• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.159-178
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• 2020

This study aimed at exploring male home economics(HE) teachers' identities through narrative inquiry. Considering experiences of HE teachers and diversity in regions, twelve male teachers were chosen, and in-depth interviews were conducted between June 1st and July 31st, 2019. The transcription of the data was transferred to the Hancom Office Hangeul 2010 while the researcher listened to the recordings of the interviews. The total amount of transcription data was 174 pages, and the data were analyzed through open coding, categorization, and category verification. The themes identified as results of this study were as follows: First, 'Coincidence: Breaking the Wall of Prejudice' is related to the experiences that have a great influence on the formation of identity as a male HE teacher: motivation to enter the HE department, educational practice, etc. Through this, the experience of becoming a male HE teacher was recorded. Second, 'Facing: Surviving as a male HE Teacher' captures the current story of male HE teachers and the perspectives of their fellow teachers, family, and friends about male HE teachers. In this section, male HE teachers showed how HE classes and assessments, and their experiences in their lives, influenced their identities. Third, 'Expectations: Growing as a HE teacher' is a story about the future of male HE teachers. The ideal teacher image pursued by male HE teachers was a practical teacher. They hoped that in 10 or 20 years, they would have smooth and professional relationship with students. They advise prospective male HE teachers to become a competent HE teacher regard less of their gender. The significance of this study is that it broke the stereotype of 'HE teachers should be female' and expanded the horizon of HE education by exploring the identities of male HE teachers.

• Journal of dental hygiene science
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• v.17 no.6
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• pp.543-551
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• 2017

The purpose of this study is to analyze the experience of the parents who examined the first infant oral examination and to understand how to improve the practical oral examination business. In-depth interviews were held with 10 parents who did the first infant oral examination, and their children's age was less than 18 to 29 months. The following conclusions were obtained by deriving the concepts and categories of the recorded contents. First, the main reason for the unsatisfactory examination of this study was that it was formal. Parents were disappointed in the fact that they did not look at the mouth of the child at the same time as it was fast and they said because it is carried out free of charge, it is more formal than the examination for general dental treatment. Second, most of the participants questioned whether they should resume infant oral examination. Third, it appears that the tooth number or dental terminology in the result notice is difficult to understand. Fourth, the opinion on the improvement of the infant oral examinations was should provided that the oral health management information after examination and the direct oral health management method education at the examination. In addition, we identified the need for parents' oral health care education for infants. Therefore, it has been confirmed that in order for the infant oral examination and young children to be practically carried out, the problems should be improved by collecting opinions of the parents. Also it is necessary to search for efficient business management method through repeated research related to infant oral examination.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.30 no.2
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• pp.64-71
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• 2012

This is a basic study for recovering original form of Nongsanbyeoleop(農山別業) in Gangjin, Jeonnam, created in the latter part of Joseon period and the estimation of originla form at the time of creation was conducted by analyzing related literature and inspecting the actual site. "Joseokruki(朝夕樓記)" of Dasan Jung, Yak Yong could estimate spatial structure and using form of Nongsanbyeoleop and the arrangement of spatial structure in literature could be confirm by on-the-site inspection. The results of this study are as follows. The first, Nongsanbyeoleop managed spatial factors applying natural topography. For the spatial characteristics of Nongsanbyeoleop, the location of ancestral ritual space including deceased father's tomb and tomb house far from the main levee of Yun, Kwang Taek, a father of Yun, Seo Yu by 1.9km and housekeeping could be confirmed. The second, spatial estimation by "Joseokruki" could be possible. "Joseokruki" describes Joseokru.Youngmojae.Hanokkwan.Cheokyunjung.Sangam as construction factors, Wundang.Kookdan.Nokwunoh. as plant factors, Sookyunggan.Keumkoji.Nokeumjung.Uijanghae as hydroponic factors and Pyoeunkok.Aengjakang as natural topography factors. However, most of them were disappeared and at present, only Youngmojae, Keumgoji, Kukdan and Wundang show the past trace. The third is for the changed space of Nongsanbyeoleop and its reason. The surrounding space of Nongsanbyeoleop was planated by land arrangement in 1960s and it played a role of topographical damage because it's recognized as the plane factor including Nongsanbyeoleop's surrounding landscape rather than dotted factor. The forth, the actual measurement of Nongsanbyeoleop and digitalization of manual map of numerical value are judged to be sufficient to apply as the basic material for recovering garden in the future. Because of the diatahce changing method applied at that time, the garden recovery of Nongsanbyeoleop intended to be concreted and 3D model established by digitalized basic materials is considered to apply for multilateral studying. Thus, Nongsanbyeoleop which is byeolseo including the tomb of deceased father based on the conceptual hyo thought shows clear differences from the organized factors of Byolseowonrim of precedent studies and the importance of Byolseowonrim is sufficient. But, the constructional factors which cannot know disappeared spatial factors and accurate location became the limitation of this study. In the future, clear verification of original form must be progressed by excavation which can confirm the location of construction factors.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.747-761
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• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.29 no.2
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• pp.52-62
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• 2011

