• Korean Journal of Optics and Photonics
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• v.28 no.6
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• pp.327-333
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• 2017

The purpose of this research was to analyze characteristics of verbal interactions of each homogeneous group in the learning of the 6th grade's 'Use of Lenses' Unit. For this research, six learning sessions were conducted in one 6th grade class composed of a high-academic-achievement group, an intermediate-academic-achievement group, and a low-academic-achievement group. All lessons were recorded, to analyze the verbal interactions of each group, and the transcribed data were analyzed using the verbal-interaction analytic framework. Results included: In the upper group, although opinions were presented more frequently, there were many negative verbal interactions in completing the tasks. The middle group was observed more specifically to accept peer opinions critically in their observational activities. The middle group's members were more active in presenting their opinions than listening to others' opinions. The lower group had difficulties in drawing conclusions because of a lack of ability to persuade peers or to respect the opinions of peers, even though the frequency of verbal interactions was higher than in other groups. Therefore, a homogeneous group structure is good for a simple activity involving a simple inquiry or an exchange of opinions, while a heterogeneous group structure is more effective in activities focused on understanding scientific concepts and knowledge.

• Proceedings of the Korean Society of Crop Science Conference
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• 2017.06a
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• pp.7-7
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• 2017

Unfavorable weather and soil conditions reduce rice yield and land and water productivity, aggravating existing encounters of poverty and food insecurity. These conditions are foreseen to worsen with climate change and with the unceasing irrational human practices that progressively debilitate productivity despite global appeals for more food. Our understanding of plant responses to abiotic stresses is advancing and is complex, involving numerous critical processes - each controlled by several genetic factors. Knowledge of the physiological and molecular mechanisms involved in signaling, response and adaptation, and in some cases the genes involved, is advancing. Moreover, the genetic diversity being unveiled within cultivated rice and its wild relatives is providing ample resources for trait and gene discovery, and this is being scouted for rice improvement using modern genomics and molecular tools. Development of stress tolerant varieties is now being fast-tracked through the use of DNA markers and advanced breeding strategies. Large numbers of drought, submergence and salt tolerant varieties were commercialized over recent years in South and Southeast Asia and more recently in Africa. These varieties are making significant changes in less favorable areas, transforming lives of smallholder farmers - progress considered incredulous in the past. The stress tolerant varieties are providing assurance to farmers to invest in better management of their crops and the ability to adjust their cropping systems for even higher productivity and more income, sparking changes analogous to that of the first green revolution, which previously benefited only favorable irrigated and rainfed areas. New breeding tools using markers for multiple stresses made it possible to develop more resilient, higher yielding varieties to replace the aging and obsolete varieties still dominating these areas. Varieties with multiple stress tolerances are now becoming available, providing even better security for farmers and lessening their production risks even in areas affected by complex and overlapping stresses. The progress made in these less favorable areas triggered numerous favorable changes at the national and regional levels in several countries in Asia, including adjusting breeding and dissemination strategies to accelerate outreach and enabling changes at higher policy levels, creating a positive environment for faster progress. Exploiting the potential of these less productive areas for food production is inevitable, to meet the escalating global needs for more food and sustained production systems, at times when national resources are shrinking while demand for food is mounting. However, the success in these areas requires concerted efforts to make use of existing genetic resources for crop improvement and establishing effective evaluation networks, seed production systems, and seed delivery systems to ensure faster outreach and transformation.

• Korean Journal of Environmental Biology
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• v.21 no.2
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• pp.87-100
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• 2003

It is important to understand the potential human health implications of exposure to environmental chemicals that may act as hormonally active agents. It is necessary to have an understanding of how pharmaceutical and personal care products and other chemicals affect the ecosystem of our planet as well as human health. Endocrine disruption is defined as the ability of a chemical contaminating the workplace or the environment to interfere with homeostasis, development, reproduction, and/or behavior in a living organism or it's offspring. Certain classes of environmentally persistent chemicals such as polychlorinated biphenyls (PCBs), dioxins, furans, and some pesticides can adversely effect the endocrine systems of aquatic life and terrestrial wildlife. Research continues to support the theory of endocrine disruption. However, endocrine disruption researches have been applied to proteomics poorly. Proteomics can be defined as the systematic analysis of proteins for their identity, quantity and function. It could increase the predictability of early drug development and identify non-invasive biomarkers of tonicity or efficacy. Proteome analysis is most commonly accomplished by the combination of two-dimensional gel electrophoresis (2D/E) and MALDI-TOF mass spectrometry (MS) sr protein chip array and SELDI-TOF MS. Proteomics have an opportunity to play an important role in resolving the question of what role endocrine disruptors play in initiating human disease. Proteomics can also play an imfortant role in the evaluation of the risk assessment and use of risk management and risk communication tools required to address public health concerns related to notions of endocrine disruptors. Understanding the need for the proteomics and possessing knowledge of the developing biomakers used to abbess endocrine activity potential will he essential components relevant to the topic of endocrine disruptors.

