• Journal of The Korean Association of Information Education
• /
• v.23 no.2
• /
• pp.149-157
• /
• 2019

The fourth industrial revolution era calls for the ability to solve problems creatively based on basic literacy for technology. These capabilities can be enhanced through the maker education linked to SW education STEM convergence education. Meanwhile, one of the tasks that must be set prior to the maker education is to take an educational approach rather than a tech-centric approach and consider ways to stimulate interest and motivation of the participants. For this purpose, this study developed and applied an engineering-oriented Reading & Maker education program to prospective teachers so that they could participate in active making activities on their own with interest and sympathy rather than simply guiding maker activities. As a result of the study, the results of the maker education recognition survey after the application of the program showed a statistically significant improvement(p<.000).

• New Physics: Sae Mulli
• /
• v.68 no.11
• /
• pp.1240-1248
• /
• 2018

This study examined teachers' perceptions about the components of the teacher's capacity according to the 4th industrial revolution. This study involved 100 elementary school teachers: 26 with less than 5 years of educational experience, 24 with more than 5 but less than 10 years, 25 with more than 10 but less than 20 years, and 25 with more than 20 years. From the results of recognition analyses of six competence components, 'Knowledge and application ability of knowledge information', 'ability to appropriately study content', 'collaboration ability among school members', 'ability to maintain relationship', 'value and attitude required for community', 'ability to communicate with others' were found to be important for teachers. The result of analyzing the importance and the retention of each competency element showed that the recognition difference according to the education career and the degree of retention was insufficient compared to most important competence component. Thus, in-service education and training programs must reflect the competencies required by actual teachers in education and education-teacher training institutions.

• Journal of The Korean Association of Information Education
• /
• v.25 no.2
• /
• pp.265-277
• /
• 2021

With the development of technology, the concept of digital literacy is expanding from the focus of function and tool utilization to the extent of communication and participation in social and cultural contexts. In particular, learners' digital literacy capabilities are more important and necessary in remote learning environments such as Corona19. In this study, we studied how to improve digital literacy education through analysis and inspection of digital literacy shown in elementary school textbooks. To this end, we analyze it through compliance consisting of 8 fundamental pieces of knowledge, 20 sub technical skills, and 10 keys of competencies that constitute digital literacy. As a result of the study, the contents of digital literacy education in elementary school textbooks were presented centered on functions and tools, and as they were biased in certain areas, they were found to be lacking in systematicity and connectivity. Therefore, it proposed the composition of the curriculum system of digital literacy through the independence of elementary informatics curriculum, the specific composition of curriculum, and the strengthening of pre-service teachers' practical skills.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.4
• /
• pp.605-611
• /
• 2022

Under the influence of the Fourth Industrial Revolution, there is a emphasis on capacity building based on computational thinking to foster talent for future. In Korea, SW education has been mandatory since 2018. Since 2017, research has been conducted on the definition of SW education capability and the development of diagnostic tools. At this time, the diagnostic tool for middle school has been revised and supplemented once in 2018 and is used so far. In response to the request from the field to expand the information diagnostic test for middle school to elementary school and high school, it began as one of the 2019 study on the effectiveness of SW leading schools. In this study, we develop a diagnostic tool for elementary and high school based on the diagnostic tool for middle school. Expert validity verification and preliminary inspections are carried out. Preliminary examinations will analyze the reliability, discrimination, and difficulty of the questions, and look forward to seeing the potential as a testing tool in the future.

• Journal of the Korean Wood Science and Technology
• /
• v.31 no.4
• /
• pp.50-56
• /
• 2003

This research was performed to select an appropriate agent to extract preservative components from CCA-treated wood, and then to evaluate the effect of reagent concentration, extracting temperature, and extracting time on the removal of chrome, copper, and arsenic from treated wood. Hydrogen peroxide was selected as the best extracting agent when considered extraction yield as well as use and environmental safety. Its extraction yield was dependent on extracting variables (temperature, concentration, and time), and a highly significant interaction existed among variables. It should be possible to optimize extraction by manipulating these extracting variables. The results may suggest that the required temperature conditions for the reasonable removal of CCA components are at least above 40℃ because extracting time is too long at low temperature (20℃). Reagent concentrations for extracting at above 40℃ should be decided by considering the extracting time.

• KOREAN JOURNAL OF CROP SCIENCE
• /
• v.35 no.3
• /
• pp.254-258
• /
• 1990

In order to investigate the effect of sowing dates on some agronomical characters and yield of corn in southern part of Korea. a field experiment was carried out at Gyeongnam Provincial Livestock Breeding Station in chinju. Single cross hybrid corn (cv. Suwon #19) was sown from April 13 to June 2 with five-day interval in 1984 and 1984. The relationship between herbage and grain yield and various meterological measurements was evaluated. As the sowing dates were delayed. the days from sowing to seedling emergence were shortened, as more closely affected by the soil temperature at seedling emergence. growth period and was dependent on precipitation and temperature during the growth period. Based on the relationship between herbege dry matter yield of corn and soil temperature at seedling emergence, the estimated critical sowing date for corn in the southern Korea was March 23${\pm}$3.6 days.

