• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.317-324
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• 2016

This study aims to investigate the motivation for science learning of 3rd year high school students who choose different majors from their track. A total of 2,012 high school 3rd year students participated in this study. We used Science Motivation Questionnaire II (Glynn et al., 2011) to measure the students' science motivation and performed Rasch analysis, MANOVA and logistic regression analysis. First, results showed that 11.5% of students in the science track switched their pathway to a non-STEM major and 14.3% of students in the humanities track switched to a STEM major. In addition, there were gender differences in switching majors. Second, we found a significant difference in science motivation between two groups of students switching their major only in career motivation. Third, science motivation was the significant predictor of STEM major choice; in particular, career motivation was the most influential variable. Based on these results, we proposed that prediction of and paying close attention to students' career motivation are required before making decisions on which track to take.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.835-849
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• 2016

The purpose of the present study is to analyze the trajectory of science core school students' STEM career motivation and to examine the relationship between the trajectory patterns and students' tracks. Longitudinal STEM career motivation data with seven constructs were collected from 256 students for five semesters and the data were analyzed by using group-based trajectory modelling analysis. In order to examine the relationship between trajectory pattern groups and the tracks, chi-square tests were conducted. Based on our findings, we found that students are likely to have similar trajectory patterns in STEM career education experience and in their perception towards STEM career value. In terms of parents' support, academic self-efficacy and STEM career motivation aspects are divided into two distinctive trajectory groups ('high' and 'low' group), while two other variables, STEM career self-efficacy and STEM career interest, are divided into three trajectory groups ('moderate declining', 'high declining', 'increasing' group). Most of the trajectory groups are shown the pattern that the level of each constructs increase until their second academic year, then after that, the patterns started going down. Moreover, there are significant relationship between track and each trajectory groups. Science track and science-core track students have similar trajectory patterns. In contrast, humanities track students have different trajectory groups in some constructs. Based on these findings, we suggest that STEM career education environment should consider various patterns of students' STEM career development.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.4
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• pp.373-394
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• 2001

