• Journal of Korean Elementary Science Education
• /
• v.37 no.3
• /
• pp.233-253
• /
• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• Proceedings of The Korean Society of Health Promotion Conference
• /
• 2001.09a
• /
• pp.91-111
• /
• 2001

Background: Alcohol and tobacco use are two major behavioral risk factors implicated in increased morbidity and mortality. Since both substances are widely used in Korea, a concerted effort is currently underway to reduce the use of tobacco and alcohol in Korea. Objectives: Efforts directed toward educating health promotion planners and health educators from local health departments to organize and implement health education programs to reduce the proportion of people smoking and excessive drinking in the community. Methods: A training guide on prevention of smoking and excessive drinking has been developed. Comprehensive multi-media health promotion materials were developed based on health behavior theories and strategies for effective health behavioral interventions. To better control of behavioral risk and promote health enhancement, the materials were developed to introduce a user-oriented developmental approach by making messages more persuasive and organizing content in a user-friendly manner. Sections of the report explain theoretical background of the intervention, choosing goals and a target population, specific program activities to include in an intervention, development, organization, methods of making program content vivid and persuasive, and evaluation,. Implications for Practitioners: The process followed in developing the health intervention materials is described in detail to assist practitioners who need to develop effective programs to reduce the use of tobacco and excessive alcohol. Health educators from all local health departments in the country were trained in the use of the materials, to enable them to develop community interventions to reduce smoking and excessive drinking.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.3
• /
• pp.59-73
• /
• 2003

This study aims to review and analyze the contents related to environment among curriculum of Technology$.$Home Economics subject; to produce multimedia learning materials and web-based materials for effective environmental education: and to find the way to effectively utilize them in schools. The data were analyzed by t-test with SPSS Win 10.0 program. The results of this study are as follows; First, the textbook carries a lot of contents concerning the environment. Second, the multimedia materials help students to understand environmental issues and strengthen their attitudes of environmental problems very effectively. Third, after using the instructional multimedia materials, the students showed significantly different results.

• Macromolecular Research
• /
• v.16 no.4
• /
• pp.337-344
• /
• 2008

The following series of blue EL polymers was synthesized using the Suzuki polymerization method: poly(3',6'-bis(3,7-dimethyloctyloxy)-9,9'-spirobifluorene-2,7-diyl) poly[$(OC_{10})_2$-spirobifluorene], poly{3',6'-bis(3,7-dimethyloctyloxy)-9,9'-2,7-diyl-co-4-(3,7-dimethyloctyloxy) phenyl-diphenylamine-4',4'-diyl} poly[$(OC_{10})_2$-spirobifluorene-TPA] (5:1, 9:1) and poly{3',6'-bis(3,7-dimethyloctyloxy)-9,9'-spirobifluorene-2,7-diyl-co-4-(6-((3-methyloxetan-3-yl)methoxy)hexyloxyphenyl-bisphenylamine-4',4'-diyl) poly[$(OC_{10})_2$-spirobifluorene-TPA-oxetane]. The weight average molecular weight (Mw) and polydispersity of the resulting polymers ranged from $1.6{\times}10^4-1.5{\times}10^5$ and 1.77-2.31, respectively. The resulting polymers were completely soluble in common organic solvents and were easily spin-coated onto an indium tin oxide (ITO) substrate. The polymers exhibited strong blue emission peaking at 450 nm. The maximum brightness and luminance efficiency were $9,960\;cd/m^2$ and 1.2 cd/A, respectively.

• Korean Journal of Materials Research
• /
• v.34 no.8
• /
• pp.400-407
• /
• 2024

The reversible metal electrodeposition (RME) process is used to prepare electrochromic mirrors with reflective-transparent optical states, by depositing metal particles on transparent conductive substrates. These RME based devices can be used in smart windows to regulate indoor temperatures and light levels, serving dual purposes as lighting elements. Commercialization efforts are focused on achieving large-scale production, long-term durability, and a memory effect that maintains coloration without applied voltage. Enhancing durability has received particular attention, leading to the development of electrochromic mirrors that employ gel electrolytes, which are expected to reduce electrolyte leakage and improve mechanical stability compared to traditional liquid electrolyte devices. The gel electrolytes offer the additional advantage of various colors, by controlling the metal particle size and enabling smoother, denser formations. In this study, we investigated improving the durability of RME devices by adding polyvinyl butyral (PVB) to the liquid electrolyte and optimizing the concentration of PVB. Incorporating 10 % PVB resulted in excellent interfacial properties and superior electrochromic stability, with 92.6 % retention after 1,000 cycles.