By studying the classic poetry and prose with a theme of Plantain, I would like to study why Plantain has been planted in our traditional garden for a long time. Also, through this study, I want to find when Plantain was introduced to in our country. We use description study method for studying the classic poetry and prose with a theme of Plantain. As a result, we found a few things like below. First, the introduction of Plantain to our country traces back to unified Silla in the poetry of Choe Chi Won. Also, Plantain was planted and loved generally as a general garden plant in the middle of Goryeo through poetry and paintings. Second, the meaning of Plantain is like this. 1) It means development and enjoyment of arts of summer because the leaves of Plantain were used for drinking alcohol and writing and poetry instead of papers. 2) In Buddhism, Plantain was thought to awaken 'gong(空)', 'mua(無我)', and 'brevity' of lesson of Buddha by the special shape and the image of falling rain to the leaves. Also, it was used widely in Buddhist temples because of the story of 'Hye ga dan bi(慧可斷臂)'. 3) In Confucianism, it is the emblem of lesson 'a wise man tries to be strong and tries not to stop following to God'(自强不息). 4) The large leaf of Plantain is called 'bongmi(鳳尾)' thanks to the image of likeness with tails of Bongwhang(鳳凰). Third, design use of Plantain is like this. 1) The large leaf of Plantain was used for giving an image of freshness and brightness in the garden in summer. 2) Our ancestor thought 'the sound of falling rain to Plantain'(芭蕉雨聲) as a picturesque sound in summer. Also, Plantain was highly utilized because our ancestor thought Plantain is the best plant for implementing 'soundscape'. Thus, the most characteristic use of several design uses is 'acoustic use'. 3) Plantain was also planted in a indoor pot for viewing. 4) Plantain was used for making food and medicine in the palace and private house as a practical use. The limit of this study is that I mainly use the text translated into Korean of database of overall Korean classics. We hope the new things related to this study would be added up to this study by translating original texts into Korean more.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.139-150
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• 2023

This study started with the awareness of the need to explore various aspects of science education and was conducted according to the necessity of practical research on science cultural activities targeting adults. Accordingly, adults' book discussions of science fiction were selected as research cases, and science-related attitudes in science cultural activities were explored. There are four participants in the study, all of whom have engaged in a book club and have not majored or are working in science disciplines. Three science fictions were selected after establishing specific standards for the selection discussed with participants. For four months, a total of three unstructured book discussions of science fiction, post-interviews for each discussion, and in-depth individual interviews after the end of the entire activity were conducted. Various data such as recorded and transcribed reading discussion discourse, post- and in-depth individual interviews, researchers' observation records, and participants' book journals were collected and analyzed using a continuous comparison method. As a result of the study, as scientific thinking is illustrated in SF, the participants also demonstrated scientific attitudes during their discussions. In addition, the textual feature(storytelling) of science fiction was found to lessen cognitive overload and the burden of understanding science by providing scientific knowledge with context. Finally they demonstrated a shift in attitude toward science, valuing science cultural activities in themselves, rather than simply viewing science as a subject of understanding and learning. The conclusions and meanings of this study based on the above results are presented to enhance a positive attitude toward science for adults even after school education.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.495-505
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• 2008

The purpose of this study was to analyze the level of evidence used in gifted elementary students' argumentation. The subjects were 15, 5th and 6th grade students selected in the Science Education Institute for Gifted Youth in K University. After the argumentation task was given to students 2 weeks ago, the students grouped themselves in the affirmative and negative and took part in a debate for 2 hours. Their argumentation process was observed, recorded and transcribed for analysis. Transcribed data was given a Protocol Number according to priority and was examined to find out what were the characteristics when students participated in the task. The evidence used in argumentation was graded from level 1 to level 6 according to Perella's Hierarchy of Evidence and the rate of frequency classified by the level was expressed in graph. Students used Level 1- Level 2 evidence above 50% without for or against task. They had weak argumentation making use of low-level evidence such as individual experience, opinion and another person's experience rather than objective evidences. On the other hand, students commented on the lack of opponent's evidence when they could not trust an opponent's evidence. If one team asked the other to present more evidence but could not, they disregarded the question and turned to another topic. And in cases where the opponent team refuted with evidences of high level, the other team just repeated their claim or evaded the rebuttal. The students tended to complete the argument without the same conclusions with some interruptions. The results show that we need an educational programs including scientific argumentation for science-gifted elementary school students.

