• Korean Journal of Community Nutrition
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• v.22 no.1
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• pp.74-83
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• 2017

Objectives: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. Methods: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. Results: A total of 12 different dietary education textbooks named 'Good Dietary Life Guide' and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. Conclusions: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.121-127
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• 2021

This study is to propose a communication strengthening teaching model using action learning for Spanish learners, and to verify its effectiveness through a case study of Spanish lessons. This study was conducted under the same conditions by dividing 91 students from September 1 to December 20, 2019 into experiment and control classes. As a result of the experiment, both classes improved their writing ability to some extent, but the learners in the experimental class applying action learning showed more meaningful results in terms of the content, expressions, fluency of the text, and the affective domain test also showed a significant difference. The development of this teaching model, which is necessary for learner-centered convergence activities, is expected to be of academic significance as it can be used for other foreign language class activities as well as improving Spanish communication.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.594-603
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• 2021

This study explored the moderating effects of task difficulty for flow, learning motivation, and interesting in distant PBL classes of pre-service teachers. For this, the research model was constructed by analyzing previous studies. The research model verification was conducted by 105 students of taking courses in the curriculum. The distant PBL used a real-time video conference system. Cooperative activities were carried out in real time. After the end of the distant PBL activity, the level of learning motivation, interesting, flow, and task difficulty perception were measured. The collected data were analyzed using a test of the structural model invariance across the groups using a structural equation model. This analysis verifies the difference in path coefficients between measurement models. The control effect of task difficulty was verified through the difference in path coefficient. As a result, it was verified that interesting mediates the influence of learning motivation on flow. And the moderating effect of the perceived task difficulty appeared on the path from learning motivation to interesting.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.351-357
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• 2022

This study was conducted for the purpose of developing a flipped learning teaching and learning model for physical education and competitive activities and confirming the validity of the model. We used the model research method as a research method to achieve the purpose of this study. First, we developed a flipped learning model for physical education and competitive activities through model development research, and then confirmed the validity of the model through model validation research. Based on the teaching and learning model developed through this study, students can change from passive learners to active learners in physical education classes, and it is expected that they can achieve class goals based on interactions between learners different from existing physical education classes through cooperative activities.

• Proceedings of the Korean Society of Near Infrared Spectroscopy Conference
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• 2001.06a
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• pp.1253-1253
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• 2001

The ability to accurately assess wine quality is important during the wine making process, particularly when allocating batches of wines to styles determined by consumer requirements. Grape payments are often determined by the quality category of the wine that is produced from them. Wine quality, in terms of sensory characteristics, is normally a subjective measure, performed by experienced winemakers, wine competition judges or winetasting panellists. By nature, such assessments can be biased by individual preferences and may be subject to day-to-day variation. Taste and aroma compounds are often present in concentrations below the detection limit of near infrared (NIR) spectroscopy but the more abundant organic compounds offer potential for objective quality grading by this technique. Samples were drawn from one of Australia's major wine shows and from BRL Hardy's post-vintage wine quality allocation tastings. The samples were scanned in transmission mode with a FOSS NIR Systems 6500, over the wavelength range 400-2500 ㎚. Data analysis was performed with the Vision chemometrics package. With samples from the allocation tastings, the best correlations between NIR spectra and tasting data were obtained with dry red wines. These calibrations used loadings in the wavelengths related to anthocyanins, ethanol and possibly tannins. Anthocyanins are a group of compounds responsible for colour in red wines - restricting the wavelengths to those relating to anthocyanins produced calibrations of similar accuracy to those using the full wavelength range. This was particularly marked with Merlot, a variety that tends to have relatively lower anthocyanin levels than Cabernet Sauvignon and Shiraz. For dry white wines, calibrations appeared to be more dependent on ethanol characteristics of the spectrum, implying that quality correlated with fruit maturity. The correlations between NIR spectra and sensory data obtained using the wine show samples were less significant in general. This may be related to the fact that within most classes in the show, the samples may span vintages, glowing areas and winemaking styles, even though they may be made from only one grape variety. For dry red wines, the best calibrations were obtained with a class of Pinot Noir - a variety that tends to be produced in limited areas in Australia and would represent the least matrix variation. Good correlations were obtained with a tawny port class - these wines are sweet, fortified wines, that are aged for long periods in wooden barrels. During the ageing process Maillard browning compounds are formed and the water is lost through the barrels in preference to ethanol, producing “concentrated” darkly coloured wines with high alcohol content. These calibrations indicated heaviest loadings in the water regions of the spectrum, suggesting that “concentration” of the wines was important, whilst the visible and alcohol regions of the spectrum also featured as important factors. NIR calibrations based on sensory scores will always be difficult to obtain due to variation between individual winetasters. Nevertheless, these results warrant further investigation and may provide valuable Insight into the main parameters affecting wine quality.

