• Journal of the Korean Geographical Society
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• v.42 no.4
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• pp.582-600
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• 2007

In a long history of geography, a variety of regional concepts have been suggested to represent the particular situations in each period. Today, post-modem situations, characterized by the development of capitalism and globalization, demand a new variety of regional concepts. The regional characteristics, such as social relations, institutional systems, ideologies and symbolism, are now perceived basically on the level of subjectivity. Currently, it is the most urgent task to integrate many conflicting opinions among a variety of subjects into the one that would seek a voluntary consent from the majority of regional residents. In this paper, it is suggested that the concept of identity is the most efficient in examining and explaining the post-modem trend of a region: variability, subjectivity, mobility, changeability, Finally, it is suggested that a special attention should be paid to the role of institutions, that is institutionalization, in the construction of regional identity, to understand and interpret the cultural-historical aspect of a regional change.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.81-98
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• 2004

This study is to conduct the basic study for the achievement and assessment standards for the subject of 'Human Development' and 'Food and Nutrition', which are the curricula of Vocational Home Economics High Schools. These two subjects were newly adopted in the Vocational study Section of the 2005 College Entrance Examinations. In other words, this study is to provide the basic data for implementing the quality education based on the proper assessment of the curricula. For this purpose. this study analyzed the character & objective of 'Human Development' and 'Food and Nutrition'. Secondly. through the theoretical review for the concept & necessity of absolute evaluation standards. this study ensures the concept of achievement and assessment standards. and also designs the developing measures (including procedures). The achievement standards were developed by the following 5 step procedures. (1) Analyzing the objectives & contents of curricula. (2) Designating the development field of achievement standards (3) Developing the achievement standards. (4) The assessment of achievement standards. (5) Confirming the achievement standards. The assessment standards were developed by the following 5 step procedures. (1) Analyzing the achievement standards, (2) Designating the assessment field (3) Developing the assessment standards (4) Evaluating the assessment standards (5) Confirming the assessment standards Thirdly, this study suggested the exemplary achievement standards and assessment standards for the subject of Human Development, Food and Nutrition. Future study needs some critical review for the method of developing achievement and assessment standards for the subject of Human Development, Food and Nutrition. For example. the properness of 'Contents Element' which was designated as the developing field in the achievement standards, the discussion on validity of Contents Element abstract. the base of evaluating classification in terms of low, middle and high level, and other things should be considered through critical discussion. Especially the follow-up study should include the development of various evaluating methods to enable the clear communication for the achievement and assessment standards based on abstract concept and theory, thereby it could enable the actual interpretation and practical use.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.133-147
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• 2007

The purpose of this study was to identify the effect on the evaluation of a female teachers' role-performance based on appearance according to the clothing attitude of students and their parents. Based on the results of this study a female teachers' role-performance evaluation can be broken down into four ability areas: leaning guidance, living guidance, human relations, and learning management. Likewise the clothing attitudes of students and their parents can be divided into three groups, the clothing oriented group, the trend-individuality group, and the chastity oriented group. The trend-individuality group of students felt that female teachers' appearances have a significant effect on learning guidance and human relations ability while parents thought that there was little relationship or that it has a moderate effect on the role of learning guidance. Because the concerns of students and parents about female teachers' clothing has an effect on female teachers' role performance evaluation, when directing a student group with a high concern for clothing, female teachers need to be sensitive about their appearances and it's affect on learning guidance, human relations, and class management. Based on these results, students and parents felt that female teachers' appearances have an effect on their role performance according to their clothing attitudes.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.17-36
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• 2007

The purpose of this study was to develop health belief model based various milk education program as print education media and apply to elementary, middle, and high schools. The subjects were 432 students(124 elementary, 122 middle, 186 high school students). We designed one group pretest-posttest study model. The data were obtained from pre and post-study with self-administered questionnaires. Before applying this education program, we evaluated the degree of awareness on milk. Their awareness on milk was very low, 35.5% lower elementary, 32.7% higher elementary, 52.5% middle, and 54.3% high school students were answered they don't know the milk well. After they had implemented milk education program, their recognition on milk had changed that milk is nutritious as supplementary food. And their reasons for drinking milk were also changed that 'they want to eat it' in elementary school students, 'they want to be healthier' in middle school students, and 'they want to be taller' in high school students. Their nutrition knowledge score showed a significant increase(p<0.05). As a results. milk nutrition education has improved nutrition knowledge and recognition on milk in elementary, middle, and high school students. To improve their milk eating behaviors, nutrition education programs will have to be continued.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.299-313
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• 2002