• School Mathematics
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• v.13 no.4
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• pp.651-674
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• 2011

Functional thinking is a central topic in school mathematics and the purpose of teaching functional thinking is to develop student's functional thinking ability. Functional thinking which has to be taught in elementary school must be the thinking in terms of phenomenon which has attributes of 'connection'- assignment and dependence. The qualitative methods for evaluation of development of functional thinking can be based on students' activities which are related to functional thinking. With this purpose, teachers have to provide students with paradigm of the functional situation connected to the other subjects which have attributes of 'connection' and guide them by proper questions. Therefore, the aim of this study is to find teaching method for functional thinking by situation posing connected with other subject. We suggest the following ways for functional situation posing though the process of three steps : preparation, adaption and reflection of functional situation posing. At the first stage of preparation for functional situation, teacher should investigate student's environment, mathematical knowledge and level of functional thinking. With this purpose, teachers analyze various curriculum which can be used for teaching functional thinking, extract functional situation among them and investigate the utilization of functional situation as follows : ${\cdot}$ Using meta-plan, ${\cdot}$ Using mathematical journal, ${\cdot}$ Using problem posing ${\cdot}$ Designing teacher's questions which can activate students' functional thinking. For this, teachers should be experts on functional thinking. At the second stage of adaption, teacher may suggest the following steps : free exploration ${\longrightarrow}$ guided exploration ${\longrightarrow}$ expression of formalization ${\longrightarrow}$ application and feedback. Because we demand new teaching model which can apply the contents of other subjects to the mathematic class. At the third stage of reflection, teacher should prepare analysis framework of functional situation during and after students' products as follows : meta-plan, mathematical journal, problem solving. Also teacher should prepare the analysis framework analyzing student's respondence.

• School Mathematics
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• v.17 no.3
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• pp.493-513
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• 2015

This study is based on the perspective that tasks in local and global contexts are important to raise students' ability to mathematically analyze and solve diverse phenomena and social issues as members of future civil society. Therefore, this study analyzes 880 real world tasks from 13 types of 7th grade textbook based on 2009 revised Curriculum. As a result of analyzing tasks by using 3 types of context category and 9 types of ways as analysis framework and allowing repetitive coding, personal context was most frequent in the context of Younbokhap. In level of Integrated ways of Yungbokhap, sequential model in which other subjects' topics were not directly related to mathematics problem or presented in simple description is most frequent. The result shows that the textbooks are too limited to develop learner's competencies. Through such analysis result, we discuss about the necessity and methods of developing tasks which allow learners to study further in future society and global context and which connect other subjects' knowledge and social issue with mathematics in deeper level.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.28 no.1
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• pp.21-26
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• 1992

Generally a navigator evaluated the maneuverability of his ship by the scale of turning circle which was described only by the largest rudder angle of the port and starboard sides. But to have the sufficient knowledge of his ship's maneuvering characteristics he should consider the data about the new course keeping test, the spiral test, and the turning circle tests in accordance with the rudder angles together. In this paper the author performed the above tests to study the maneuverability of the stern trawler M.S. Pusan 404 which is a training ship of the National Fisheries University of Pusan. The obtained results are summarized as follows: 1. When the rudder angles being 5。, 10。, 20。, 30。, 35。 the advances of the starboard side turning circles were 12.8, 8.2, 4.8, 2.9, 2.7 times as large as the length of the ship, and of the port side turning circles were 13.3, 8.7, 5.4, 3.5, 2.9, time as large as the large as it. Under the same conditions the tactical diameters were 15.1, 9.7, 5.2, 3.1, 2.8 times as large as the length of the ship, for starboard side, and 17.2, 12.4, 6.4, 3.7, 3.2 times as large as it for port side. 2. As the rudder angle being increased the ratio of the advance to the tactical diameter was nearly 1 and her obeying ability was better than that of the small angle. 3. The mean values of the rates of speed reduction during the steady turning motion were 0.96, 0.92, 0.82, 0.71, 0.65 in accordance with the rudder angles. 4. The relative formulas between the distance to the new course y and the altering course x were as follows: When rudder angles being 10。, 20。, 30。, y=52.2222+1.6133x, y=48.750+0.9383x, y=39.250+0.655x respectively. 5. There was little difference of the distance to the new course between rudder angle 20。and 30。, and so it is desirable for a navigator to a navigator to use the small rudder angles unless sudden emergencies. 6. Though her rudder angle being small her course stability was good according to the spiral tests.

