• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2115-2123
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• 2011

The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.

• 대한공업교육학회지
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• v.38 no.1
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• pp.125-143
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• 2013

The purpose of this study was to investigate the current Status and practical use of technology laboratory at the junior high school in Chungbuk Province in order to give some suggestions on hands-on activities for technology education. First, concerning present actual conditions of technology laboratory, There was a large disparity between the urban and rural schools in the possession of a technology laboratory, as the rate of the schools equipped with the rooms respectively stood at 69.84 percent and 33.38 percent in the urban and rural regions. By the type of foundation, every national school, 86.24 percent of the public schools and 37.50 percent of the private schools were equipped with the technology laboratory. By school size, 35.59 of the schools with fewer than 10 classes, 62.11 percent of the schools with 10 to fewer than 30 classes and 85.71 percent of the schools with 31 classes or more were in possession of the laboratory. Thus, the type of foundation and school size made differences to that. As a result of asking the schools without the laboratory about the reason, as many as 88.52 percent had been equipped with the laboratory in the past but converted them into spaces for another purpose. When the schools that had no such laboratory were asked a question whether they had any plans to install a technology laboratory, just five schools(8.19%) had that plan. Second, as for the practical use of the technology laboratory, for what the rooms were actually used was asked, and most of the schools made use of them as Comprehensive General laboratory. As to the size of the rooms, each of the rooms was as large as a classroom($66m^2$) in 62.12 percent of the schools, and their region, type of foundation and student gender made little significant differences to that. Regarding the time for utilizing the laboratory, the majority of the schools used the laboratory approximately once or twice a year, and their region, type of foundation, student gender and school size made few distinctive differences to that. In terms of budget for practice in the rooms, the largest number of the schools that accounted for 36.36 percent earmarked three thousand won to less than five thousand won per student.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Korean Journal of Food Science and Technology
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• v.39 no.2
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• pp.138-145
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• 2007

The effects of amylopectin and hydrocolloid (locust bean gum and guar gum) content on wheat flour dough and noodle properties were investigated. As the amount of amylopectin increased, the water absorption rate (farinograph), the tension (tension test), the gel stability (freeze-thawing treatment), and the springiness and the cohesiveness (TPA) increased, but the pasting temperature (RVA), the lightness and yellowness (color measurement), and the hardness (TPA) tended to decrease. In sensory evaluations, the scores for cohesiveness, springiness, and acceptability of cooked noodle increased as the proportion of amylopectin increased. The proper combination of amylose/amylopectin ratio and hydrocolloids improved the freeze-thaw stability and the sensory acceptability of wheat flour dough and noodle.

• Korean Security Journal
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• no.13
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• pp.471-485
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• 2007

This study is performed to find out what type instructions are produced to players by coaches and what effects are resulted in cooperative spirit of the concerned group. Furthermore the study has its aims at advancing instructors' skills by using finding of it. The study used 'SPSS 11.0 FOR WINDOW - Statistical Package' to analyze the collected samples and dealt with data of 174 individuals. Statistical analysis of the research for hypothesis verification was about frequency, trust level, mutual relationship, variables, and T-verification. The meaningful level for any result was ranged within 95%(p< .05), 99%(p<.01). The finding are as follows. Effects on pleasure, one of elements of team spirits taken by instructor's training style are analyzed as follows. It was proved to be meaningful in relation with a series of activities like training, democratic, social, compensatory aspects and showed also considerable relation with power based behaviors. That says, players are found to enjoy high pleasure when social and bureaucratic behaviors of instructors are very energetic. In addition to that, training, democratic, and compensatory activities didn't show any meaningful effect. Team spirit was found to play a main role between instructor's behaviors and training, democratic, social rewarding activities. Democratic and social acts influence on team spirit. Looking into the detailed aspects, team spirit was resulted very high in the individuals with low democratic mind and was shown high group spirit by groups with high sociable activities. Teamworks was found to be affected by relation between instructor's acts and training, democratic, social and compensatory aspects and it showed meaningful relations with training, social, bureaucratic behaviors. Low degree of training and bureaucratic activities are found to prefer for power team spirit, and high social activities led a strong teamworks. Group binding spirit was influenced by training, democratic, social compensatory, bureaucratic behaviors and it showed to give effects on democratic, social, and bureaucratic activities of instructors. Low degree of democratic and bureaucratic behaviors are found to produce strong team spirit. In contrast with that, strong social activities was found to be motive of powerful team spirit. Value of team spirit was found to play a main role between instructor's behaviors and training, democratic, social, rewarding activities. It didn't show any meaningful effect on behavior of instructors.