• Korean Journal of Environment and Ecology
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• v.24 no.2
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• pp.157-165
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• 2010

This study was carried out to suggest the basic data of planting method for construction of buffer green space based on the land use in case of reclaimed land by analyzing land structure, planting concept, and planting structure in buffer green space, Rokko Island, Kobe, Japan. Rokko Island(total area: 580ha) is divided into port and logistics industry area and urban area by constructing the box type large-scale buffer green space. The land structure of buffer green space were biased mounding type, parallel mounding type, and complex mounding type. The width of buffer green space was 50meters in case of northern area, from 28 to 32meters in case of eastern area, and 37.5meters in case of western area, and the slope of that was from 18 to 25 degrees and the height of that was from 2 to 15meters. There were applied landscape and buffer planting concept on the sea side area of northern buffer green space, on the other hand landscape and shade planting concept on the Inner city side area of that. According to the result of planting structure analysis of northern buffer green space, the main woody species were those of deciduous-evergreen species grow in warm-temperate forest zone such as Quercus glauca, Cinnamomum camphora, Machilus thunbergii, Elaeagnus maritima. The results of maximum number of species and planting density by $100mm^2$ was that 9 species 22 individuals in canopy layer, 9 species 15 individuals in understory layer, 3 species 67 individuals in shrub layer, and 14 species 104 individuals in total. The plant coverage of northern buffer green space based on the ecological planting method was from 69 to 139% in case of canopy layer, from 26 to 38% in case of understory layer, from 6 to 7% in case of shrub layer, and from 101 to 184% in total. Index of plant crown volume of northern buffer green space based on the ecological planting method was from 1.40 to $3.12m^3/m^2$ in case of canopy layer, from 0.43 to $0.55m^3/m^2$ in case of understory layer, $0.06m^3/m^2$ in case of shrub layer, and from 1.89 to $3.73m^3/m^2$ in total.

• Journal of the Korean Institute of Landscape Architecture
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• v.47 no.4
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• pp.68-80
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• 2019

This study is to provide basic data for the user-oriented design for a middle school meditation forest in the future by analyzing the physical environment characteristics of existing middle school meditation forests, the users' utilization behavior, and the degree of the importance satisfaction. For this purpose, 24 evaluation indices based on site characteristics, naturalness, functionality, and the effectiveness of meditation forest sites were selected for analysis of importance satisfaction. We surveyed and analyzed the students and teachers of two middle schools 'A' and 'B' in Gwangju Metropolitan City. The results of this study are as follows. First, the perception and utilization rates of the meditation forests by students was significantly lower than teachers at both schools. 'A' school has a better use and recognition rate than the 'B' school. Second, the purposes of using meditation forests were rest (49.6%), weekday lunchtime (63.6%), with friends (65.0%) or colleagues (60%), and short (less than 10 minutes) rests (68.6%). They preferred flowers (30.0%) and shading plants (28.9%), mainly using shelters (57.9%) and walking trails (37.1%). Third, as a result of the importance of satisfaction analysis, the average score of the 24 items importance (3.81), higher than the satisfaction (3.62). The 24 items positioned in 4 quadrants are as follows: Nine items are in the I quadrant for 'persistent maintenance'. Three items are in the II quadrant for 'priority correction'. Seven items are in the quadrant III for 'low priority in the management and operation'. Five items are in the quadrant IV for 'avoid over effort'. For the comparison of two middle schools' satisfaction, 'A' school satisfaction was higher than 'B' school for 16 items, which showed a statistically significant difference. It is believed that the users in 'A' school are more satisfied than 'B' school because it has more forests and trails, better accessibility, and a variety of plant types and planting areas in the A school meditation forest. The results of the overall satisfaction analysis showed a significant difference between 'A' school (68.0%) and 'B' school (47.2%) as 'A' school has better shelters and trails. The rankings of the most satisfying space are walking trails (1st place) and shelters (2nd place). The reason for the highest satisfaction was for rest (stress relief and emotional support) in both 'A' and 'B' schools.