• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.5
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• pp.713-720
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• 2013

The purpose of this study was to evaluate the effectiveness of vegetable-related nutrition education for fourth grade elementary school students in Gyeongnam province. A comparative analysis of nutritional knowledge on vegetables, vegetable preferences, and vegetable intake in school foodservices were assessed between a control group and an experimental group. The control and experimental group contained 62 and 67 students, respectively, and the experimental group received nutritional education in four sessions (40 minutes each session) per week. A self-administered survey was conducted before and after this education, and 122 questionnaires (for 61 members of the experimental group and 61 members of control group) were analyzed. In the experimental group, there was a significant (p<0.001) increase in vegetable-related nutrition knowledge (form 5.02 to 6.10 out of a total score of 9), while there were no significant differences in the control group. Vegetable preference scores also significantly (p<0.001) increased (from 3.44 to 3.85 on the 5-point Likert scale) in experimental group, while there were no significant difference in control group. We also observed a significant (p<0.001) increase in vegetable intake from school foodservices (89.34% to 95.49%) in the experimental group, but there were no significant differences in the control group. In conclusion, a vegetable-related nutrition education for fourth grade elementary school students was effective at improving the nutritional knowledge of vegetables, vegetable preferences, and vegetable intake from school foodservices. Therefore, to encourage the vegetable-related right dietary habits, sustainable, and systematic nutrition education programs should be implemented for elementary students.

• Journal of Science Education
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• v.41 no.1
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• pp.111-134
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• 2017

The purpose of this study was to develop 'Silver Care Expert' STEAM Program for the elementary students and investigate the effects of the program on creative thinking activity, scientific attitude and leadership. Participants were 110 elementary school students. Before and after the program, the participants were asked to take the test about future time perspective, career awareness and scientific attitude. The major results of this study were as follows. First, the total score of experimental group's future time perspective and all 2 sub-domains was significantly improved than those of comparative group(p<.05). Second, total score of experimental groups' career awareness and all 4 sub-domains were significantly increased than those of comparative group after the STEAM program(p<.05). Third, the total score of experimental groups' scientific attitude and all 7 sub-domains were significantly improved than those of comparative group(p<.05). Fourth, according to students' post-program opinions, experimental group students showed very positive perception like that science class was very interesting and they became interested in science and technology. In conclusion, 'Silver Care Expert' STEAM Program was very effective to improve elementary students' future time perspective, career awareness, scientific attitudes.

• 대한공업교육학회지
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• v.45 no.1
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• pp.20-41
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• 2020

The purpose of this study is to explore ways to improve teaching and learning in specialized high schools by investigating the relationship between creativity and class satisfaction in classes using the NFTM-TRIZ model for specialized high school students. In order to achieve the purpose of the research, first, the differences between the applied effects, experiments, and control groups were analyzed when the NFTM-TRIZ model was applied. Second, when the NFTM-TRIZ model was applied, it was analyzed whether there was a significant difference in creativity and class satisfaction by group size. The conclusions of this study are as follows. First, as a result of comparing the preand post-tests of the experimental group and the control group applying the NFTM-TRIZ model through the t-test, the experimental group showed significant differences in creative spontaneity, identity, attachment, curiosity and class satisfaction. Second, in experimental groups with the NFTM-TRIZ model, the size of groups of 4 and 6, rather than the size of groups of 2, had positive effects on class satisfaction. Therefore, the NFTM-TRIZ model based on collaborative learning was effective as a teaching and learning method that promoted creativity and satisfaction of students in specialized high schools.