• Journal of Environmental Science International
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• v.19 no.3
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• pp.343-351
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• 2010

Since the effect of environmental education at class using textbooks or materials related to environment is limited, the importance of activities for field experience is getting increased day by day. Thereby, the education tends to change into the type of education providing students with direct environmental experience. Students attending the science high school have excellent aptitude and ability for science and will lead the development of science in the future. Now it is urgent to develop various experiential programs which are helpful for them to establish desirable values on environment. However, the field of environmental education that allows science high school students equipped with ample environmental knowledge to improve environment sensitivity and have proper environment awareness is quite restricted as of now. Natural exploration activities are the programs which provide science high school students having lack of chance for environmental education with good opportunities to contact nature and also play significant roles in arousing their interest in issues related with environment. Therefore, it is thought that they will let science high school students explore the natural features of Korea, understand the importance of preserving environment and ecosystem profoundly, and encourage environmental awareness and will of environmental practice. Thereupon, with the study subjects of 121 first and second graders at U Science High School, this article analyzed their recognition of the necessity for environmental education and environmental pollution problems before and after the natural exploration activities, and conducted a survey on their satisfaction after the natural exploration activities and analyzed it. The result of this research is as follows. First, it was shown that the natural exploration activities were effective to raise the science high school students' awareness of issues related with environmental pollution. Second, the natural exploration activities had effect upon enhancing the students' willingness of environmental practice. Third, there was statistically significant correlation between the science high school students' satisfaction with the natural exploration activities and their achievement in the science subject. Fourth, there also was a statistically non or weakness significant correlation between their satisfaction with the natural exploration activities and preference for the science subject. In particular, it was found that students preferring biology indicated higher satisfaction.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.73-86
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• 2011

This study selected the objects and the content factors of multicultural education in home economics, and analyzed multicultural contents reflected on high school technology & home economics textbooks. Based on these results, this study suggests the direction for improving technology & home economics textbook. We set up the object of multicultural education in home economics as creating the new culture through developing multicultural ability by critical thinking. The distribution analysis of multicultural contents of six kinds of technology & home economics textbook resulted that most of contents are assigned to 'knowledge section'. And 'personal relationship and group function' holds the highest ratio among the sub-sections of 'function section'. The 'value section' shows even distribution in its sub-sections. Most of textbooks contain characteristics of Korean traditional culture and necessary value in multicultural society. But, there are lack of contents about the way of communication with other cultures and coexist with diverse cultures. When we develops new textbook hereafter, it is necessary to contain the contents about which can help to understand and respect diverse culture through the egalitarian perspective and, by extension, which can make students think critically about the attitude, values, environment and way of live together with multicultural members in society. From now on Home Economics education will help the students who live in multicultural society to be understand about the differences in diverse culture and to create a desirable culture through the critical thinking as well.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.77-90
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• 2010

The purpose of this study was to investigate the practice of eating life and the needs of dietary education of high school students. The data was collected by means of questionaire form the total of 463 high school students who were living in Daegu and Gyeongbuk province. Recognition of the need dietary education was 3.47/5.00, the utilization in daily life was 3.16, the degree of interesting was 3.23, and the degree of difficulty was 2.82. The reason of necessity was health care and growth (54.6%). The reasons of interesting were as follows: various information (28.3%), job choices (21.2%), happy family life (20.7%), cooking practice (19.7%). The degree of dietary education needs was 3.24. The need of cooking ability improvement was highest as 3.59. The practice of eating life was 3.41. Such as hand washing, food hygiene was the highest as 3.71. But the items of healthy eating life and evaluation of eating life were the lowest. The practice in daily life was positively correlated with recognition of the need, utilization, interest. But it was a negative correlation with the difficulty. Therefore dietary education should be strengthened in home economics subject, and to increase the rate of daily practice the teaching content and methods must be improved. In addition, dietary education in schools should be closely connected with families and local communities.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.