• Journal of the Korean Institute of Landscape Architecture
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• v.32 no.3
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• pp.1-17
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• 2004

The focus of this study is the promotion of green area volumes and their naturalness, water circulation system, decline of entropy, creation of biological habitats and linkage of separated urban green space. Re-presentative urban biotope survey sites were categorized as urban biotope, semi-natural biotope, and natural forest. In the urban biotope, a residential biotope was constructed near the Han river and in mountain areas. The green-area ratio at the housing complex was about 25%. GVZ(Grunvolumenzahl) was 0.35m$^3$/m$^2$ at the 5∼10-story housing complex, and 1.53m$^3$/m$^2$ over the 11-story. As for the green-area structure of the housing complex, canopy layer, understory layer, and shrub layer were not differentiated and the green-area volume was not high enough. The green-area ratio of school areas as a public area biotope was 5∼20%. GVZ was 1.12m$^3$/m$^2$ at Myungduk High School, and 1.78m$^3$/m$^2$ at Jeonggok Elementary School. In order to convert the urban biotope into an ecological area, green areas around the buildings should be connected to urban buffer green areas, and multi-layer structures should be established with natural plant species. In the semi-natural biotope, neighbor parks were created park in the vicinity of the natural forests. GVZ was 0.28m$^3$/m$^2$, and plantation was established with single layer structure and was definitely insufficient for the area. The urban buffer green areas have been established in strip corridors with the width of 20∼123m. In those areas, GVZ was 0.16∼0.27m$^3$/m$^2$ and had a deficient canopy layer, understory layer, and shrub layer. Soil conditions were not favorable for tree growth. In the natural biotope, GVZ of the plantation was 1.03∼1.5m$^3$/m$^2$ but the high crown closure of this area reduces the chance of species change and succession. GVZ of natural forest was 2.53∼2.57m$^3$/m$^2$. It is desirable to plant diverse plants and the natural forest should be succeeded by broad-leaf deciduous tree species. To improve the value of biotope at Kangseo-Gu, building height needs to be limited to reduce the environmental deterioration in the city. In order to maintain the water circulation system, water-permeable material is recommened when the urban surface areas are paved. The establishment of a water circulation system will improve ground water levels, soil moisture, water quality, and habitats. In order to improve biological diversity, it is desirable to have multi-layer structures in urban green areas with native species.

• Hwankyungkyoyuk
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• v.9 no.1
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• pp.39-57
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• 1996

All kinds of environmental problems are related to each local and geographical environment. For this reason, it is necessary for schools in each region to provide environmental education which suits the geographical character of their particular region. In order to provide solutions to the environmental problems of each school's geographic region, the goal of this research is as follows: 1. We can make students realize the relationship between the human race and the environment by teaching according to the environmental conditions in each local area. 2. By teaching students about the problems in their own local environment, we can increase their concern about the state of their local surroundings. 3. When teaching about the environment, it is useful to use educational material which suits the character of each local region. 4. Students' interest in environmental preservation can be aroused through extracurricular environmental activities. The ares concerned are Chonnam and Kwangju City, which are divided into urban, industrial, rural, coastal, and mountainous areas. The conclusion about considering environmental education in environmental school social studies is as follows: 1. Kwangju and Chonnam should be divided into five sections, each with similar geographical environments. This will be an improvement over the old uniform approach to environmental studies in which all regions were treated as being the same each region will now receive special attention. 2. It is necessary to maximize the efficient use of the Environmental Education Building. When Media, environmental data and special materials for environmental education are used effectively, teachers can lead class effectively and students will be more interested in the class. 3. We can detect the cause of pollution, increase interest in the environment and easily solve environmental problems by collecting and displaying environmental educational materials. 4. An environmental education corner could boost students' interest in environmental problems and could act as a kind of bridge between theoretical and practical education. 5. Media and environmental data must be specialized according to the geographic character of each region. In this way, we can expect to improve the quality of environmental education over the simplistic environmental education of previous years. 6. Students will become interested in the problems of the region in which they live through social studies, and primarily through the environmental curriculum. 7. We can prevent learning deficiencies by making a consistent teaching plan. The teaching and learning methods will be improved and the teachers will be proud of what they teach. 8. The purpose of the Education Procedure Content Analysis is to make teaching and learning concise and easy by systematizing environmental and related subjects. This can be done by adding an environmental unit to the geographic section of social studies. 9. Citizens' interest in their own residential environment can be increased through action by sustaining environmental preservation movements to local region people.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.575-585
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• 2018