• Journal of The Korean Association For Science Education
• /
• v.19 no.4
• /
• pp.542-559
• /
• 1999

The purpose of this study was to develop the teaching-learning materials for students' creativity in elementary school science class. For this, we asked some questions to both teachers and students: 25-item- questionnaires were given to 122 teachers in charge of 5th graders and 6th graders in elementary schools located in Seoul, Inchon and Kyonggi province, and 20-item-questionnaires to 825 students of 5th grade and 6th grade in the same schools. The results of this study are as follows: most of teachers admitted the need of creativity education, but they taught class mostly with textbook only. The lack of students' divergent thinking and creative scientific activities in science class made it difficult to develop students' creativity. Besides, teaching-learning materials for whole brain learning were not enough. In case that the students did not make experiment in class, they liked VCR tapes or TP materials Students thought that the most effective materials for class are VCR tapes and next were worksheets. Not a few students answer they do hard only interesting experiments. Most of students wanted worksheets including various interesting activities like games, quiz, experiments, drawing, etc.

• Hwankyungkyoyuk
• /
• v.7 no.1
• /
• pp.46-87
• /
• 1994

Our country has been consuming a huge amount of energy in the course of industrialization and its demand is expected to increase enormously in the future. However, the deposits of energy resources are so limited that the settlement of energy problem comes up the essential subject. To solve the energy problem, it is requested that new resources to gain energy stably should be developed and also energy should be economized and used effectively. The effective use of energy and an the wisdom of economy in energy are requested to everybody and these things should be habitualized from very young age through education. Nevertheless, almost every school in our country hasn’t been concerned about energy education. Even though they have a concern, they are very short of the energy education materials and the quality of the materials is not so good. Therefore it is very meaningful to the settlement of energy problem of the country to make the students who will lead our country to make the students who will lead our country in the future realize the seriousness of energy problem and to provide them the necessary knowledge and methods to solve this problem so that they practice those things in everyday life. Having these necessities, this research, supported by The Korea Energy Management Corporation(KEMCO), was performed for 8 months from April 17, 1994 to December 17, 1994. Many peoples participated in this study such as 30 staffs of researchers and authors, 5 staffs of photographers and illustrators, and 3 VCR program producers developing an energy education material set for middle school students that includes a printed material for student, a diskette for computer simulation, a teacher's guidebook, VCR material and its guidebook. The following main development direction was established : First, the material for student should be consisted of units that let students know the seriousness of energy problem. Second, the focus should be put on the necessary method and practice to economize energy actually in real life based on the basic knowledge learned in elementary school. Third, material for student should be consisted of modules to be student activity-oriented teaching-learning rather than lecture-oriented one. The activity, to maximize student's interests, should be presented in various forms such as experiments, investigation, play, data interpretation, computer simulation, visits, expression and appreciation, etc. To develop the energy education materials for middle school students, a research plan was made first. After literature review about domestic and foreign energy education materials, several research trips home and abroad, and discussion meetings, the basic theory of energy education such as the principle, objective, contents, teaching-learning method, and evaluation method was established. Material for student was developed through the following procedures : The activities in the existing energy education materials were analysed and were divided into four categories related to energy using places of home, school, community, and country, and which were again divided into three categories related to time of past, present, and future, Considering these division, nine modules which are structure units of material for student were chosen, Each module comprises 2-4 activities. Totally 31 activities were designed in this way. The syllabi were made out for each activity and writing was asked for to experts related to each activity after several discussions and revision. To complement the draft, another several discussions and revision were also made on it and then pictures and illustrations were asked for. All these procedures complete the material for student, titled ; Energy Inquiry of Middle School Students', which totals 129 pages and is all in color. As the manuscript of material for student was fixed, writing for teacher's guidebook was asked for to the same writers. The draft of teacher's guidebook was also complemented through the several concentrated works and discussions. Teacher's guidebook focused on the teaching-learning principle and methods of energy education and on the concrete instruction cases for effective instruction of material for student. It is organized with two parts : the one is 'general outline' which introduces theoretical contents and the other is 'details' which are practically helpful to teaching-learning. It is totally 131 pages including both 'general outline' and 'details'. The VCR material and its guidebook consist of contents that cultivate the good attitude trying to economize energy and raise student's interests with a purpose of strong motivation to recognize the necessity of economy and practice it. After establishing development direction of VCR material through discussion meetings and research trips, its script was made by relevant experts. Then the script was also reviewed two times. The drafted VCR material made by a video material developing expert was examined and modified by previews twice. After completion of VCR material, the VCR guidebook was made. All these procedures led to the development of VCR material which runs 20 minutes in VHS type. The VCR guidebook shows a production purpose of the program, structure of contents, evaluation methods, and contents of the program in detail to give help to instructors when they use this VCR material, When these energy education materials are used, it is desirable that the VCR material should be presented first to induce student's motive, and then material for student is introduced Since the material for student is composed of activity-oriented modules and each module is independent one another in general, and each activity is, too. the necessary module or activity can be chosen and utilized in any order according to school or class conditions. This energy education materials will contribute to the development of student's ability to solve energy problem in everyday life and teacher's ability to teach the fundamental knowledge and method in solving energy problem.