A web-based instruction program for the enriched course under the 7th Revised National Curriculum of Biology in Korea was developed and the application effects to learners were analyzed. For the development of the web-based instruction program, five topics of biology from the enriched courses through 7th to 10th grades in the middle and high school science textbooks were selected and modulated with interrogative sentences. Each topic of programs was divided into four activity sections according to the learners' activity procedures supplemented with explanations and evaluations. Each activity was hyper-linked to multi-layers and animations. Further, a virtual experiment was also developed and an evaluation section designed by Java Script was attached. Among five topics, one topic of 'Reproduction and development' at 9th grade level was selected to examine the effects on students' learning. Among 247 9th grade students in the research subject school, only 67 students were able to accessible to ultra-thin Internet cables with their computers at home and they became an experimental group. A control group was assigned to those who are similar level of school science achievement to the experiment group and did not use the web-based program. It was found that most of 9th grade students are able to use Internet at home, however, they do not prefer to use Internet for homework or task project. Rather, most of students used Internet for e-mail or information navigation. Students used internet to solve problems of science and perceived the benefits of Internet for science learning. However, there are not many students to utilize Internet for science homework or task project. Students expressed that they do not prefer to use a web-based learning program for science learning due to lack of interests in science. The effects on students who studied with this program appeared to be significantly high compared to those who did not study with this program. Students who studied with this program positively evaluated this program, in particular, they enjoyed animation effect and virtual experiments. It was concluded that a web-based program for science learning should be developed and distributed through Internet in an attractive and interesting format for students. It was also concluded that various web-based programs for science learning with animation effect and virtual experiments should be developed to increase students' interests in science as well as to improve students' science achievements.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Journal of Science Education
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• v.42 no.1
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• pp.27-48
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• 2018

The purposes of this study are to derive suggestions and implications to improve the continuity of Korean Science & Practical Arts (Technology Home Economics) curricula through international comparative analysis with focus on the science curricula or standards in five countries (Canada, New Zealand, Singapore, the United States, Korea). Original documents of the national curriculums or standards of each country collected from NCIC comparatively analyzed the big concepts of the 'system' and 'energy' based on features of related components of curriculum contents, vertical, and lateral connectivity. The results indicated that the big concepts of systems and energy were used internationally to consider the curriculum continuity. In most countries, the big concept of system was used as a framework to integrate science with technology or other contents. In particular, it was also utilized to strengthen vertical and lateral connectivity in earth science and space science contents area. In the comparison of countries for the system as the big concept, New Zealand focused interrelationship between system and human activities, systems' interaction, levels and features of system concept for the linkage between grades and subjects on the basis of level. In the case of Canada and Singapore, science and technology are combined to strengthen contents' connection. However, the revised 2015 curriculum has a lack of continuity and sequence because the concepts of system and energy were concentrated on a specific grade and contents' area. The curriculum was not developed systematically for multiple grades according to their levels. In conclusion, Korean science curriculum requires sufficient understanding of students' learning and research on learning progressions and curriculum continuity. In addition, it is very important to constitute the curriculum based on the vertical and lateral connectivity in order to improve science education and to foster students' key competencies and abilities.

• The Journal of Korean Philosophical History
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• no.28
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• pp.183-212
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• 2010

The purpose of this study is to provide a theoretical base for making a character education program and to develop a school violence prevention program and analysis the effects of the program in elementary schools. The prevention program was designed to target students, teachers, parents and community residents and utilized the above groups as participants. This study is developed on the basis of Social Emotional Learning as well as Emotional Intelligence which put on the importance on the role of emotion in the problem solving. In concrete, school violence prevention program based on the social and emotional learning, development of integrative programs articulating three key domains directly and indirectly influencing students' character formation, maximum use of the educational institutes' moral education curriculums and potential curriculums in the surrounding environment. To do so, bibliographical study and analysis of the research materials are carried out, and also the professionals' advice is received. The study object is 113 elementary school students of 2 elementary schools in Seoul. For them, the preparatory program is carried out from September 2009 to November 2009. And then, the analysis for the satisfaction degree of participation in the program and for the descriptive results of the school violence prevention education is carried out.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.4
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• pp.115-125
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• 2022

