• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.143-152
• /
• 2023

This study was conducted on 115 students from 4 classes of 2nd year intensive courses at B University of Education. Elementary preservice teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Elementary preservice teachers complained of difficulties in teaching methods in the astronomy area among various areas of the science department. The purpose of this study was to find out what difficulties elementary preservice teachers have in teaching elementary science astronomy topics, and to find more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preparatory elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the earth and the moon. 'What does the earth look like?' in Unit 4 (1/10) of the 3rd year, 1st semester In Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as 'What does the moon look like?'. Candidly describe how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preparatory elementary teachers. The results of these surveys were visualized and displayed using Netminer as a language analysis method, and the contents of the responses to the actual surveys by pre-service elementary school teachers were described and interpreted. Based on these results, preparatory elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to pre-service elementary teachers was suggested.

• Journal of The Korean Association For Science Education
• /
• v.29 no.2
• /
• pp.179-192
• /
• 2009

The purpose of this study was to examine the effects of Small-Scale Chemistry (below SSC) Lab Program with respect to students' extroversions and introversions. For this study, an SSC Lab Program was developed on the basis of analyzing the chemistry part of the high school science textbook in the 7th curriculum. The experimental group received SSC experiment lessons, and the comparison group received traditional experiment lessons based on textbook for 5 class periods. Afterwards, students were grouped into extrovert and introvert according to their personality test scores, the differences between the two groups were investigated using 2-way ANCOVA. Prior to the instructions, three test regarding the scientific attitude and academic self-efficacy were administered. After the instructions, the scientific attitude, academic self-efficacy, and students' perceptions on SSC Lab Program were examined. The scores in mid-term and end-of-term science exams were used as pre-test and post-test science achievement scores, respectively. Two-way ANCOVA results revealed that there were effects in the score of the academic achievement score, but there was no interactive effect between extroversion/introversion and treatment. In addition, a significant interactive effect was found in the scientific attitude, but there was no significant main effect. It was interpreted that extrovert students had many opportunities in SSC experiment classes and were able to experiment with initiative, but introverts would feel the responsibility and the pressure owing to the small group experiment. There were no main and interactive effects in the score of the academic self-efficacy test. Survey of students' perceptions on SSC Lab Program revealed that both over 90% extrovert and introvert students showed very positive perceptions in 'three-membered small group composition,' 'understanding,' and 'convenience' items. It was found to be a very different perception between extrovert and introvert students in 'comparing result with other students' item.

• Journal of The Korean Association For Science Education
• /
• v.44 no.1
• /
• pp.11-27
• /
• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Journal of Korean Society of Forest Science
• /
• v.113 no.1
• /
• pp.31-39
• /
• 2024

This study was performed to determine the effects of Four seedling age classes ageon the characteristics of growth and nutrient uptake in Chamaecyparis obtusa container seedlings. Seedlings (1-1, 2-0, 2-1, and 2-2 seedlings) of C. obtusa grown in containers were harvested to measure specific leaf area, height (H)/root collar diameter (D) ratio, dry mass of aboveground (T)/root dry mass (R) ratio, and seedling quality index of seedlings. The specific leaf area was highest in 1-0 seedlings (30.48 cm² g^-1), whereas it decreased (from 28.62 cm² g^-1 to 23.59 cm² g^-1) with increasing seedling age. The H/D ratio increased with increasing seedling age (from 4.41 in 1-0 seedlings to 8.35 in 2-2 seedlings). The T/R ratio decreased as the seedling age increased (from 4.29 in the 1-0 seedling to 2.13 in the 2-1 seedling). The seedling quality index increased with increasing seedling age (from 0.10 for the 1-0 seedling to 3.06 for the 2-2 seedling). The carbon concentrations of seedling components (leaf, branches, stem, and roots) did not differ significantly with seedling age, whereas the nitrogen concentration of seedling components was the lowest in 2-1 seedlings, as no fertilizer was applied to discourage excessive growth of the seedlings. Phosphorus, potassium, and magnesium concentrations in 2-1 seedling components were not affected by the lack of fertilizer application. These results can be applied to determine the optimum morphological characteristics and nutrient management by seedling age in container- grown C. obtusa.