• Macromolecular Research
• /
• v.17 no.12
• /
• pp.963-968
• /
• 2009

Liquid crystal (LC; E7 and/or ML-0249)-embedded, poly(vinylidenefluoride-co-hexafluoropropylene) (PVdF-co-HFP)-based, polymer electrolytes were prepared for use in dye-sensitized solar cells (DSSCs). The electrolytes contained 1-methyl-3-propylimidazolium iodide (PMII), tetrabutylammonium iodide (TBAI), and iodine ($I_2$), which participate in the $I_3^-/I^-$ redox couple. The incorporation of photochemically stable PVdF-co-HFP in the DSSCs created a stable polymer electrolyte that resisted leakage and volatilization. DSSCs, with liquid crystal(LC)-embedded PVdF-co-HFP-based polymer electrolytes between the amphiphilic ruthenium dye N719 absorbed to the nanocrystalline $TiO_2$ photoanode and the Pt counter electrode, were fabricated. These DSSCs displayed enhanced redox couple reduction and reduced charge recombination in comparison to that fabricated from the conventional PVdF-co-HFP-based polymer electrolyte. The behavior of the polymer electrolyte was improved by the addition of optimized amounts of plasticizers, such as ethylene carbonate (EC) and propylene carbonate (PC). The significantly increased short-circuit current density ($J_{sc}$, $14.60\;mA/cm^2$) and open-circuit voltage ($V_{oc}$, 0.68 V) of these DSSCs led to a high power conversion efficiency (PCE) of 6.42% and a fill factor of 0.65 under a standard light intensity of $100\;mW/cm^2$ irradiation of AM 1.5 sunlight. A DSSC fabricated by using E7-embedded PVdF-co-HFP-based polymer electrolyte exhibited a maximum incident photon-to-current conversion efficiency (IPCE) of 50%.

• Journal of Korean Home Economics Education Association
• /
• v.9 no.1
• /
• pp.1-17
• /
• 1997

This study was conducted to obtain basic materials to improve the teaching method of Home Economics by theoretically looking into the supplementary teaching materials or implements usable in teaching Costume History area. And based on these data, the types and the applications of the supplementary teaching materials or implements highschool owned were examined. The subjects of this study were 111 Home Economics and Housework curriculum highschool teachers who give a lecture in the country by using self-administered questionnaires. SAS program was used to calculate frequency, percentage, average, standard deviation, and $\chi$(sup)2-test analysis. The results of the study were as follows； 1. Most of the highschool teachers used the school expenses for experiments in preparing the supplementary teaching materials or implements. 2. Of the supplementary teaching materials and implements concerning Costume History, visual implements such as slides and pictures were the mostly owned. CD and audio implements as cassette-tapes were not used. 3. Most of the teachers recognized the importance of the audio-visual teaching materials and implements concerning Costume History. 4. Among the audio-visual materials and implements concerning Costume History by which can be made by school teachers of Home Economics and Housework curriculum, the mostly used one was ‘cutting pictorials from magazines and newspapers’, and the next were ‘orbital materials’, and ‘copy the pictorials’, and the least was ‘recording from the radio’. 5. Most of the annual expenses assigned to the department of Home Economics was used in cooking practice, and the least of the expenses was assigned in buying audio-visual teaching materials and implements. 6. Time assigned to the area of Home Economics was for the most part one or two hours per week, and among this, time assigned to the history of western costume and the history ok korean costume was for the most part five to eight hours. 7. The areas that the highschool teachers felt difficulties mostly during clothing and textiles curriculum were ‘textiles’and the next were ‘knitting’, ‘western costume history’, and ‘korean clothing construction’. 8. The difficulties the highschool teachers faced while teaching Costume History were mostly that ‘the pictorials in the text is not fully explainable’, the next were ‘most of the supplementary teaching materials or implements are not owned’, ‘have to explain very much in a short time’, and ‘the lectural explanation is insufficient’. 9. The solution for the difficulties that the highschool teachers faced while teaching Costume History was mostly ‘the information, on which audio-visual materials and implements are distributed in the market, should be easy to obtain’, the next opinions were ‘the school should provide enough experiment and practice expenses to buy audio-visual materials and implements’, and ‘education facilities of the Home Economics Department should be the main aspects in improving the teaching methods and should give special lectures about it’.

• The Mathematical Education
• /
• v.13 no.3
• /
• pp.7-10
• /
• 1975

Ten years have passed since Korea began its movement of modernization of mathematics education. In that period, there have been many studies for the movement. But most of the studies were those of curriculum. But the topic of this report reveals that the modernization of mathematics education in Korea depends on the frontiership, the deliberate studies of materials and the improvement of teaching forms in class.