• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.57 no.4
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• pp.292-301
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• 2021

Interviews and boarding surveys were conducted in order to understand the actual usage of octopus pot in the coastal composite fishery in Jeollanam-do. According to the results of the interviews conduced by visiting the areas (Goheung, Yeosu and Wando), the number of octopus pots per nine-ton vessel were 30,000-80,000, and the number of daily usage pots were 7,000-10,000. The number of octopus pots per four-ton vessel was 40,000, and the number of daily usage pots were 4,000. As a result of the survey on two octopus pot fishing boats (9.77-ton and 4.99-ton) in Yeosu area, the daily catch weight of 9-ton class vessel was the minimum of 66.9 kg and the maximum of 159.6 kg. The daily catch weight of the four-ton class fishing vessel was from 31.3 kg to maximum 85.6 kg. The average number of octopus pot used per day in the nine-ton class vessel was 6,821 (the minimum of 6,031 and the maximum of 7,697) and 3,181 (the minimum of 2,282 and the maximum of 3,878) in the four-ton class vessel.

• Proceedings of the Korea Society of Design Studies Conference
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• 1998.04a
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• pp.48-49
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• 1998

• Journal of Korean Physical Therapy Science
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• v.30 no.3
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• pp.84-90
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• 2023

Background: This study aimed to investigate the effects of flipped learning education on academic motivation and class satisfaction in physical therapy students. Design: Cross-sectional study. Methods: Participants included 72 physical therapy students (experimental group=36, control group=36). In order to compare the effects of flipped learning education, flipped learning and lecture-style learning were provided in a class titled Acticities of Daily Living and Practice. An independent t-test was used to compare academic motivation and class satisfaction between two groups. Results: The flipped learning group showed a significantly higher level of academic motivation and class satisfaction compared to the traditional learning group (p<0.05). Conclusion: These results showed that flipped learning education is an effective learning strategy for improving the academic motivation and class satisfaction of physical therapy students.

• Fisheries and Aquatic Sciences
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• v.11 no.3
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• pp.125-132
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• 2008

The development of a fish that functionally provides both antioxidant and fat-reducing effects is an important goal in nutrition and aquaculture research. Dietary conjugated linoleic acid(CLA) can be successfully incorporated in fish muscle and viscera, but CLA and carotenoids have not been evaluated in such fish. An 8 weeks growth trial was conducted using rainbow trout, and all fish were fed twice daily with experimental diets containing graded amounts of CLA(1% and 5%). At the end of the experiment, the daily growth index, feed conversion rate, lipid class, and fatty acid composition were determined. Dietary CLA did not enhance the growth parameters of rainbow trout but did improve the feed conversion rate. The muscular polar lipid content decreased during the feeding period, while the content was stable in the viscera. In addition, a diet high in CLA decreased the polyunsaturated fatty acid content, but had no effect on the content of monounsaturated and saturated fatty acid in muscle.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.98-110
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• 2016

The purpose of this study is to identify pre-service elementary school teachers' difficulties and needs in the science class utilizing smart technologies. The participants were nine pre-service elementary teachers who had practical training at an elementary school and took classes related to technology, pedagogy, and science knowledge. The data was collected through semi-constructed and in-depth interviews. The documents such as participants' guidance plans, daily records produced in teaching practice was collected and analyzed. The results of the research are as follow: Pre-service teachers have usually used the technology as a secondary transfer media to convey the knowledge. We found that the pre-service elementary teachers had 15 difficulties in the science class utilizing smart technologies. In addition, they needed a class to focus more on teaching them by integrating technology knowledge, pedagogy knowledge, and science knowledge, and by sharing a real case of science class utilizing smart technologies.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.31-42
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• 2019

Through the criticism and evaluation of different classes teaching the same lesson topic, this study compared the viewpoints by two ways between two groups including pre-service and experienced teachers. Through free-style criticism, this study analyzed the differences between pre-service and experienced teachers' areas of attention. Through criteria-based analysis, the study analyzed the judgement of each area and the criteria of each judgement. The results of the study found that pre-service teachers criticised more limited areas, but somewhat more positive than their experienced teacher counterparts. Also, pre-service teachers did not observe thoroughly whether or not the teacher was well-informed of the science content, the sequence of curriculum, and whether or not meaningful interaction had occurred. As well as, pre-service teachers were not actually feel importance of student-oriented lessons, and they could not look room and materials are useful to students on students' sides. Additionally, pre-service teachers thought highly of lessons which were connected to other subjects rather than connected to daily life. Therefore, to notice diverse areas in the class, pre-service teachers need to criticise lessons using a diverse criterion. Also, pre-service teachers realized simple questions and that mechanical group activities are not always effective and that they need to think how to improve meaningful interaction. Moreover, they have to perceive that an inquiry-oriented student-lead approach is very important. Lastly, pre-service teachers have to closely consider the room efficiency and materials available to the students, and they must internalize that science class has to be connected with daily life.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.303-315
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• 2017