Bis jetzt haben wir $haupts\"{a}chlich$ verschiedene Probleme an Ort und Stelle des Fremdsprachunterrichts analysiert, und zwar: (a) den > Spracherwerbsmechanismus < die >SMQ< und den > auf jeweilige (Fremd)sprache fuhrenden Unterrieht<, die drei Lehr- u. Lernfaktoren des Spraeherwerbs, (b) den Lehr- u. $Lemproze\ss$ der Muttersprache, (c) die 5 Fertigkeitsaufgaben und (d) einige Prinzipien und ihre $Ma{\ss}nahmen$ der Sprachlehr- u. -lernmethode Aus diesen Grundlagen werden die folgenden Ergebnisse be- sonders hervorgebracht werden: (d) Das Hauptziel des Fremdspraehunterrichts soll/muss man darin finden, $zun\"{a}chst$ die >SMQ< zu $erf\"{u}llen$, die etwa 1000 $\"{A}u{\ss}erungen/S\"{a}tzen$ entspricht, um perfekt zu sprechen. (e) Alle Menschen kommen ausnahmslos genetisch mit dem >Spracherwerbsmechanismus< zur Welt, der alles Sprachmaterial grammatisch/systematisch aufnimmt. (f) Aus diesem Grund darf man den $Anf\"{a}nger$ keine Gramma -tik lehren, bis er perfekt sprechen kann, weil er als Mensch schon alles grammatisch lernen kann. (g) Stattdessen lohnt es sich, im Unterricht nur auf jeweilige Fremdsprache zu sprechen, zu schreiben und zu $erkl\"{a}ren$, d.h. den auf jeweilige Sprache $f\"{u}hrenden$ Unterricht intensiv zu hal- ten, was auch beim Mutterspracherwerb immer der Fall ist. (h) Es ist sehr ratsam $f\"{u}r$ uns, die Lehr- u. Lernmethode im Fall des Mutterspracherwerbs als Unterrichtsmodell dynamisch anzuwenden, weil sie uns immer den $100\%$ Erfolg geschenkt hat. (i) Im Alltag braucht man $st\"{a}ndig$ den Ansprecher/die -in (z.B. im Fernseh/ durch Internet) nachzuahmen, und zwar die Sprechweise, die Gestik bzw. Mimik usw. (j) Es soll/muss streng verboten werden, im Fremdsprach- unterricht auf Muttersprache zu sprechen, weil es mit der Fremd -sprachausbildung, d.h. mit der $Erf\"{u}llung$ von >SMQ< gar nicht zu tun hat, sondern eine Art Betrug sein $k\"{o}nnte$, soweit das folgende koreanische Sprichwort noch gilt: Der Apfel $f\"{a}llt$ nicht weit vom Stamm. (k) Ohne Reformierung des konventionellen Fremdsprachunter -richts, $100\%\;Mi{\ss}lingen$ hinnehmen zu $m\"{u}ssen$, kann man nichts weiter machen. Denn er $st\"{o}rt$ uns das auf jeweilige Sprache bezo -gene Denken. Z.B. die sinnlose Grammatik, auf Muttersprache zu sprechen, die unmittelbare $\"{U}bersetzung$ usw. sind dessen $R\"{a}delsf\"{u}hrer.\;Alle\;L\"{a}nder\;besch\"{a}ftigen\;sich\;st\"{a}ndig\;damit,\;ihre\;M\"{o}glichkeit$ in der harten Existenzkonkurrenz durch die Bildungsreform auszu -gleichen. Denn die Ausbildung der Hochtechnologie im 21. Jh. braucht notwendig die $Fremdsprachf\"{a}higkeit$ als ihre Grundlage. Ohne Selbstreformierung $k\"{o}nnten$ wir als Fremdsprachlehrer/-pro -fessoren - auf Koreanisch sprechend - weiter den Fremdsprach -unterricht halten?

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.997-1006
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• 2015

Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.13-28
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• 2020

This study attempted to understand the characteristics of images of scientific experiments represented and consumed on YouTube, a representative of today's new media. In particular, this paper analyzes the case studies of YouTube's hydrogen peroxide decomposition experiment based on Baudrillard's theory of Simulation and Simulacra, which discusses the strong status of images and the ambiguity of the boundary between virtual and reality. A total of 14 YouTube videos related to hydrogen peroxide decomposition experiments were analyzed. In those videos, hydrogen peroxide decomposition experiments were typically conducted with several signs representing scientific experiments, but the most important sign in the videos were bubbles produced through experiments. For more public consumption of the content, the bubbles resulted from hydrogen peroxide decomposition reproduced in YouTube have been transformed into a more spectacular image as 'super-huge' and 'explosive' bubble. Considering the influence of new media that can be accessed by students anytime and anywhere, it is positive that science experiments in new media enhance students' intimacy and access to science. At the same time, however, it is also important to note the danger that the purpose of scientific experiments will be limited to only 'showing specular images', due to the nature of new media, which mainly deals with immediate and superficial images. Furthermore, this study argues that improving students' science media literacy is required to critically examine the science-related images represented in the new media based on understanding the characteristics and limitations of new media that deeply affect daily life.

• Biomedical Science Letters
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• v.26 no.3
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• pp.230-237
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• 2020

Staphylococcus aureus (S. aureus) is known as a bacterium that can cause skin infections, respiratory system infections, and sinusitis; however, it can exist as a normal flora rather than a pathogen. Recently, methicillin-resistant S. aureus (MRSA) infections have emerged in the community as a new variant of community-associated (CA)-MRSA. In the present study, S. aureus and MRSA were isolated and cultured by collecting samples from facilities and environments where students and educational personnel have multiple contacts on university campuses; specifically, the nostrils and hands of college students were tested from July to September of 2019. The molecular properties of the isolated MRSA were analyzed, and the one MRSA strain was isolated from the university campuses. One MRSA that was isolated and cultured on campus was the mec complex group A and staphylococcal cassette chromosome (SCC) mec type II, which is a characteristic of healthcare-associated (HA)-MRSA, and SCCmec type V, which is a characteristic of CA-MRSA. This result was similar to other studies wherein the SCCmec type II was detected in SCCmec typing analysis in CA-MRSA. To confirm whether there is a new variant of CA-MRSA in the Republic of Korea, additional follow-up studies on the analysis of virulence factors of MRSA are needed by additionally separating CA-MRSA from the body parts of university students and educational personnel.

