• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.235-242
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• 2018

The purpose of this study is to analyze the chemistry curriculum between Korea and New Zealand. Both countries state that they want to cultivate their key competencies through the curriculum, and Korea' key competencies are similar to New Zealand'. Also, we find a strong correlation between key competencies of Korea science and achievement aims of the nature of science in New Zealand. Specially, the achievement standards that cultivate the key competencies are presented separately in New Zealand curriculum and NCEA, and confirms the achievement level through internal evaluation. By comparison, the curriculum content for chemistry is a good fit because of the overlap in the content. The Chemistry I is in the 7th level of New Zealand curriculum and the Chemistry II is in the 7th and 8th levels of New Zealand. However, there are some differences in hydrocarbon, ideal gas equation, colligative property and understanding of spectroscopic data.

• The Journal of Natural Sciences
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• v.7
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• pp.121-131
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• 1995

Orientalism showed in early 20th century as change of Style. Modern characteristics is understanded through big stream of change before historical conception. Change of style in West began by artist having oriental and exotic taste. These are mimesis of outershape about Japanese, Moroco, north Africa etc. Theses are called chinoiserie & turquise taste. Stream of 20th century style is continued expressionism. Cubism, Sur realism, Pop Art etc. but in my thesis orientalism is caused change of 20th Century after exotism (after showed as Primitivism ). In modern costume, concerned works of Paul Poiret changed body concious. He's a image creator as Yve St. Laurent, Chanel, Balenciaga. At that time Russia Ballet, Fauvist, vivid colors are back ground of series of modern costume. Soft and sleek body, transparent stocking, minaret tunic, turban is begin of oriental image. Modern costume and modern art are begins as change of aesthetic taste before historical conception.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.385-394
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• 2019

Computer education in France has begun in the 1960, and the education system covering elementary and middle school was completed in 2018. Since the industrialization of France, the research on the instructional method and system on computer science education had been conducted for over 60 years as a core skill to prepare for the future society. There are four major implications we have figured out in this study. First, each achievement goal to be achieved is set based on the hierarchy of school grades. Second, the full establishment of computer science education was completed in three years after the curriculum was announced in France. Third, the contents are presented to enhance problem solving ability through programming algorithms based on the balance between computer literacy and the concepts of computer science. Fourth, the contents of integrated computer science education is considered with in the lower grades of elementary school, and it is proposed to deepen understanding and programming of computer literacy and the concept of computer science as the grade and school level get higher.

• Korean Security Journal
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• no.17
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• pp.33-51
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• 2008

According to dictionary, the meaning of protection is "guard and protect" that means protecting the Protectee's safety in case of sudden attack or various accident and Security means all protecting activity including Protectee and place where he is in or will be as comprehensively meaning of safe. As you see in the definition, Protection and security is the act to protect or will to protect from a security-threat act. A security-threat act can be discussed in the range of the concept of a criminal act in Criminal Law. A security-threat act is based on criminal act in Criminal Law, we are going to review such a security-threat act in a point of view in a sphere of learning in today's remarkable a brain-neuro science and cognitive science based on cognitive psychology, and to use an analysis on such a security-threat act to make a foundation for a establishment of the scientific preventive social security countermeasure. To do so, First of all we are going to review a security-threat act based on criminal act in Criminal Law in a point of protection police logic view. Next, we are going to introduce how cognitive science understand about act of man before we analyse a threat act as one of an act of man in cognitive science point of view. Finally, we are going to discuss the need of cognitive scientific analyse in order to establish the Scientific Preventive Social-security Countermeasure at the same time we are going to analyse a threat act in a cognitive scientific view.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.891-909
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• 2017

This study analyzed some of the discrepancies in quantitative and qualitative data focusing on cognitive and affective achievement in science education. Academic and affective achievement score of 308 high school students were collected as quantitative data, and 33 students were interviewed for qualitative data. We examined the causes and types of discrepancies in terms of testing tools. As a result from quantitative data, there were a large number of students with a big difference between subjects in cognitive achievement, and constructs in affective achievement. More than 20% of the students did not match tendency between achievements in two areas. Through interviews, some examples such as intentional control of science learning for future study and careers, different responses by differences in perception between school science and science, appeared. A comparison of quantitative data by testing tool between qualitative ones and interviews showed conflicting result, where most students evaluated themselves differently from their own quantitative data. That is due to the students' interaction with the testing tools. Two types of discrepancy related to testing tool are found. One is 'the concept difference between the item developer and students,' the other is 'the difference between students' exposed response and their real mindset.' These are related to the ambiguity of the terms used in the tool and response bias due to various causes. Based on this study, an effort is required to elaborate the testing item that matches students' actual perception and to apply students' science learning experience to testing items.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.313-323
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• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Journal of the Korean Society for information Management
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• v.40 no.1
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• pp.175-198
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• 2023

This study aimed to investigate the difference in response to reading as shown in book reports by personality type and interest type. For this purpose, personality type analysis data, interest type analysis data, and book report data written in subject reading activities were collected from 81 third graders at D Science High School in Daejeon. Topic analysis was conducted on the collected book reports, and the probability of a topic being mentioned was statistically tested according to personality type (thinking type, feeling type) and interest type (investigative type, types other than investigative). Subsequently, the conceptual connection structure of words was measured by keyword network analysis, and the analysis results of topic modeling were complemented by the centrality index. As a result of the study, the topic regression analysis showed statistically significant differences between thinking type (T) and feeling type (F) in topic 2 (understanding and studying) and topic 3 (reading and thinking), and statistically significant differences between investigative type and non-investigative type in topic 2 (understanding and studying). The results of this study can be used as a basis for tailored book recommendations and personalized reading education.

