• 과학교육연구지
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• 제46권1호
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• pp.40-52
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• 2022

참여형 과학문화 확산의 일환으로 지속되어 온 생활과학교실은 효과적인 학교 밖 체험·탐구 활동으로서 과학의 대중화에 앞장서왔다. 그러나 최근의 코로나19 상황으로 생활과학교실 역시 비대면으로 전환하거나 대면-비대면 교육을 조합할 수밖에 없는 환경이 되었으며, 이러한 교육의 변화가 여전히 학생들의 과학에 대한 관심과 흥미를 제고하는데 효과적인지 검토가 필요한 시점이다. 이에 본 연구에서는 비대면 생활과학교실 프로그램에 참여한 초등학생들의 평소 관심 분야, 과학기술에 대한 인식, 과학에 대한 관심과 흥미, 과학적 역량이 어떻게 변화되는지 확인하고 학생과 학부모들의 인식 차이를 비교함으로써 비대면 생활과학교실의 교육 효과성을 제고하고 향후 운영 방안에 대해 모색하였다. 연구 결과 비대면 생활과학교실 프로그램 참여 이후 학생들은 과학기술 발전이나 미래기술, 환경오염, SNS에 대한 관심 등이 높아지고 게임에 대한 관심이 줄어드는 경향을 보였다. 또한 과학기술 활동에 대한 관심, 과학에 대한 흥미, 과학적 역량도 증가하여 비대면 생활과학교실의 교육 효과를 확인할 수 있었다. 이를 바탕으로 생활과학교실의 학습 주제와 내용 수준을 다양화하고 소외된 학습자들에게 비대면 과학 학습의 기회를 확대하며, 최신 미디어를 활용한 과학콘텐츠 개발과 공유가 필요함을 제언하였다.

• 수산해양기술연구
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• 제57권4호
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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.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 1998년도 봄 학술대회 발표논문집 디자인 학 연구
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• pp.48-49
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• 1998

• 대한물리치료과학회지
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• 제30권3호
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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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• 제11권3호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제35권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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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.

• 대한지구과학교육학회지
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• 제12권3호
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• pp.174-183
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• 2019

본 연구는 P광역시 소재 B초등학교 5학년 50명을 대상으로 디지털스토리텔링을 활용한 상황중심수업이 초등학생들의 과학학습 동기 및 과학적 태도에 어떤 영향을 미치는가를 알아본 것이다. 본 연구의 수행을 위해서 5학년 한 개 반 25명을 연구집단으로, 또 다른 한 개반 25명을 비교집단으로 선정하여 연구집단에게는 8차시의 디지털스토리텔링을 활용한 상황중심수업을 실시하고, 비교집단에게는 교육과정에 의한 일반 과학수업 10차시를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 디지털스토리텔링을 활용한 상황중심수업은 초등학생들의 과학학습 동기에 통계적으로 유의미한 효과를 미치는 것으로 나타났다. 둘째, 디지털스토리텔링을 활용한 상황중심수업은 초등학생들의 과학적 태도에 통계적으로 유의미한 효과를 미치는 것으로 나타났다. 이것은 디지털스토리텔링을 통한 상황중심수업이 학생들의 일상적 경험을 통해서 과학 원리를 탐구하는데 긍정적인 효과가 있어서 초등학생들의 과학수업동기 및 과학적 태도가 향상된 것으로 생각된다.

• Journal of Forest and Environmental Science
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• 제33권2호
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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.