• Korean Journal of Ecology and Environment
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• v.55 no.4
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• pp.274-284
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• 2022

Through sample-size-based rarefaction analyses, we tried to suggest the appropriate degree of sample concentration and sub-sample extraction, as a way to estimate more accurate zooplankton species diversity when assessing biodiversity. When we collected zooplankton from three reservoirs with different environmental characteristics, the estimated species richness (S) and Shannon's H' values showed different changing patterns according to the amount of sub-sample extracted from the whole sample by reservoir. However, consequently, their zooplankton diversity indices were estimated the highest values when analyzed by extracting the largest amount of sub-sample. As a result of rarefaction analysis about sample coverage, in the case of deep eutrophic reservoir (Juam) with high zooplankton species and individual numbers, it was analyzed that 99.8% of the whole samples were represented by only 1 mL of sub-sample based on 100 mL of concentrated samples. On the other hand, in Soyang reservoir, which showed very small species and individual numbers, a relatively low representation at 97% when 10 mL of sub-sample was extracted from the same amount of concentrated sample. As such, the representation of sub-sample for the whole zooplankton sample varies depending on the individual density in the sample collected from the field. If the degree of concentration of samples and the amount of sub-sample extraction are adjusted according to the collected individual density, it is believed that errors that occur when comparing the number of species and diversity indices among different water bodies can be minimized.

• Korean Journal of Ecology and Environment
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• v.43 no.2
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• pp.319-337
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• 2010

Major objective of this study was to determine interannual and seasonal water quality along with characteristics of longitudinal gradients along the reservoir axis of the riverine zone (Rz)-to-lacustrine zone (Lz). Water quality dataset of five years during 2003~2007 used here were obtained from Ministry of Environment, Korea and ten physical, chemical and biological parameters were analyzed in the study. Similarity analysis, based on moropho-hydrological variables of reservoir surface area, watershed area, total inflow, and outflow, showed that the reservoirs were categorized as three groups of large-dam reservoirs (Chungju Reservoir, Daecheong Reservoir and Soyang Reservoir), mid-size reservoirs (Andong Reservoir, Yongdam Reservoir, Juam Reservoir and Hapcheon Reservoir), and small-size reservoirs (Hoengseong Reservoir and Buan Reservoir). According to the data comparison of high-flow year (2003) vs. lowflow year (2005), dissolved oxygen (DO), pH, biological oxygen demand (BOD), suspended solids (SS), total nitrogen (TN), total phosphorus (TP), chlorophyll-a (CHL) and electrical conductivity (EC) declined along the longitudinal axis of Rz to Lz and water transparency, based on Secchi depth (SD), increased along the axis. These results indicate that transparency was a function of Values of pH, DO, SS, SD, and EC at each site were greater in the low-flow year (2005) than the high-flow year (2003), whereas values of BOD, COD, TN, TP and CHL were greater in the high-flow year (2003). When values of TN, TP, CHL and SD in nine reservoirs were compared in the three zones of Rz, Tz, and Lz, values of TN, TP and CHL declined along longitudinal gradients and SD showed the opposite due to the sedimentation processes from the water column. Values of TN were not statistically correlated with TP values. The empirical linear models of TP-CHL and CHL-SD showed significant (p<0.05, $R^2$>0.04). In the mid-size reservoirs, the variation of CHL was explained ($R^2$=0.2401, p<0.0001, n=239) by the variation of TP. The affinities in the correlation analysis of mid-size reservoirs were greater in the CHL-SD model than any other empirical models, and the CHL-SD model had an inverse relations. In the meantime, water quality variations was evidently greater in Daecheong Reservoir than two reservoirs of Andong Reservoir and Hoengseong Reservoir as a result of large differences of water quality by long distance among Rz, Tz and Lz.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.