In today's era when the concept of a lifelong job has disappeared, starting a business is an essential consideration for university students not only as an alternative factor in finding employment, but also from the perspective of the entire life. Today, most universities in Korea are operating entrepreneurship education programs, such as entrepreneurship classes as a curriculum, and start-up clubs as a non-curricular program to foster entrepreneurship among university students. In previous studies, entrepreneurship is a factor influencing the entrepreneurship intention. The purpose of this study is to empirically examine the effects of university students' entrepreneurship and the entrepreneurship intention through a entrepreneurship education program (participation in a start-up club, taking an entrepreneurship course) on entrepreneurship behavior. There are some empirical studies on whether entrepreneurship education programs such as participation in startup contests affect the entrepreneurship intention of university students, but not much compared to their importance. It is difficult to find an empirical study examining the effects of entrepreneurship and start-up education programs on entrepreneurship intention and entrepreneurship behavior in domestic and foreign studies. Therefore, in this study, one domestic university that operates a start-up club and a entrepreneurship course was selected and the online questionnaire was distributed to all current students, and the collected 127 questionnaires were used for empirical analysis As a result of the study, first, it was confirmed that initiative and risk-taking, which are sub-factors of entrepreneurship of university students, had a significant positive effect on entrepreneurial intention, respectively, and that innovation did not have a significant positive effect. Second, it was confirmed that university students' participation in a start-up club, a sub-factor of the start-up education program, had a significant positive effect on their entrepreneurial intention, and that taking a start-up course did not have a significant positive effect. Third, it was confirmed that the entrepreneurial intention of university students had a significant positive effect on entrepreneurship behavior. Fourth, it was confirmed that the entrepreneurial intention had a mediating effect between each of the factors of risk-taking, and participation in a start-up club and entrepreneurial behavior. This study suggests that university students can increase their risk-taking, increase their entrepreneurial intention by participating in a startup club, and reach a entrepreneurial behavior through this as a medium.

• Journal of Radiation Protection and Research
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• v.21 no.4
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• pp.273-284
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• 1996

Embryos and fetuses are more sensitive to various environmental agents than are adults or children. The biological effects such as intrauterine death and malformation are closely connected with prenatal exposure very various agents. The sensitivity of these embryonic/fetal effects depends on the stage of pregnancy. From the viewpoint of fetal development, embryonic and fetal stages can be divided into three stages : Preimplantation, organogenetic and fetal. Each stage corresponds to 0 to 4.5days, 4.5 to 13.5days, and 13.5days of gestation in mice, respectively. Many studies on the biologcal effects of mice irradiated by ${\gamma}-rays$ at various stages during organogenesis and fetal period have been performed. Based on these results, the dose-effect and dose-response relationships in malformations, intrauterine death, or retardation of the physical growth have been practically modeled by the ICRP(International Commission on Radiological Protection) and other international bodies for radiation protection. Many experimental studies on mice have made it clear that mice embryos in the preimplantation period have a higher sensitivity to radiation for lethal effects than the embryos/fetuses on other prenatal periods. However, no eratogenic effects of radiation at preimplantation stages of mice have been described in many textbooks. It has been believed that 'all or none action results' for radiation of mice during the preimplantation period were applied. The teratogenic and lethal effects during the preimplantation stage are one of the most important problems from the viewpoint of radiological protection, since the preimplantation stage is the period when the pregnancy itself is not noticed by a pregnant woman. There are many physical or chemical agents which affect embryos/fetuses in the environment. It is assumed that each agents indirectly effects a human. Then, a safety criterion on each agent is determined independently. The pregnant ICR mice on 2, 48, 72 or 96 hours post-conception (hpc), at which are preimplantation stage of embryos, were irradiated whole body Cesium-gamma radiation at doses of 0.1, 0.25, 0.5, 1.5, and 2.5 Gy with dose rate of 0.2 Gy/min. In the embryos from the fetuses from the mice irradiated at various period in preimplantation, embryonic/fetal mortalities, incidence of external gross malformation, fetal body weight and sex ratio were observed at day 18 of gestation. The sensitivity of embryonic mortalities in the mice irradiated at the stage of preimplantation were higher than those in the mice irradiated at the stage of organogenesis. And the more sensitive periods of preimplantation stage for embryonic death were 2 and 48 hpc, at which embryos were one cell and 4 to 7 cell stage, respectively. Many types of the external gross malformations such as exencephaly, cleft palate and anophthalmia were observed in the fetuses from the mice irradiated at 2, 72 and 96 hpc. However, no malformations were observed in the mice irradiated at 48 hpc, at which stage the embryos were about 6 cell stage precompacted embryos. So far, it is believed that the embryos on preimplantation stage are not susceptible to teratogens such as radiation and chemical agents. In this study, the sensitivity for external malformations in the fetuses from the mice irradiated at preimplantation were higher than those in the fetuses on stage of organogenesis.