• Journal of Arbitration Studies
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• v.10 no.1
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• pp.47-68
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• 2000

Neben der staatlichen Gerichtsbarkeit gibt es eine gesetzlich legitimierte Schiedsgerichtsbarkeit durch Privatpersonen nach dem Schiedsverfahrensrecht. Diese Institution entwickelte sich zwar als $\ddot{U}bergangsstufe$ von der Selbsthilfe zur staatlichen Gerichtsbarkeit und aber erlangt zur Zeit mit dem Wirtschaftswachstum, vor allem mit der Verschmelzung des internationalen Handels eine hervorragende Stellung im Justizsystem. $F\ddot{u}r$ die weitere Entwicklung der Schiedsgerichtsbarkeit ist die $Unterst\ddot{u}tzung$ und Kontrolle des staatlichen Gerichts von großer Bedeutung. In der vorliegenden Arbeit handelt es sich $haupts\ddot{a}chlich$ um die Rolle und Grenze des Gerichts in der Schiedsgerichtsbarkeit. Dabei ist die Rolle des Gerichts in 3 Teilen geteilt untersucht, und zwar die aktive, die passive und die kontrollierende Rolle des Gerichts. Unter der ersten $geh\ddot{o}ren$ das Eingreifen des Gerichts in das Schiedsverfahren, z.B. bei der Bestellung und Ablehnung des Schiedsrichters und bei der Frage $\ddot{u}ber$ die Bedendigung des Schiedsrichteramtes und die einstweiligen Maßnahmen des Gerichts sowie die $Unterst\ddot{u}tzung$ des Gerichts bei der Beweisaufnahme. Weil das Schiedsgericht keine Zwangsgewalt besitzt, ist die Schiedsgerichtsbarkeit in bestimmten $F\ddot{a}llen$ auf die aktive Mitwirkung des Gerichts stark angewiesen. Die Rolle des Gerichts in der Schiedsgerichtsbarkeit ist aber durch die Entscheidungsbefugnis des Schiedsgerichts $\ddot{u}ber$ die eigene $Zust\ddot{a}ndigkeit$ und $\ddot{u}ber$ die $G\ddot{u}ltigkeit$ der Schiedsvereinbarung(sog. Kompentz-Kompetenz) und durch den einstweiligen Rechtsschutz durch das Schiedsgericht $eingeschr\ddot{a}nkt$. Hier $beschr\ddot{a}nkt$ sich das Gericht auf die passive Rolle. Die Schiedsgerichtsbarkeit ist außerdem der Kontrolle durch das staatliche Gericht zu unterziehen, sei es durch die Aufhebungsklage oder sei es durch die Entscheidung $\ddot{u}ber$ die Vollstreckung des Schiedsspruchs. Besonders im $Vollstreckbarerkl\ddot{a}rungsverfahren$ hat das ordentliche Gericht eine umfangreiche $\ddot{U}berpr\ddot{u}fungsm\ddot{o}glichkeit$ des Schiedsspruchs. Einerseits soll die Stellung der Schiedsgerichtsbarkeit nicht durch die Mitwirkung und Kontrolle des staatlichen Gerichts entwertet werden, andererseits ist es aber Aufgabe des Staates, die Richtigkeit der schiedsgerichtlichen Entscheidung zu garantieren. In der Schiedsgerichtsbarkeit ist auch das Rechtsstaatsprinzip aufrechterhalten zu bleiben. Abschließend ist festzustellen, daß die Schiedsgerichtsbarkeit ohne Mitwirkung des staatlichen Gerichts nicht auskommt, die Rolle des Gerichts aber auf das erforderliche Maß $beschr\ddot{a}nkt$ sein sollte.