• The Korean Journal of Pesticide Science
• /
• v.2 no.3
• /
• pp.126-136
• /
• 1998

For the purpose of effective control strategy of the melon aphid, Aphis gossypii and the diamondback moth, Plutella xylostella, thiamethoxam and 3 other insecticides in different classes were used with bioassay test methods in laboratory and greenhouse. They were examined to evaluated and compared with contact toxicity, stomach toxicity, rapid action, systemic action, and residual effect of imidacloprid, thiamethoxam (nicotinoids), acephate (organophosphorates), and carbosulfan (carbamates). As results of contact toxicity responses of A. gassypii against 4 insecticides using a spray application method, $LC_{50}$ values of acephate, carbosulfan, imidacloprid and thiamethoxam were 41.9, 5.2, 1.1, and 0.7 ppm. respectively. In the evaluation of stomach toxicity response of P. xylostella using a leaf-dipping method, with the 2nd instar larva $LC_{50}$ values of imidacloprid, thiamethoxam and acetamiprid were 64.9, 24.6 and 15.2 ppm, with the 3rd instar larva were 125.2, 42.7 and 27.8 ppm. and with the 4th instar larva were 241.1, 44.5 and 23.9 ppm, respectively. In the case of rapid action to A. gossypii using a spray application method after inoculation, $LT_{50}$ values of imidacloprid, thiamethoxam, carbosulfan, and acephate were 26.6, 28.0, 30.3, and 41.7 min. respectively. Otherwise, in the inoculation after applying compounds, $LT_{50}$ values of thiamethoxam, imidacloprid, and carbosulfan were 95.5, 118.0, and 122.9 min. respectively. Evaluating to systemic action from the abaxial surface to the adaxial surface of red pepper leaf with spray method, $LT_{50}$ values of thiamethoxam, imidacloprid, and carbosulfan were 162.2, 168.9, and 564.1 min. respectively. For the systemic action from the lower leaves to the upper leaves on red pepper, $LT_{50}$ values of carbosulfan, thiamethoxam, imidacloprid, and acephate were 2.3, 2.9, 3.0, and 8.8 days, respectively. In red pepper plant, $LT_{50}$ values of carbosulfan, imidacloprid, thiamethoxam, and acephate on the systemic action from the roots to the upper leaf were 0.6, 1.0, 1.0, and 13.8 days, respectively. As these results, it might be that thiamethoxam was excellent on systemic effect in red pepper. For the evaluation of residual effect on red pepper with A. gossypii, thiamethoxam and imidacloprid maintained high control effects as over 80% upto 10 days after treating compounds.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.4
• /
• pp.19-35
• /
• 2015

The purpose of this study was to develop and evaluate a teaching learning process plan for the practice of caring and sharing to improve character of highschool students through Home Economics subject. The teaching learning process plan consisting of 13-session lessons has been developed and implemented according to the ADDIE model for the unit of 'Happy Family Life and Culture led by Family'. The unit was divided into two themes: Theme I caring through sharing and Theme II caring through practice. Six practice elements of caring and sharing such as communication, gratitude, courage, love, empathy, and environment drawn from Theme I are applied to Theme II. Various activities and teaching materials as well as questionnaire were developed. The plan was applied to 8 classes, 287 freshmen of S highschool in Jeonju-si from March to May, 2014. Three factors were drawn from 35 character-related items: self-perception, perception of caring and sharing, and practice of caring and sharing. These factors were related to respondents' satisfaction with family relationships and school life. Two factors except self-perception improved through 13 lessons. Students evaluated that the whole caring and sharing practice lessons of Theme I and II gave them the chance to realize a actual practice in everyday life was important even with small efforts such as cooking for special family. Also students commented that the praising workbook was impressive. All 23 items of evaluation gained from over 3.5 to 4.2 on 5-point scale. It can be concluded that the teaching learning process plan for the practice of caring and sharing for the unit of 'Happy Family Life and Culture led by Family' would improve character of highschool students through the Home Economics subject.