The purpose of this study is to analyze elementary teachers' science class objectively and quantitatively using Mobile Eye Tracker. The mobile eye tracker is easy to wear in eyeglasses form. And experiments are collected in video form, so it is very useful for realizing objective data of teacher's class situation in real time. Participants in the study were 2 elementary teachers, and they are teaching sixth grade science in Seoul. Participants took a 40-minute class wearing a mobile eye tracker. Eye movements of participants were collected at 60 Hz, and the collected eye movement data were analyzed using SMI BeGaze 3.7. In this study, the area related to the class was set as the area of interest, we analyzed the visual occupancy of teachers. In addition, we analyzed the linguistic interaction between teacher and students. The results of the study are as follows. First, we analyze the visual occupancy of meaningful areas in teaching-learning activities by class stage. Second, the analysis of eye movements when teachers interacted with students showed that teacher A had a high percentage of students' faces, while teacher B had a high visual occupation in areas not related to classes. Third, the linguistic interaction of the participants were analyzed. Analysis areas include questions, attention-focused language, elementary science teaching terminology, daily interaction, humor, and unnecessary words. This study shows that it is possible to analyze elementary science class objectively and quantitatively through analysis of visual occupancy using mobile eye tracking. In addition, it is expected that teachers' visual attention in teaching activities can be used as an index to analyze the form of language interaction.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.174-183
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• 2019

The purpose of this study was to investigate the effects of situation-based class using digital storytelling on elementary school students' science class motivation and scientific attitude for 50 fifth graders in B elementary school in P metropolitan city. In order to conduct this study, 25 students in 5th grade were selected as research group and 25 students in another class as comparative group, and the research group conducted situation-based classes using 8-hour digital storytelling. The comparative group received 8 classes of general science classes by curriculum. The results of this study are as follows. First, the situation-based class using digital-storytelling has a statistically significant effect on elementary school students' science learning motivation. Second, situation-based class using digital-storytelling has a statistically significant effect on the scientific attitudes of elementary school students. It is thought that the situation-based class through digital-storytelling has a positive effect on the exploration of science principles through students' daily experiences.

• Journal of Forest and Environmental Science
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• v.33 no.2
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• pp.97-104
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• 2017

Investigation was carried out on response of Tetrapleura tetraptera (Schum. and Thonn.) to soil, water and light with the view of its domestication and introduction to different ecological regions. The experiment was arranged in a factorial experiment of $3{\times}3{\times}3$ in a completely randomized design (CRD) with three replicates. The factors were: soil textural class (Loamy sand, Sand and Sandy clay loam), watering regime (daily, twice a week and once a week) and light intensity (100%, 75% and 50%). Soil textural classes had significant influence on collar diameter, stem height, number of leaflets, root/shoot ratio and relative growth rate of Tetrapleura seedlings. Seedlings grown on loamy sand recorded the highest mean value- 2.28 mm for collar diameter, stem height- 12.9 cm, number of leaflets- 19.9, chlorophyll b- $0.34mg\;mL^{-1}$, leaf relative water content- 27.4% and relative growth rate- $0.037mg\;g^{-1}\;day^{-1}$. Watering regime had significant influence on the collar diameter of Tetrapleura. Seedlings watered daily recorded the highest mean value- 2.25 mm for collar diameter. Light intensity significantly influenced collar diameter and root/shoot ratio. Seedlings exposed to 100% light intensity recorded higher mean value for collar diameter- 2.28 mm and root/shoot ratio- 1.481 cm. The interaction between soil textural class and light intensity significantly affected collar diameter, stem height and number of leaflets. Higher mean value for collar diameter (2.47 mm) stem height (13.25 cm) and number of leaflets (21.16) were recorded while the interaction between soil textural class, light intensity and watering regime was significant for only number of leaflets. Tetrapleura exhibited some level of tolerance to different soil texture, drought and light intensity. Therefore, Tetrapleura has the potentials to be raised in different ecological zones characterized by difference in soil, rainfall and amount of sunshine.