In this study, the texts of science textbooks of the past 20 years were collected in order to systematically carry out researches on scientific languages and scientific terms that have not been noticed in science education. We have collected all the science textbooks from elementary school to high school in the 6th curriculum, the 7th curriculum, and the 2009 revised curriculum, and constructed a corpus comprising of 132 textbooks in total. Sequentially, a raw corpus, a morphological annotated corpus, and a semantic annotated corpus of science terms, were constructed. The final constructed science textbook corpus was named K-STeC (Korean Science Textbook Corpus). K-STeC is a semantic annotated corpus with semantic classification and classification of scientific terms, together with meta information of bibliographic information such as curriculum, subject, grade, and publisher, location information such as chapter, section, lesson, page, and sentence, and structure information such as main, inquiry activities, reference materials, and titles. Throughout the three-year study period, a new research method was created by integrating the know-how of the three fields of linguistic informatics, computer science and science education, and a large number of experts were put in to produce labor-intensive results. This paper introduces new research methodologies and outcomes by looking at the whole research process and methods, and discusses the possibility of future development of scientific language research and how to use the results.

• The Journal of Sustainable Design and Educational Environment Research
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• v.6 no.2
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• pp.66-90
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• 2007

The purpose of this study is to measure and analyze primary causes of indoor air pollution, including carbon dioxide, minute dust, and total volatile organic compounds, for each room before the beginning of a class through the time of discharge after the end of the class in general classrooms, computer rooms, and science rooms of three newly-established schools that opened in 2006, examine properties of indoor air environment in each room by educational activities at school, and determine effective management schemes; the results of this study can be summarized as follows: 1) As for implications for each item found in the mean for each place, since minute dust (PM10) was more likely to occur in time slots full of students' activities, such as a traveling class and a recess, than in the middle of a class and could be expected fully, it is necessary to make a scheme for cleaning in order to reduce minute dust within a room, for example, by usually using a vacuum cleaner indoors. 2) While carbon dioxide was expected to vary with the differences in the amount of breath between higher-graders and lower-graders in a general classroom but showed insignificant difference by grades, showing differences in pollution by four times at a maximum according to the opening of a window as expected, it is necessary to implement artificial or natural ventilation and take a positive measure, for example, by presenting a concrete ventilation scheme, in order to improve indoor air pollution at a room practice. 3) Total volatile organic compounds were found to exceed the standard by more than twice in general classrooms, science rooms, and computer rooms of the schools because of building materials, furnitures including desks and chairs, panels and boards for environment beautification, and items which could be detected even from students' clothes; while a field directly-reading tool was used, obtaining high reliability for the results, it is necessary to apply an analytical method based on process test separately for actual correct measurement if a significantly great amount of total volatile organic compounds appear as compared with other schools due to measuring expenses and consecutive measurements. 4) Since formaldehyde (HCHO) was generally found to exceed the standard in general classrooms, science rooms, and computer rooms, it is necessary to establish and operate a ventilator during a class in a computer room which requires airtightness and a science room in which an organic compound should be used for a class.

• Journal of the Korean Association of Geographic Information Studies
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• v.10 no.4
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• pp.46-59
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• 2007

Urban infrastructure is a core of urban growth management which concerns with location, time and costs of development. Despite an inevitable link between development density and infrastructure capacity in urban areas, little study have been performed. For this reason, development activities are undergone without any clear evidence or analysis. The main purposes of this paper are to build subject maps of urban infrastructure capacity which illustrate the level of education service and road capacity, and to give reference standard for development decision at given location. For these purposes, the case study of the high-rise multi-purpose buildings in Daegu metropolitan city is performed. The main findings are follows. First, road ratio is high in the CBD and its surrounding areas as well as rural area, and low in areas of manufacturing, parks and military use. Second, educational facility, represented by the number of student per classroom of elementary school, is fairly abundant across the city, especially in the CBD and rural areas. Third, the high-rise multi-purpose buildings have been built in population-losing infrastructure-abundant areas, in general. Based on these results, this study concludes that the high-rise multi-purpose buildings may induce population-inflow and have low possibility to bring about overly dense developments.