• The Korean Journal of Elementary Counseling
• /
• v.11 no.2
• /
• pp.299-320
• /
• 2012

We have information through a variety of media such as language, pictures and internet. Since we get information through texts mostly, we can say that reading ability which enables a person to read a text and understand its meaning basically is the most essential for people to possess. Taking the advantage of the fact that a school is a place where learning and daily-life guidance can be made at the same time, we need to try encouraging students to involve in learning process and feel a sense of accomplishment by adding consultation between a teacher and a student or between a student and a student in Korean subject. This study selected two fifth grade classes of an elementary school of small and medium-sized city as an experimental group and a control group respectively and applied reading strategy program by using interaction of complementary lesson as the number of ten times during five weeks. It focused on making students interested in complementary class and encouraging them to become active participants. This study's goal is to see if the reading strategy program affects students' reading comprehension, metacognition and a sense of self-efficacy The results of the study are as in the following: first, the reading strategy program of complementary lesson is effective in students' reading comprehension and a range of factual understanding and sentimental understanding. Second, the reading strategy program of complementary lesson is effective in adjustment area as a subordinate factor of metacognition. Third, the reading strategy program of complementary lessonis effective in students' sense of self-efficacy. It is shown that experience of using new reading strategy and successful experience and help in peer-group members have a positive effects on a student's sense of self-efficacy. Forth, as the result of satisfaction evaluation over the program with the students' activity report and researchers' observation results, the study shows that the organization and operation of the program influences on students' effort and participation to reach the goal together positively. Through the results as above, we can say that the reading strategy program of complementary lesson have a positive effect on a student's reading comprehension, metacognition and a sense of self-efficacy.

• Korean Journal of Environment and Ecology
• /
• v.31 no.6
• /
• pp.508-519
• /
• 2017

There have been many studies on monitoring of biodiversity changes and preservation of Gwangneung Forest Biosphere Reserve (GFBR) in South Korea in recognition of the rare ecosystem that has been preserved for a long period. However, there are few studies on diversity and community characteristics of benthic macroinvertebrates as an indicator of stream health of GFBR. The purpose of this study was to assess the water quality of Bongseonsa Stream that penetrated through Gwangneung Forest and the nearby torrents by analyzing the benthic macroinvertebrates community during April to September 2016. The investigation collected a total of 114 species of benthic macroinvertebrates belonging to 56 families, 17 orders, 8 classes, and 5 phyla from the Bongseonsa Stream and Kwangneung Stream. Ephemeroptera and Trichoptera were the largest groups in species diversity with 30 species (32.3%) and 16 species (17.2%), respectively, and Tubificidae sp., Baetis fuscatus, Antocha KUa, and Cheumatopsyche brevilineata, which usually habit in contaminated streams, appeared frequently. Among the feeding function groups, the gatherers and hunters appeared relatively frequently, and the shredders and scrapers appeared frequently in the torrents. Among the habitat oriented groups, the clingers and burrower appeared more frequently and represented the microhabitats in the shallow areas. The result of the analysis of benthic macroinvertebrates community showed that the dominant index was $0.48{\pm}0.10$ in average while it was lowest with 0.33 in GS 8 of the Gwangneung Forest torrent and highest in BS 1 of Bongseonsa Stream. The diversity and richness indices were inversely proportional to the dominant index and were 2.53 and 4.22, respectively, in GS 8 where the dominant index was low. The result of the analysis of community stability showed that area I, which had high resistance and restoration, was high in Bongseonsa Stream while the area III, which had low resistance and restoration, was high in Gwangneung Forest, indicating that the water system in Gwangneung Forest had a wider distribution of specifies sensitive to agitation. The biological water quality assessment showed ESB of $50.88{\pm}17.69$, KSI of $1.11{\pm}0.57$, and BMI of $78.55{\pm}11.05$. GS 8 of Gwangneung Forest torrent was judged to be the highest priority protective water area with the best water environment and I class water quality with ESB of 63, KSI of 0.55, and BMI of 89.9. On the contrary, BS 1 of Bongseonsa Stream was judged to be the high priority improvement area that had the lowest water quality rating of III with ESB of 25, KSI of 2.13, and BMI of 62.7. Although the diversity of water beetle was higher in the water system of nearby Bongseonsa Stream than the water system inside the Gwangneung Forest, the annual community structure appeared to have distinct differences.