• Korean Journal of Environment and Ecology
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• v.20 no.2
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• pp.227-234
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• 2006

The comparison of Corylopsis coreana populations between natural groups and deforestation groups is carried in five regions such as Seungju, Woldeung, Hwangjeon in Suncheon, Myeongseok in Jinju and Mt. Baegun in Pocheon. The number of sprouting per both $100m^2$ and each individual stump were appeared more in deforestation than in natural groups. In contrast, the height and the diameter of individuals by the number of sprouting are higher and larger in the natural groups. The relationship between the floristic composition and vegetation in the two groups of C. coreana populations was not appeared. Corylopsis coreana are propagated sprouting as well as seedling in deforestation groups located an opening area. Because of the powerful environmental adaptability through growth of the sprouting and the seedling in deforestation groups, the population of C. coreana are not extinction of species oneself, and on the contrary are showed expansion of C. coreana population after temporary disturbance.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.519-538
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• 2013

The purpose of this study, for each section of high school mathematics I help to verify the utillization of instructional class in the formation of students' academic achievement and mathematical beliefs. For this purpose we construct an experimental class and then analyse the students' change in those aspects after applying concept learning hand-out and colleage feedback on their works those students are in the experimental class. As a result of the experiment, we find that concept learning hand-out activity and colleague feedback made some significant changes on the students achievement in mathematics and mathematical beliefs. Therefore, in this study I want to solve the concrete problems are as follows. First, utilizing the concepts of mathematics tutoring lessons to improve students' academic achievement is it effective? Second, utilizing the concepts of mathematics tutoring classes does have a positive impact on students' mathematical beliefs? Third, utilizing the concepts of mathematics tutoring lessons for students what is the reaction?

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.759-767
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• 2012

The purpose of this study was to examine the impact of Science Writing Heuristic (SWH) on multiple representations in students' writing and to survey experimental group students' recognition about the use of multiple representations. For this study, Participants of this study were 158 students in 7th grade. 94 students were assigned to the experimental group and 64 students were assigned to the comparative group. The experimental group showed significantly higher mean score than comparative group at utilizing multiple representation in summary writing. Interview analysis indicated that all students who participated in interviews, regardless of solid multi-modal competency, recognized that use of multiple representations with appropriate explanations enable to communicate science information persuasively.

• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.117-133
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• 2010

The purpose of this research is to find out whether children's self-efficacy can be improved by sensory activities devised to encourage spirituality. The survey involved 36 children aged 4 to 5. To measure the subjects' self-efficacy, Jeon Inok(1996)'s tool was used. The 18 members of the experimental group attended a program which was dedicated to promoting spirituality by using sensory activities. The program was administered three times a week for four weeks, totaling 12 sessions, each of which contained a type of activity and lasted about fifty minutes. To the 18 members of the control group, the standard child care curriculum was applied. The levels of the subjects' self-efficacy were measured twice, both in the same way, before and after the children participated in the program. The finding reveals that the program which was designed to boost children's spirituality through sensory activities has positive effect on children's self-efficiency - cognitively, socially, emotionally, and physically. The self-efficiency level in the experimental group significantly increased by t=7.17(df=34, p<.001) compared to the control group. So, it can be said that the program dedicated to improving spirituality using sensory activities is more effective than the standard child care curriculum.

• Journal of Korea Game Society
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• v.12 no.2
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• pp.43-51
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• 2012

The purpose of this study is to find out whether G-learning method can raise students' academic motivation of the mathematics in elementary school. The subjects were 687 students in the same school. They were divided into two groups, control group and experimental group. Written tests were taken before and after the semester to evaluate the students' motivation of the mathematics. According to the results, the participation in G-learning program improved their academic achievements of mathematics. Experimental group showed statistically significant improvement in intrinsic motivation. On the contrary, control group showed statistically significant improvement in extrinsic motivation. This means that G-learning method make students study mathematics on their own initiative.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.465-492
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• 2014

In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.413-427
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• 2022

The purpose of this study was to improve and verify task value and academic self-efficacy of university students with metaverse gamification teaching method combining flipped learning and project-based learning. The subjects in this study were 16 university students majoring in counseling psychology who engaged in K university in cheong-ju. The subjects were assigned to the experimental group or the comparison group. The experimental group received the proposed metaverse gamification teaching method combining flipped learning and project-based learning while comparison group received teacher-centered learning. The dependent variables in this study were task value and academic self-efficacy. Each variable was assessed before class, after the end of the class. At the end of the class, the experimental group engaged statistically significantly higher levels of task value and academic self-efficacy than the comparison group. The findings of this study suggest that this metaverse gamification teaching method combining flipped learning and project-based learning is effective at improving task value and academic self-efficacy.