• Korean Journal of Environmental Agriculture
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• v.33 no.2
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• pp.78-85
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• 2014

BACKGROUND: Recent studies using various industrial wastes for heavy metal stabilization in soil were conducted in order to find out new alternative amendments. The acid mine drainage sludge(AMDS) contains lots of metal oxides(hydroxides) that may be useful for heavy metal stabilization not only waste water treatment but also soil remediation. The aim of this study was to investigate the applicability of acid mine drainage sludge for heavy metals stabilization in soils METHODS AND RESULTS: Alkali soil contaminated with heavy metals was collected from the agricultural soils affected by the abandoned mine sites nearby. Three different amounts(1%, 3%, 5%) of AMDS were applied into control soil and contaminated soil. For determining the changes in the extractable heavy metals, $CaCl_2$ and Mehlich-3 were applied as chemical assessments for metal stabilization. For biological assessments, lettuce(Lactuca sativa L.) and chinese cabbage(Brassica rapa var. glabra) were cultivated and accumulation of heavy metals on each plant were determined. It was revealed that AMDS reduced heavy metal mobility and bioavailability in soil, which resulted in the decreases in the accumulation of As, Cd, Cu, Pb, and Zn in each plant. CONCLUSION: Though the high level of heavy metal concentrations in AMDS, any considerable increase in the heavy metal availability was not observed with control and contaminated soil. In conclusion, these results indicated that AMDS could be applied to heavy metal contaminated soil as an alternative amendments for reducing heavy metal mobility and bioavailability.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.613-624
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• 2019

The purpose of this study is to explore high school students' perception of the relationship among science, history, and history of science which is one of the career elective subjects in the 2015 revised science curriculum. This study compares students' perception before and after experiencing history of science course. To do this, data in the format of Venn diagram that students draw to represent their perception on relationship between the history of science, science, and history were collected. The collected data were inductively categorized. As a result of analyzing the Venn Diagram data, there are five different kinds of categories: 'History of science as an intersection of science and history,' 'History of science as an independent domain,' 'History of science as part of history,' 'History of science as part of science,' and 'History of science encompassing both science and history.' And there were 27 different sub-categories within the 5 categories. In addition, before taking the course on history of science, many students tended to regard science history as the intersection of science and history. However, after the course, students' perception changed and differed according to their affiliated academic track. For the humanities, history of science is perceived as part of history, and for the students in science track it is perceived as a part of science. Based on these findings, we suggest that history of science teaching-learning should be conducted that help high school students to experience a new perspective that is different from the curriculum in affiliated academic track.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.24 no.1
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• pp.22-29
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• 1988

In order to investigate the shearing efficiency of the Danish sein net using in the sea area of korea, the autors carried out a models of prototype net, and the nets on which the canvas attached to the rear part of the square and to the extension wing of the prototype net, respectively. The model net is made of scale of 1/35 according to Tauti's Law of similarity on fishing gear. The result obtained are as follows: 1. The hydrodynamic resistance increased the maximum 30% in case of the canvas attached to the square, and decreased the maximum 35% in case of the canvas attached to the extension wing in comparison with prototype net. 2. The height of net mouth increased the maximum 12% in case of the canvas attached to the square, and decreased the maximum 5.8% in case of the canvas attached to the extension wing in comparison with prototype net. 3. The width of net mouth decreased the maximum 4% in case of the canvas attached to the square, and increased the maximum 8.4% in case of the canvas attached to the extension wing in comparison with prototype net. 4. The projective area of net mouth increased the maximum 13.6% in case of the canvas attached to the square and increased the maximum 11.8% in case of the canvas attached to she extension wing in comparison prototype net.