• Research in Community and Public Health Nursing
• /
• v.9 no.2
• /
• pp.467-481
• /
• 1998

The purpose of this survey, in which 2754 students from 35 middle schools from Taegu city participated, was to identify the degree and the relationship of sexual knowledge, sexual attitude and need for sex education. This information will provide useful data, and promote a more systematic, desirable and practical sex education. The data was collected from September 1 to November 8, 1997. Data was analyzed using the statistical computer package, SPSS to manipulate the data along with percentage, mean, $X^2$-test. t-test, F-test and Pearson correlation coefficient. The results from this study were summarized as follows: 1. The mean score of sex related knowledge showed significant differences between boys and girls in general knowledge(boys: 10.85 girls: 11.71, p=0.000), in the area of physical development(boys : 5.29 girls: 5.72, p=0.000), pregnancy & physiology (boys: 3.23 girls: 3.57, p=0.000) and venereal disease (boys: 2.33 girls: 2.42, p=0.000). 2. The mean score of sex related attitudes showed a significant differences between boys and girls on the whole(boys : 57.68 girls: 58.92, p=0.000), in the area of psychological differences of the other sex (boy: 26.13, girls: 28.08, p=0.000), and sexual delinquency and its prevention(boy: 14.28, girls: 13.68, p=0.000). However, in the area of other sex friendships (boy: 17.28, girls: 17.16, p=0.274). There were no significant differences between boys and girls. 3. Those who had a higher sex related knowledge score showed more positive attitudes towards sex, but was of no statistical significance(r= 0.312, p=0.000). 4. The majority of subjects wanted to learn about friendship with the other sex(40.1%), about physical and psychological differences in adolescence(24.0%), about prevention of sexual violence(15.0%), about pregnancy and delivery (7.5%), about venereal disease and medical cures(7.3%), about contraception methods (4.3%), as well as other aspects of sexual knowledge (1.8%), 5. The mean score of sex related knowledge generally was higher when one paid a lot of attention to health (F= 3. 148, p=0.014), when one's father was alive(t=3.930, p=0.000), and when one's mother was alive(t=2.807, p=0.005), Hobby activities also showed a significant difference(F=9.092, p=0.000). The mean score of sex related knowledge generally according higher when one had sex education(F=9.470, p=0.000), when one obtained sexual knowledges from a teacher (F = 5. 742, p=0.000), and when one had middle grade problems with sex(F=13.58 4, p=0.000). 6. The mean score of sex related attitudes generally showed significant differences when re ligion(F=2.691, p=0.03), hobbies (F= 3.499, p= 0.002) were considered. Those who had a father also had higher scores(t=2.538, p= 0.011). The mean score of sex related attitudes generally with respect to a subject's sex was higher when one had sex education(t=5.338, p= 0.000), when one had high grade problems with sex(F=6.023, p=0.002), and when one had the experience of friendship with the other sex(t= 8.106, p=0.000), The following suggestions are based on the above results, 1. Systematic sex education must be performed in middle schools in order to establish responsible attitudes toward sex, 2. Sexual knowledge, attitude, and general sex education classes must be performed seperately for early, middle, and late adolescents, In other words sex education programs are needed for each adolescent development stage.

• Journal of The Korean Association For Science Education
• /
• v.34 no.3
• /
• pp.285-294
• /
• 2014

This study investigates the effects of formative assessment utilizing mobile applications on interest and self-directedness in science instruction. The study subjects are two 6th grade classes from H elementary school located in Incheon, and the experimental group and the comparative group are composed of 21 students, respectively. The students from the experimental group have been taught with mobile devices while the comparative group has been taught in methods consistent with the current teaching standards. For the sake of research, the results of the method applied to the mobile device focus group have been edited using Google Drive Forms, entered as QR codes and stored in order for them to later be utilized for teaching and learning process. In the process, the teacher has provided the students with feedback based on their answers. The students of comparative group are to solve the same formative assessment in paper. As a result, the teacher of the mobile device focus group has been able to go through twenty-nine questions on formative assessment in the teaching and learning process, confirm the correct answers five times and provide feedback twenty-five times for additional explanation. In the inquiry about interest, the mobile device group scored 4.64 points and the standard one scored just 1.99 points (p<0.01). Fifteen students answered in the interview that and the major reason why they scored high has been because it was fun to study with mobile devices. When it comes to self-directedness over the process of teaching and learning, the mobile device focus group has answered positively but the standard group has scored relatively low (p<0.01).