section, a couple of ways to solve these difficulties are suggested including expansion of actual autonomy, activation of teachers' participation in policy decision making, reinforcement of qualitative components in school assessment, diversification of the teacher's career ladder, and activation of teachers' participation in professional learning communities.

• Journal of Science Education
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• v.37 no.1
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• pp.203-220
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• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.

• 대한공업교육학회지
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• v.34 no.1
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• pp.113-128
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• 2009

This study aimed at seeking the improvement and developmental direction of support business of industry and learning cooperation superior vocational high schools by providing basic materials. Of 20 high schools selected for the support of industry and learning cooperation superior vocational high schools, 10 schools were selected with the consideration of local characteristics and the features of support business of the schools. Based on initial business plan and interim reports of the selected schools, the data were collected from related report materials, theses and reports. The following conclusions were made in this study. First, with regard to consignment education conducted under the agreement with an outside education specialized institution, consignment education institution directly related to the business area which was promoted by the school was selected. Second, the management of industrial field experience education program included various activities Third, as for employing teachers involving both industry and teaching and lecturing by outside experts, lectures by outside experts were aggressively delivered based on specialized areas. Fourth, as for graduates' career status, the employment rates of the entire university students and students who participated in business were lower than the rate of students who entered schools of higher grade.

• Korean Journal of Construction Engineering and Management
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• v.14 no.4
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• pp.97-107
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• 2013

Occupational safety and health management expense in construction industry means the monetary amount that the purchaser appropriates to prevent various disaster from happening during the construction period by setting aside a certain amount from subcontract based on the construction type and scale. The current appropriation standard of the Ministry of Employment and Labor has been enforced since its stipulation in 1988 although various policy changes for the safety in construction industry, e.g. the development of occupational safety management techniques in construction industry, changes in construction field site environment, cost depreciation, etc., are happening in Korea and overseas. Therefore, it is required at this point to examine whether the current occupational safety and health management expense appropriation is proper or not on the basis of time trend and the changes in the construction industry environment. Accordingly, this study aims at investigating the appropriation of occupational safety and health management expense for construction industry by the construction type and target expense in response to current construction industry environment and proposing the proper appropriation. The above research result proposes the calibration of the appropriation as specified and stipulated by the Ministry of Employment and Labor by the construction type and target expense, which is necessary to reflect the actual condition of the current construction industry environment.

• Journal of Science Education
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• v.44 no.2
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• pp.133-144
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• 2020

As a part of the second-year monitoring study on the implementation of the 2015 revised science curriculum in middle schools, this study focuses more on examining middle school science teachers' perceptions on the process-based assessment (PBA). A total of 105 middle school science teachers (44 teachers from science leading schools, 61 teachers from ordinary schools) responded to the survey questionnaire, and 16 teachers participated in interviews. The results include teachers' perceptions on the changes in their teaching and assessment methods, some challenges of implementing PBA, and educational implications of PBA. Survey results indicate that the teachers perceived themselves using more PBA methods after the 2015 revised science curriculum was launched. The teachers in science-leading schools present statistically higher average scores to the items on the PBA utilization than the ones in ordinary schools. However, the teachers felt confused in conceptually differentiating PBA from prior performance-based assessment. They also experienced some conflicts when implementing PBA under the achievement-oriented school atmospheres. In addition, they often faced difficulties in securing objectivity and reliability of PBA and felt the burden of evaluating individual students. This study suggests the necessity of giving more authority and trust to science teachers regarding PBA, constructing more supportive environment to cultivate teacher competency as evaluation experts, and the need to reduce task burden. However, some teachers who actively implemented PBA express some level of satisfaction as observing students' positive reaction to PBA.

• Journal of forensic and investigative science
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• v.1 no.1
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• pp.11-30
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• 2006

The preliminary investigative activities by the police officer play a critical role in identifying the cause of death in unnatural death investigations. The failure to secure the crime scene leads to the destruction of significant evidence, which results in the difficulty or impossibility to identify the cause of death. In order to prevent this jeopardizing crucial evidence, and to identify the level of preliminary investigation on the scene, this research is conducted and analyzed with questionnaires of 300 police first responders and 100 detectives. As a result, it was disclosed that there is a possibility for first responders to fail to ensure scene security, scene observation, and canvass interviews. Besides, when medical personnel have no choice but to contaminate the crime scene in order to save lives, it is necessary for them to take photos and to take proper actions before they enter the scene. The importance of scene-control education cannot be emphasized enough in order to prevent media from entering and destroying the evidence. Through research of actual conditions of unnatural death cases which occurred in Kyongbook Province for last five years, the statistics regarding a few different types of death were analyzed as follows. Evidence that homicide, suicide, accidental death, and disaster deaths have increased year by year. Therefore, it is deemed necessary for the government to take multilateral policies to reduce them, and for police to reinforce their investigative skills. Further, the insufficient number of autopsy facilities and forensic pathologists, only 13% of the deceased (1,237 cases) have had an autopsy conducted to identify the cause of death for last five years. The other, 87.3% (8,496 cases) of the deceased, were handled through simple postmortem examination. The significance of this percentage is that there is still the possibility not revealing the cause of unjust deaths. Therefore, it is necessary to furnish police agency with the reasonable amount of funding for autopsies and maintaining enough forensic pathologists.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.231-240
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• 2019

The purpose of this study is to understand of flipped learning of vocational high school teachers and to provide basic data of teacher training program development that can support flipped learning classes of vocational high school. We conducted surveys and focus group interviews to solve these research problems. The focus group interview is conducted on four flipped learning teachers who participated in the questionnaire. The results of this study are as follows. First, vocational high school teachers only heard the term 'flipped learning', but they did not have much experience in class. Second, it is necessary to learn contents and pre-learning for basic understanding of flipped learning, method of making learning contents of learning materials that focused on students' motivation and interest in the classroom. Also, we needed a method to induce participation in classroom activities, and a compensation method and evaluation method to maintain it. In addition, they requested specific flipped learning instruction procedures and various learning materials at each stage in accordance with the vocational high school situation. Third, I requested training contents and practice - centered training method that can induce interest and motivation as the training management method for the vocational high school teachers' flipped learning classes. In addition, it required step - by - step training according to the understanding level of flipped learning of high school teacher.