• Journal of Korean Home Economics Education Association
• /
• v.35 no.2
• /
• pp.133-144
• /
• 2023

The goal of this study was to improve environmental awareness by systematically developing a hands-on online lesson for adults on making drink bags by upcycling discarded umbrella cloth. The lesson was developed using an ADDIE model. During the analysis stage, the instructional design direction was established based on the findings of previous studies. In the design stage, the operation of practical classes in the online environment was specifically planned. The contents of education and the training time were also determined. The materials developed during the development stage included a kit and theoretical information containing images to raise awareness of environmental pollution and the significance of upcycling, as well as videos and photos. During the implementation stage, two sessions were held three months apart. A total of 36 adults participated, with 18 participants in each session. In the evaluation stage, the first session participants provided feedback on class satisfaction, which led to improvements. Positive feedbacks were received from the second session participants, who expressed satisfaction with the smooth communication and easy approaches to the learning materials. In both instances, the surveys on environmental consciousness and attitudes yielded an overall average score of 4.27, indicating a generally positive evaluation.

• Korean Journal of School Psychology
• /
• v.17 no.2
• /
• pp.145-164
• /
• 2020

This study aims to validate the Korean Student Career Construction Inventory, a translated measure of career adaptation responses, with Korean college students. In order to do so, this study examines the relevant factor structure, internal consistency, test-retest reliability, criterion-related validity and measurement invariance between Korean undergraduate and graduate students. An online survey was completed by 294 participants, including the questions from the translated Korean Student Career Construction Inventory, in addition to measures of career adaptability and vocational identity. One hundred twenty five among the initial participants were tested again in three months for the examination of test-retest reliability. The results supported the four-factor structure of 18 items suggested by the original measure, as well as measurement invariance. The internal consistency and test-retest reliability were adequate. The Korean Student Career Construction Inventory was positively correlated with career adaptability, unidimensional vocational identity, and the dimensions of exploration and commitment of multidimensional vocational identity, but negatively with the dimension of reconsideration. The findings indicate that the Korean Student Career Construction Inventory has psychometric properties similar to the original form and can be used for both undergraduate and graduate students.

• Journal of the Korean Institute of Illuminating and Electrical Installation Engineers
• /
• v.22 no.4
• /
• pp.1-12
• /
• 2008

The aim of this study is to investigate the sensitivity evaluation of human beings in reacting to the correlated color temperature of the optical properties of white LED lighting. For the sake of this study, white light-emitting diode modules have been fabricated their correlated color temperature have been measured, test cabinets for the sensitivity evaluation have been constructed with the white LED modules, and their sensitivity reactions on the test cabinets have been evaluated and analyzed. The sensitivity reaction has been evaluated by the semantic differential method with 15 selected questions, and the reliability and the content validity of their lighting have been analyzed to 3 factors which foe the activity as the first factor, the stability as the second one, the potency as the third one, respectively. For the data analysis on the sensitivity reaction, the dependent variable is the score of the sensitivity evaluation and the independent one is the correlated color temperature of the test module. The results of this study is as follows: In the case of the sensitive evaluation on the activity and the potency in the white LED lighting compared with the fluorescent lamp, the subjects have made higher mark on $MA_3$ with 8,300[K], and in the factor of the stability, they have made higher mark on $MA_1$ with 3,800[K].

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.902-915
• /
• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.