• Science of Emotion and Sensibility
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• v.19 no.4
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• pp.95-110
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• 2016

The purpose of this study was to propose a proper method for the multilevel mediation analysis, for which the hierarchical method should be utilized, then MLM (multilevel modeling) approach as a hierarchical method has been popularly utilized until MSEM (multilevel structural equation modeling) approach was not proposed. This purpose was covered by three research questions about statistical methods, analytic procedure, and real example. First, MSEM statistical method was preferred to MLM method for its estimation accuracy and analytic flexibility. Second, the four-step procedures of model building, assumption examination, model comparison, and coefficient testing were proposed for the multilevel mediation analysis. Third, the real data of 2695 students of elementary and secondary schools and 89 teachers were analyzed in the multilevel directions of $2{\rightarrow}2{\rightarrow}1$ and $1{\rightarrow}1{\rightarrow}2$. Out of these directions of $2{\rightarrow}2{\rightarrow}1$, and $1{\rightarrow}1{\rightarrow}2$ model, only the coefficient of $2{\rightarrow}2{\rightarrow}1$ model was significant at the 95% CI. Mplus programs used for the real example are attached on the Appendix. Based on the results, significance and limitations of this study, were discussed in detail.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.93-112
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• 2013

This study was intended to investigate wether a multiculturalism education program which is integrated with age the 5 Nuri curriculum has a significant influence on promoting children's multiculturalism acceptance. The effect of the integrated multiculturalism program was studied depending on married female immigrant assistant teacher and multicultural children within a group. Three experimental groups and one comparative group were formed from 80 children whose kindergarten centers are located in southern cities of Gyeong-gi province and the convenient sampling method was used. A measurement tool for multiculturalism acceptance was used in this study, and this measurement is an amended and supplemented version of criteria aimed at children (elementary school students) developed by Kim and Chung(2010). The measurement tool was modified to make it suitable for children and consists of 33 questionnaires. All the data collected for this study was analyzed by the SPSS 20 program, the average, standard deviation, frequency, percentage. Cronbach's alpha coefficient was calculated and one-way ANOVA and ANCOVA were implemented. As for the result of the study regarding perception and relationship-building capability, the group which conducted an integrated multiculturalism education program and consisted of including a female married-immigrant assistant teacher and multicultural children (Experimental group1) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2), the group which conducted only the integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As for sympathy and openness toward multiculturalism, the group which conducted integrated multiculturalism education program under the instruction of a female married-immigrant assistant teacher (Experimental group2) showed a higher figure compared to the groups which conducted an integrated multiculturalism education program including a female married-immigrant assistant teacher and multicultural children (Experimental group1), the group which conducted only an integrated multiculturalism education program (Experimental group3), and the last group which conducted only the age 5 Nuri curriculum (comparative group). As a result, the study showed that the instructor's multicultural guidance capability played a major role in the children's multiculturalism education program.

• School Mathematics
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• v.18 no.3
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• pp.625-645
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• 2016

This study clarified the big ideas related to teaching addition and subtraction of fractions with different denominators based on quantitative reasoning with unit and recursive partitioning. An analysis of this study urged us to re-consider the content related to the addition and subtraction of fraction. As such, this study analyzed textbooks and teachers' manuals developed from the fourth national mathematics curriculum to the most recent 2009 curriculum. In addition and subtraction of fractions with different denominators, it must be emphasized the followings: three-levels unit structure, fixed whole unit, necessity of common measure and recursive partitioning. An analysis of this study showed that textbooks and teachers' manuals dealt with the fact of maintaining a fixed whole unit only as being implicit. The textbooks described the reason why we need to create a common denominator in connection with the addition of similar fractions. The textbooks displayed a common denominator numerically rather than using a recursive partitioning method. Given this, it is difficult for students to connect the models and algorithms. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.1
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• pp.11-43
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• 2000