• Korean Journal of Food Science and Technology
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• v.39 no.3
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• pp.348-352
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• 2007

Inflammation is a complex process resulting from a variety of mechanisms. Combined inhibition of the activities of enzymes involved in the process may therefore be considered more important in anti-inflammatory property of plant extracts than any single contribution. In this study, the inhibitory effects of the ethanol extracts of thirty plant foods on the activities of secretory phospholipase $A_{2}$ ($sPLA_{2}$), cyclooxygenase-1 (COX-1), cyclooxygenase-2 (COX-2), and 12-lipoxygenase (12-LOX) were examined. Several legumes, mungbean sprout and some leaf vegetables inhibited the activity of $sPLA_2$, upstream enzyme of inflammation pathway. Only soybean sprout and mungbean sprout significantly inhibited 12-LOX activity. Although most of extracts inhibited the activities of both COX-1 and COX-2, water dropwort and amaranth showed selectivity for the inhibition of COX-2 over COX-1. Especially, mungbean showed anti-inflammatory property at both upstream and downstream of inflammation pathway with relatively low $IC_{50}$ values for $sPLA_{2}$ and COX-2 enzymes. Mungbean sprout exhibited inhibitory effects on all enzymes related to early and late inflammation and soybean sprout suppressed 12-LOX and COX-2 simultaneously, although the activities of these plants were showed at relatively high concentration. Therefore, mungbean, mungbean sprout, and soybean sprout appear to exhibit anti-inflammatory effects by combined inhibition of inflammatory enzymes.

• Journal of Bio-Environment Control
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• v.16 no.3
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• pp.210-216
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• 2007

A study was conducted to find mechanism and spray characteristics of a mini-sprinkler with downward spray to develop a new design type to be able to prevent drop water. The experiments were executed in a plastic greenhouse to minimize the effect of the wind. Data was collected at five different operation pressures and at 4 different raiser heights. Spray characteristics of the sprinkler such as effective radius, effective area, mean application depth, absolute maximum application depth, effective maximum application depth and coefficient of variation were determined. In order to analyze the mechanism and packing supporter of sprinkler, the numerical simulation using ABAQUS was performed. The optimum pressure for preventing drop water was determined.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.85-104
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• 2012

The purpose of this study was to carry out the career portfolio and the teacher-directed career exploration program in the unit of 'Industry and Career' of Technology·Home Economics and to find out how much those programs affect on career maturity and career identity in middle school students. The subjects were third-grade students who were selected at random from a middle school in Daegu. The subjects were divided into 60 for career portfolio group, 60 for teacher-directed group, and 60 for control group. Those programs were conducted totally in 9 sessions once or twice a week, and each session took 45 minutes. For pretest and post test, the questionnaire consisting of career maturity scale and career identity scale was used. To analyze data, ANCOVA was used and Scheffe test was conducted to examine significant differences between three groups. The main result of this study was the following : First, students who participate in the career portfolio and the teacher-directed career exploration program are more improved than those who have not been taught anything in determinacy and purpose of career maturity. Also, students who join in the career portfolio career exploration program are much more improved than those who join in the teacher-directed career exploration program in confidence and preparedness of career maturity. Second, students who join in the career portfolio career exploration program are more improved than those who join in the teacher-directed career exploration program in stability, goal directivity and assertiveness of career identity. Also students who participate in the lecture-oriented career exploration program are more improved meaningfully than those who have not been taught anything in the task orientation of career identity.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.1-14
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• 2017

This study described the status of family dining and personality of adolescents, determined the differences in family dining according to personal variables, and examined the relationship between family dining and personality in adolescence. The Data were collected from self-reported inventory of the middle and high school students in a city and 1,259 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, ANOVA, scheffe test, and multiple regression analysis using SPSS/PC 18.0 program. The results obtained were as follows. First, as for the weekly family dining frequency, more than 7 times had the most number of responses(44.2%), followed by 1~2 times(20.8%), 3~4 times(18.1%), 5~6 times(12.9%). The average scores for family dining perception and family dining attitudes were 3.75 and 3.42 on a 5-Likert scale, respectively, which means moderately high. But, family dining rules was 2.80, which means moderate. Agreeableness was the highest(3.68) among the personality components followed by Openness/intellect(3.42), Extraversion(3.33), Conscientiousness(3.14), and Emotional Stability(3.05) out of 5-point Likert scale. Second, there were statistically significant differences in family dining frequency, family dining perception, family dining rules, and family dining attitudes depending on the gender, school level, and the father's academic attainment. Third, family dining frequency, family dining perception, and family dining attitudes had statistically significant influence on the personality of adolescents after personal variables were considered. But, there was no significant relationship between family dining rules and the personality. The outcomes indicate that family dining affects the personality of adolescents. School needs to offer quality programs with various teaching methods to enhance family dining frequency, family dining perception, and family dining attitudes.