• Journal of Science Education
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• v.41 no.3
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• pp.334-350
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• 2017

The purposes of this study are to develop scientific-inquiry based on STEAM education program and to investigate the effects of the program on middle-school students' interests, self-efficacy, and career choice about science, technology/engineering, and mathematics. In order to develop this program, the literature investigation and previous studies were conducted, so that finally the developmental direction was based on scientific inquiry and the developmental theme and model were selected. A total 92 first-graders in G middle-school of Daegu city were participated in this study. A single group pre-post test paired t-test was conducted to figure out changes of students' interest, self-efficacy, and career choices before or after applying this program. In addition, in-depth interviews were conducted with 14 students to find their specific responses. The results of this study were as follows. First, STEAM education program on the theme of 'RC Airplane' was developed on the basis of the 'ADBA' model. Second, the developed STEAM educational program not only results a decisive difference statistically but also has significant effects on middle-school students' interests, self-efficacy, and career choice in science, technology/engineering, and mathematics, who are involved in the free-semester program, across the overall affective domain. In conclusion, the STEAM educational program in this study could affect significant meanings to middle-school students during the free-semester. It could contribute to facilitate middle-school students' education for happiness and to grow the creative STEAM talents.

• Analytical Science and Technology
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• v.24 no.2
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• pp.69-77
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• 2011

Ethylene glycol (EG) is produced commercially in large amounts and is widely used as antifreeze or deicing solution for cars, boats, and aircraft. EG poisoning occurs in suicide attempts and infrequently, either intentionally through misuse or accidental as EG has a sweet taste. EG has in itself a low toxicity, but is in vivo broken down to higher toxic organic acids which are responsible for extensive cellular damage in various tissues caused principally by the metabolites glycolic acid and oxalic acid. The most conclusive analytical method of diagnosing EG poisoning is determination of EG concentration. However, victims are sometimes admitted at a late stage to hospitals or died during emergency treatment like a gastric lavage or found rotten dead, when blood EG concentrations are low or not detected. Therefore, in this study, the identification of EG was not only performed by gas chromatograpyc-mass spectrometry (GC-MS) following derivatization but also further toxicological analyses of metabolites, glycolic acid (GA) and oxalic acid (OA), were performed by ion chromatography in various biological specimens. A ranges of blood concentrations (3 cases) was $10\sim2,400\;{\mu}g/mL$ for EG, $224\sim1,164\;{\mu}g/mL$ for GA and ND $\sim40\;{\mu}g/mL$ for OA, respectively, In other biological specimens (liver, kidney, bile and pleural fluid), a range of concentrations (3 cases) was ND $\sim55,000\;{\mu}g/mL$ for EG, ND $\sim1,124\;{\mu}g/mL$ for GA and ND $\sim60\;{\mu}g/mL$ for OA, respectively. Liver and kidney tissues were recommended specimens including blood because OA, a final metabolite of EG, was identified large amounts in these despite no detectable EG caused by some therapy.

• Journal of Nutrition and Health
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• v.51 no.3
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• pp.242-253
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• 2018

Purpose: The purpose of the study was to identify the nutrition knowledge, dietary attitudes of guardians, and nutritional status of infants and toddlers as well as the relationships between these variables. Methods: The participants were selected among applicants for low-income family financing provided by the government and included 115 infants and toddlers as well as their guardians. Demographic data, nutrition knowledge, dietary attitudes, and nutrition intakes were assessed using a self-administered questionnaire, biochemical examination, and 24 Hour-Recall method. Results: The score for guardians' nutrition knowledge was 12.97 points of a possible 15, and the score for dietary attitudes was 53.38 points of a possible 75. The nutrition knowledge and dietary attitudes showed significant differences by education level (p < 0.05) and family structure (p < 0.05). Energy intakes of subjects aged 6 ~ 24 months and over 25 months were lower than the DRI for Koreans. The intakes of carbohydrates, protein, and fat of subjects aged 6 ~ 24 months and over 25 months showed no significant differences by level of nutrition knowledge or dietary attitudes. The intake of Ca of subjects aged over 12 months showed significant differences by level of nutrition knowledge (p < 0.05). The intakes of Thiamin of subjects aged 6 ~ 11 months and P of subjects aged over 12 months showed significant differences by level of dietary attitudes (p < 0.05). There was a small positive correlation between education level and nutrition knowledge as well as between dietary attitudes. Nutrition knowledge showed a positive correlation with dietary attitudes. There was a positive correlation between nutrition knowledge and Ca, Riboflavin, as well as Vit C levels. Conclusion: Therefore, it is necessary to consider an educational program for increasing the practical application of knowledge to nutrition management for improvement of nutrition intake in infants and toddlers.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.83-96
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• 2005