The purpose of this study was, through analyzing the previous researches, to grasp the present status of environment of school building(ESB), research the sundry records of each element and, through comparative analysis of the standard of ESB in Korea, the United States, and Japan, select the normative standard of ESB, to clarify the point at issue presented in Regulation of Construction & facility Management for Elementary and and Secondary School in Korea, and to suggest an alternative preliminary standard of ESB. To carry out a research for this purpose, these were required: 1. to investigate the existing present status of ESB, 2. to make a comparative analysis of the standard of ESB in each country, 3. to suggest the normative standard of preliminary standard of ESB, 4. to analyze the controversial points of the standard of ESB in Korea, 5. to suggest an alternative preliminary standard of ESB. The conclusions were as follows: 1. Putting, through analyzing the previous researches, the existing present status of ESB together, it seemed that lighting environment, indoor air environment and noise environment were all in poor conditions. 2. In the result of a comparative analysis of the standard of ESB in Korea, Japan and the United States, in Korea the factors of each lighting and indoor air environment were not presented properly, in Japan, in lighting environment aspect, the standard on natural lighting and the factors on brightness were not presented., and in the USA the essential factors of each environment were throughly presented. In the comparison of the standards on each factor, Korea showed that the standard level presented was less properly prescribed than those of the USA and Japan but it also showed that the standard levels prescribed in the USA and in Japan were mostly similar to the standard levels in records investigated. 3. With the result of the normative standard selection on School Builiding environment factor of prescribed in this study, the controversial points of the standard of ESB in Korea were analyzed and the result was utilized to suggest new preliminary standard of ESB. 4. As the result of the analysis of the controversial points of the standard of ESB in Korea, it was found that the standard of ESB in Korea should be established on a basis of School Health Act and be concretely presented in School Health Regulation and School Health Rule. The factors of each environment was improperly presented in the existing standard of ESB in Korea. Moreover the standard of them was inferior to that of the records investigated and those of in the USA and in Japan and it also showed that the standard of it in Korea was improper to maintain Comfortable Learning Environment. 5. A suggested preliminary standard of ESB acquired through above study as follows: 1) In this study a new kind of preliminary standard of ESB is divided into lighting environment, indoor air environment, noise environment, odor environment and for above classification, reasonable factor and standard should be established and the controling way on each standard and countermeasures against it should be considered. 2) In lighting environment, the factors of natural lighting are divided into daylight rate, brightness, glare. In the standard on each factor, daylight rate should secure 5% of a mean daylight rate and 2% of a minimum daylight rate, brightness ratio of maximum illumination to minimum illumination should be under 10:1, and in glare there should not be an occurrence factor from a reflector outside of the classroom. And the factors of unnatural lighting are illumination, brightness, and glare. In the standard on each factor, illumination should be 750 lux or more, brightness ratio should be under 3 to 1, and glare should not occur. And Optimal reflection rate(%) of Colors and Facilities of Classroom which influences lighting environment should be considered. 3) In indoor air environment factors, thermal factors are divided into (1) room temperature, (2) relative humidity, (3) room air movement, (4) radiation heat, and harmful gases (5) CO, (6) $CO_2$ that are proceeded from using the heating fuel such as oval briquettes, firewood, charcoal being used in most of the classroom, and finally (7) dust. In the standard on each factor, the next are necessary; room temperature: $16^{\circ}C{\sim}26^{\circ}C$(summer : $E.T18.9{\sim}23.8^{\circ}C$, winter: $E.T16.7{\sim}21.7^{\circ}C$), relative humidity: $30{\sim}80%$, room air movement: under 0.5m/sec, radiation heat: under $5^{\circ}C$ gap between dry-bulb temperature and wet-bulb temperature, below 1000 ppm of ca and below 10ppm of $CO_2$, dust: below 0.10 $mg/m^3$ of Volume of dust in indoor air, and ventilation standard($CO_2$) for purification of indoor air : once/6 min.(about 7 times/40 min.) in an airtight classroom. 4) In the standard on noise environment, noise level should be under 40 dB(A) and the noise measuring way and the countermeasures against it should be considered. 5) In the standard on odor environment, odor level under Physical Method should be under 2 degrees, and the inspecting way and the countermeasures against it should be considered.