• The Mathematical Education
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• v.60 no.4
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• pp.493-508
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• 2021

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.469-477
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• 2019

The purpose of this study was to develop Team Based Learning (TBL) course for students majoring skin care and analyze the effectiveness as well as derive improvement plans. TBL focuses on putting pre-class learning about learning content and the time saved by it into practice activities that apply what is learned. The ADDIE model and the TBL model were applied as the developmental research methodology, and the 'skin care' subject, which was previously taught by lecture base, was redesigned as a TBL class. In addition, the study developed weekly based pre-class learning materials, quiz items for checking pre-class learning, and the team activities' plan. Then, an experimental study was conducted with 43 university students and the effects of TBL instruction were analyzed as follows. First, students who participated in the TBL class showed higher achievement than those who participated in the lecture class, which is a comparative group, especially in the academic achievement that evaluated the acquisition and application of the major concept. Second, there was no significant difference in pretest and posttest results on problem solving ability and cooperative self-efficacy for TBL students. Third, overall satisfaction with TBL class was 4.0, which is high. The discussion of these findings was described, and three suggestions for improving and researching TBL classes were presented.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.183-197
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• 1998

Many schools of the secondary level have been recently carrying out 'differentiated class'based on ability grouping between classed(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Phrhaps, almost all of the schools might nave executed DC before 2000 year. To do this, a lots of teachers have to develop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'content'but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. .Decide issues related to DC(for example, mathematical contents, methods, activities, class speed,extra)based not on teachers or experts but on students. .Differentiate teaching and learning mateirals according to DC and develop the materials(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. .Introduce new mathematical concepts or laws using not only not only definition and explanation but also concrete examples or problems. .Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students` thinking ability to each class. .Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.

• Journal of Korean Academy of Nursing
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• v.36 no.8
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• pp.1308-1314
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• 2006

Purpose. The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation. Methods. The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses. Results. Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5 % of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL. Conclusion. The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.

• Bulletin of the Korean Chemical Society
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• v.14 no.6
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• pp.726-732
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• 1993

A comparative study on cadmium(II) complexation with three well characterized humic acids (SHA: soil humic acid from the Okchun Metamorphic Belt; AqHA: aquatic humic acid from Gorleben underground aquifer, Germany; CoHA: commercially available humic acid from the Aldrich Co.) was carried out in 0.1 M $NaClO_4$ at different solution pH(5.0, 5.5, and 6.0) using the ultrafiltration technique. The maximum binding ability (MBA) of the humic acids for cadmium(II) was observed to vary with their origins and solution pH. The results suggest that 1 : 1 complex predominates within the experimental range, and the conditional stability constants were calculated based on the assumption of cooperative binding, yielding log K values that were quite similar (CoHA: 4.17${\pm}$0.08; AqHA: 4.14${\pm}$0.07; SHA: $4.06{\pm} 0.12\;l\;mol^{-1}$ at pH 6.0) irrespective of humic acid origins or pH. By contrast a nonlinear Schatchard plot was obtained, using the cadmium(II) ion selective electrode speciation analysis method, which indicated that humic acid may have two or more classes of binding sites, with $log\;K_1\;and\;log\;K_2$ of 4.73${\pm}$ 0.08 and $3.31{\pm}0.14\;l\;mol^{-1}$ respectively.