• Proceedings of the Korea Water Resources Association Conference
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• 2021.06a
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• pp.365-365
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• 2021

기후변화로 인하여 발생하는 자연재해는 수많은 인명 및 재산 피해를 일으키며, 그 중에서도 가뭄은 물과 식량의 안보를 위협하고 있다. 이에 OECD(2015)는 미래의 세계 인구 40%가 2050년까지 물이 부족한 강 유역에서 살 것이라 예측하고 있으며, 물의 다층적 거버넌스를 개발하여 물을 효과적으로 사용하기 위한 상향식 의사결정, 통합물관리 체제의 개념을 제시하기도 하였다. 우리나라 역시 가뭄으로 인한 피해발생이 빈번하고, 그 강도나 범위가 점차 증가하는 추세이다. 하지만 2000년부터 한국농어촌공사(출범은 '농업기반공사')가 농업용수를 관리해오고 있으며, 농업용 수리시설의 증축, 관리 등이 공적인 관리쳬계로 변화해오면서 자연스럽게 농업인의 물관리는 배제되었다. 또한, 농업용수는 무상·무제한 공공재라는 인식과 농업인 평균 연령이 높아짐에 따라 농업인의 물꼬관리 및 수로 훼손, 무단취수 행위 등에 대한 제제가 불가능한 실정이다. 본 연구에서 최근 농식품부의 「2019년 정부가뭄종합대책」에 포함되어 있는 물절약 거버넌스 구축 및 운영 내용을 바탕으로 농업용수 관리 및 사용구조를 고려하여 두 개 지역의 농어촌공사(여주이천지사, 경주지사) 주도 하에 거버넌스를 간담회 형식으로 운영하였다. 농업용수 물절약 거번넌스 이해관계자들은 각 지역별 공기업, 공무원, 농업인, 언론인, 학계 전문가 등이 참가하였으며, 거버넌스 운영 2회 및 설문조사를 실시하였다. 그 결과 각 이해관계자들은 농업용수 절약을 위한 현재 문제점 및 해결방안 등에 대한 의견을 제시하였으며, 설문조사를 통하여 농어촌공사의 신뢰도 및 중요도가 가장 높고, 높은 중요도에 비하여 농업인 및 지자체 등은 신뢰도가 낮은 것을 확인 할 수 있었다. 이러한 결과는 농업인이 농업용수에 대한 주인의식을 가지고, 적극적이고 자발적인 참여가 필요하다는 것을 보여주고 있으며, 본 연구를 통하여 이루어진 간담회 형식의 거버넌스보다 운영효과 및 지속성을 유지할 수 있는 형태의 거버넌스가 연구되어야한다. 향후 농촌형물 거버넌스 모형이 개발되기 위하여 본 연구는 기초자료로 활용할 수 있다.

• Journal of the Korean Geographical Society
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• v.51 no.4
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• pp.559-576
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• 2016

The concept of 'cultural diversity' has emerged as a key concept and the buzzword of the 21st century's international community in education, science and culture sectors since UNESCO's "World Declaration on Cultural Diversity"(2001). However, the appropriate and correct implementation in educational level and in a subject scale can not be pursued without special understanding of multilateral implications of UNESCO's 'cultural diversity' because the concept of cultural diversity has been distributed to various applications according to individual scholars and institutions before the "World Declaration on Cultural Diversity" was released. The ultimate orientation of 'cultural diversity', the concept presented in "World Declaration on Cultural Diversity" is 'world peace' and 'the coexistence of various cultures of mankind'. In this regard, 'cultural diversity' has special 'educational' meaning to the next generation as well as the current one. Also, it is meaningful to take educational practices on cultural diversity in case of the "World Geography" subject in view of that international society of geographical education came up with "International Declaration of Geographical Education for Cultural Diversity" in the IGU(International Geographical Union) 2000. From this point of view, the author proposes that the 'cultural diversity' concept implies four folds of meanings as an ideology, as a symbol, as a vision, and as a epistemological turn based on the analysis of literatures on 'cultural diversity' of UNESCO, then presents an educational practice centering around the examples and its usage of teaching materials of cultural diversity.

• Korean journal of applied entomology
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• v.44 no.1 s.138
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• pp.73-90
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• 2005

Although the history of IPM can be traced back to the late 19th century, when ecology was identified as the foundation for scientific plant protection, it has been more than thirty years since first enunciation. Since than, the concept of IPM has evolved in multiple paths not only in entomology but in plant pathology and in weed science, and the philosophy has become a firm foundation to the science of plant protection. The IPM concept has gained wide general acceptance, however, because of the many-facet aspects, there has been some controversy and/or misunderstanding by the students and practitioners. In this paper, I was tried to review the concepts of IPM and to resolve the contradiction between the philosophy and practical techniques. On this line, the historical background and the concept of economic injury level, which is the foundation of the concepts, are reviewed and discussed the sampling techniques and the population dynamics of single pest, which were basic to the rational and effective application of the management techniques. IPM is not a science per se but it is a technique and it should be applicable to the real conditions. For this purpose, the information on the pests should be transferred to the producers as fast as possible. From such, some of my own opinion is presented in relation to current systems of the pest occurrence forecasting.