To assess the food intake and diet quality of high school students who live in Chuncheon area, a dietary survey using 24-hour recall method was conducted with 318 subjects. $71.4\%$ of total food intake was in the form of plant foods and the rest on the form of animal food. Diet quality was assessed by food group pattern, dietary diversity score(DDS), and dietary variety score(DVS). When counting the major food groups consumed, $37.1\%$ of subjects had a DDS of 3 and $48.4\%$ of subjects had a DDS of 4. When investigating the consumption pattern of the major five food groups, only $14.5\%$ of subjects consumed foods from all five groups. On average, subjects habitually consumed 26.7 different foods daily, with the mean score of diet variety for males (27.3) being significantly higher than for females (25.8) . Correlation coefficients between nutrient adequacy ratio (NAR) and DVS ranged from r=0.39 for vitamin $B_2$ to r=0.61 for phosphorus. NAR also improved as the number or foods or rna groups consumed increased (p<0.001). Associations between the NAR and high level of DVS was more positive than those between the NAR with DDS. When assessing the dietary quality of subjects using DDS and DVS, many people appeared not to have a desirable food intake. Therefore, to lead them to have nutritionally balanced diet, educating students and their parents on nutrients and suggesting guidelines for a desirable diet is considered to be essential so that they can intake from all of major food group and have various foods in their diet.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.117-131
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• 2017

This study was performed to analyze education contents related to milk in current home economics textbooks of middle school, and to investigate intake status, consumption behaviors, perception and nutritional knowledge of milk and dairy products among 364 middle school students in Gongju for improvement of milk education in home economics subjects and milk intake of adolescents. As a result, education contents of milk and dairy products in home economics textbooks currently applied in middle school were major nutrients, consumption method for balanced diet, and selection and storage of milk and dairy products, thus it tended not to match current food trend. Only 30.5% of subjects met 2 cups of milk a day, the recommended level. The main reason for drinking milk was to 'be taller' and 'to quench thirst' and there was a difference by gender(p<0.01). The rate of not participating in school milk program was 23.1% of total and its satisfaction was moderate. The most popular dairy products by subjects were ice cream, followed by yogurt and cheese, and the choice of milk was focused on 'taste' or 'expiration date'. The rate of knowing certification mark of K-MILK was low at 28.8%, and most subjects knew as 'domestic milk use'. In home economics class, experience-based learning such as cow ranch experience was the most preferred instruction method for milk followed by laboratory practice and lecture, and there was a difference by gender(p<0.001). Perception degree of milk and dairy products was moderate and male subjects were more positively perceived than female subjects(p<0.01). Nutritional knowledge level of milk and dairy products was moderate and female subjects were higher than male subjects(p<0.01). Therefore, education contents of milk and dairy products of home economics textbooks of middle school should be centered on real life in accordance with food trend, and applied student participation-based instruction methods such as experience-based learning. In addition, it is necessary to enhance taste and merchandise of milk and to provide them with preferred milk and dairy products in school milk program for improvement of milk intake of adolescents.

• Journal of the Korean Institute of Landscape Architecture
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• v.40 no.4
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• pp.62-77
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• 2012

This study aimed to investigate the Confucian-oriented agriculture phase of the Joseon Dynasty, which was reflected at the palaces, by analyzing constructional aspects and spatial characteristics of farmlands at the palace rear gardens. The objective sites were the rear gardens of Gyeongbok Palace, Changkyung Palace, and the outside of Sinmoomoon(神武門) This study was based on literature reviews. The farmlands at the palace rear garden were constructed to self-estimate the year's harvest condition within the palaces. It was a part of the agriculture encouragement policy on governing the group of Joseon like publishing the Nongsajiksul(農事直說) and establishing the Chingyeongnye(親耕禮: king's own cultivation ceremony) and Kikokje(祈穀祭: the rite of praying for grain). In addition, farmlands of the rear garden were operated from the beginning of the state almost until the Japanese colonial era. The results were summarized as follows: First, Gyeongbok Palace rear garden's farmland which begin at the reign of Sejong(世宗) existed at the present Hyangwonji(香遠池) area. It was constructed in order to check the advanced agricultural technologies. The rear garden's farmland in Changkyung Palace, which was executed during the reign of Seongjong(成宗), was constructed right after the initial Chingyeongnye of the Joseon Dynasty. Therefore, it might be understood as the context of the king's own cultivation of the Jeokjeonchinkyung(籍田親耕). Injo(仁祖) dug for farmland in the ground of the Gyemgdeok Palace(慶德宮) though there was some stay palace, when his stay dragged out for too long. This bespeaks that those farmlands at the palace rear gardens were of great importance in the Joseon political history. The farmland near Gyeongnongjae(耕農齋), which was made during the reign of Gojong(高宗), inherited predecessor's walks of the promoting agriculture and exhibited spatial compositions such as the rear garden's farmland at Changkyung Palace. Secondly, irrigation, its water systems, the name of observatory to study farming[觀耕臺] and location requirements for farmland had something in common. It was assumed as universal forms of physiocracy-space in the Joseon Dynasty. In this study, by considering aspects of operating about vegetable garden managed by eunuchs and of the orchard in palace to cultivate fruits for national ceremonies, it could be assumed that landscape architecture of royal palace in the Joseon Dynasty did not only focus on solemnity, orderliness and fanciness but also on the practical and productive which was helpful in life. In addition, the diverse activities of productive landscape architecture led by the royal family in palaces, and the initiatively tested advanced agricultural technologies by the king were considered as an aspect of the Korean traditional specific royal palace landscape architecture. That is considered sole landscape not only to love of the people but also the 'agriculture-first' principle which were absent from other nations.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.