• KOREAN JOURNAL OF CROP SCIENCE
• /
• v.37 no.3
• /
• pp.250-256
• /
• 1992

This study was carried out to obtain basic genetic informations in pea(Pisum sativum L.). A series of field experiments were carried out with seven pea cultivars and F$_1$ hybrids for three years. Based on the information collected from a set of diallel crosses, the behaviours of inheritance of seed yield and ten major agronomical characters were observed by the estimation of heterosis and combining ability. Heterosis for seed yield per plant was 79% and those for yield components such as number of seeds per plant, number of pods per plant, stem length, stem diameter, number of branches per plant, also showed relatively high values. General combining ability(GCA) and specific combining ability(SCA) were significantly different among major agronomic characters, and the variances of GCA were higher than those of SCA latter. Among the tested cultivars, Alderman was found to be the most promising parent based upon the GCA effects on the seed yield and yield components. The crosses of Sugar Ann$\times$Alderman, Wando$\times$Alderman and JI 1198$\times$Chinju ＃6, showed the highest SCA effects on seed yield and yield components.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.1
• /
• pp.73-88
• /
• 2023

Since the enactment of the School Meal Support Act in 2009, South Korean dietary education has been evolving, placing health, environment, and consideration as its core values. The 3rd Basic Plan for Dietary Education (2020-2024) aims to achieve a sustainable dietary lifestyle that civic agriculture for collective consumption, healthy citizens, and an inclusive society. However, the digital civilization of the Fourth Industrial Revolution is significantly impacting dietary education in schools. Therefore, this study examines sustainable dietary education content in South Korean school meals, diagnoses the phenomena of dietary education facing digital transformation in education due to the Fourth Industrial Revolution, and explores directions for inclusive dietary education through concrete structures and content systems for inclusive dietary education that foster sustainable dietary capabilities. To achieve inclusive dietary education, a structure and system that allow cognitive, normative, and practical learning to be combined in an inclusive way is required. Furthermore, to practice sustainable dietary education, alternative approaches that emphasize the development of learners' core competencies are necessary in the direction of inclusive dietary education that fosters inclusivity.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.199-204
• /
• 2021

Along with the development of technology in the fourth industrial revolution, the fields that can apply artificial intelligence technology are rapidly increasing. In order to improve computational thinking, overseas countries such as the U.S. and the U.K. are already using various AI education platforms to provide artificial intelligence education. Therefore, there is an increasing need for elementary school pre-service teachers in Korea to strengthen their AI education capabilities along with the existing software education. However, it may be difficult for learners with low levels of programming experience and AI education experience to choose an AI education platform that can sustain their learning motivation. Therefore, in this study, the factors related to learning motivation in the AI education platform were explored using the ARCS model. Through this, we present the factors required by the AI education platform for motivation and sustain of learning.

• The Korean Journal of Elementary Counseling
• /
• v.10 no.2
• /
• pp.185-201
• /
• 2011

The purpose of this study is to reveal and confirm the factor structure inherent in the Korean inventory of peer relationships(KIPR; Sang-Hwang Hong, et al., 2009) in order to strengthen the interpretive usefulness of the test. For this purpose, the inventory was administered to the total of 616 children in the fourth through sixth grades in three elementary schools located in Gyungnam area, and the data from 578 of them were analyzed. The results of the study can be summarized as follows. First, as a result of the exploratory factor analysis of 3-factor and 4-factor models, the 3-factor model was found to be more appropriate. In the 3-factor model, the factor 1 is named "Lack of Self-Confidence and Social Withdrawal" as it consists of such circumplex scale items as Non-Assertiveness (C5), Social Avoidance (C4), the Cold (C3), and Too Submissive (C6). The factor 2 is named "Too Aggressive and Controlling" and consists of items Too Controlling (C1) and Hard to be Supportive (C2). The factor 3 is named "Too Caring" and consists of items Too Responsible (C7), Over Involvement (C8), and Too Submissive (C6). Second, as a result of the confirmatory factor analysis, the 3-factor model, in comparison to the 4-factor model, was found to better reflect the collected data(RMSEA=.054), its goodness of fit was not satisfactory but within the acceptable range(CFI=.786), and its power of simplicity and clarity was also adequate(PCFI=.733). In the current study, through the exploratory and confirmatory factor analyses of scores from the Korean inventory of peer relationships circumplex scales, scales within the peer relationship circumplex model that are near each other and are highly correlated were confirmed to be grouped together as same factors. I believe the main merit of the study lies in the above result having provided the necessary foundation for forming the superordinate and representative scale that encompasses the eight circumplex scales, which enhances the test's interpretive usefulness.