• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.

• Journal of Mushroom
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• v.21 no.3
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• pp.93-100
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• 2023

In this study, research trends in mushroom science were examined using North Korean journal articles published in 1978-2023. Researchers in each field reviewed 450 papers and finally selected 429 papers, excluding 21 papers classified in different fields. The number of researchers was 872, and the number of authors per paper was 2.03. Kim Cheol-Hak published the most academic papers in the field of mushroom science in North Korea, with 12 papers. The number of research articles increased annually, from 7 in 1985, 12 in 1998, 11 in 2008, and 27 in 2020, and has especially increased rapidly since the mid-2010s. The study by mushroom type was as follows: 42 pine mushrooms (17.8 %), 25 oyster mushrooms (10.6 %), 23 Ganoderma sp. (9.8 %), 19 shiitake mushrooms (8.1 %), 17 button mushrooms (7.2 %), and 16 manna lichens (6.8 %). This study is considered meaningful in reviewing the research status and technology level in North Korea through analyzing North Korean academic journals in the field of mushroom science for the first time.

• Korean Journal of Culture and Social Issue
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• v.10 no.1
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• pp.1-30
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• 2004

Study 1 composed of three experiments examined differences in person perception between computer-mediated (or CMC) and face-to-face (or FTF) communications. In Experiment 1, each of 17 groups of 4-5 discussed a donation entrance system through CMC and a week later a college-based university system through FTF communication mode for half an hour. Then members of a given group rated each other along with self-ratings on five personality traits. Results indicated that in FTF than CMC condition, ratings of others were more positive and also self-peer agreement and meta-accuracy were larger in spite of no large difference in inter-judge agreement between two communication modes. In Experiment 2, 17 groups of 4 in each of the CMC and FTF condition discussed a college-based university system for an hour. Then group members rated each other on another five trait dimensions. Although ratings of others were more positive in FTF than CMC condition, there no systematic differences in two types of agreement and meta-accuracy between the two communication modes. In Experiment 3, 17 groups of 4 in each of the CMC and FTF condition discussed a donation entrance system for an hour and then group members rated each other on five trait dimensions different from those used in Experiment 1 and 2. The findings replicated Experiment 1. Study 2 examined gender differences in person perception in CMC. Fifteen dyads for each of the man-man, man-woman, and man-woman conditions communicated for an half hour in CMC and then rated each other along with self ratings on 25 personality trait dimensions. Results indicated that participants rated their partners more negatively for extorversion, agreeableness and culture factors, which was due mainly to woman's negative evaluations for their male partners. Also, self-peer agreement was the largest in the man-man communication condition. These findings were discussed in relation to differences between CMC and FTF communication modes.

• Journal of Nutrition and Health
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• v.57 no.4
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• pp.451-467
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• 2024

Purpose: This study aimed to develop a four-hour food additive education program for elementary school students to provide them with accurate information on food additives. Methods: A survey was conducted among 133 elementary school students living in Gyeonggi Province to identify the level of food additive awareness. A four-hour food additive education program and educational materials (PPT, activity sheets, and teacher guidelines) were developed based on the results of the food additive awareness survey. The developed educational programs were based on the Theoretical Model of Stages of Behavior Change. An elementary school nutrition teacher conducted a pilot education for 83 elementary school students to evaluate the feasibility of the developed education program. A survey was conducted to evaluate the effectiveness and satisfaction of the pilot education program. Results: The results of the Food Additive Awareness Survey showed that only 42.1% of people were aware of food additives; 46.3% wanted to know more about food additives, and 54.3% required food additive education. Food coloring (44.7%) and artificial sweeteners (18.7%) were the most common food additives of interest. What they wanted to know about food additives was the safety of food additives (36.8%) and the role and function of food additives (20.3%). After the pilot training on food additives, the level of awareness of food additives was improved significantly, and the percentage of participants who recognized the need for food additive education and promotion increased. According to the satisfaction survey of the food additives education, the interest, understanding, real-life application, learning method, and content amount were approximately 90%. Conclusion: The educational program developed through this study will change the negative perceptions of food additives in elementary school students to a positive one. It will do so by helping nutrition educators educate students on this important subject.

• Archives of design research
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• v.19 no.1 s.63
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• pp.181-190
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• 2006

This study began with an assumption that virtual museum exhibitions will continue to be created in the future and more knowledge is required about designing effective virtual exhibit designs. This study explored the relationship between virtual exhibitions and visitor's opinions following the viewing of the virtual exhibit in order to determine the components of a well-constructed virtual exhibit design. To address the research problem, this study explored two aspects of virtual exhibit design: 1) what are the components of a well-constructed virtual exhibit, 2) how does viewing the virtual exhibit change visitors' opinions about both physical and virtual museum experiences. The methodology of the study employed surveys, interviews and observations as instruments of data collection. Twenty-five participants were given a survey prior to their viewing of the on-line exhibit, then they were given the opportunity to view the web-site and finally surveyed regarding their opinions. From the 25 participants, six were selected for observation to record behavior exhibited while they viewed the site. In addition, five were interviewed for a better understanding of their responses to various aspects of the virtual exhibit experiences. Data from the surveys was tabulated for descriptive percentages in order to identify numerical patterns of relationship. Observation data was analyzed for simple frequencies in categories of responses and interview data was tape recorded and transcribed into text files. Based on study results, recommendations were made for the future role of interior design in virtual space that stands independent from a physical building and resides only on the Internet.

• Journal of the Korean Home Economics Association
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• v.47 no.3
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• pp.55-65
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• 2009

By definition, smart clothing describes a garment whose functionality is enhanced by technological advancements in order to ease one’'s lifestyle. To know user’'s understanding and needs, the research had consisted of brainstorming sessions, personal interviews, focus group meeting, and a series of content analyses. Ten of the interview subjects and focus group panel were found by contacting women aged 56-64 in the Ithaca community, NY. They were prompted with general questions on style choices for their lifestyles and age group and then presented with two examples of smart clothing to discuss and critique. Meanwhile, the other three interview subjects, located outside of the Ithaca community, were aged either above or below the targeted bracket. These subjects were interviewed as a method of comparison on multiple levels. Findings had shown that there was indeed a need for smart clothing amongst the increasingly populated demographic of older women: devices to help one’'s body temperature regulation and vision problem, and well-designed clothing. However, the functionalities must be carefully constructed and conveyed in order to be taken seriously by the mainstream consumer market. Once successfully designed, the smart clothing will ideally create a greater sense of autonomy for older women.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.246-257
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• 2004

The purpose of this qualitative study was to identify high school students' conceptual differentiation patterns on human digestion system. The subjects were 124 high school students and this group was guided to independently construct concept maps. Among them, 19 were selected for an in-depth interview and a short test. The concept maps, interview transcripts and the results of short-test were analyzed to identify conceptual differentiation patterns. The results were as follows. Mainly three distinct conceptual differentiation patterns were identified. The first pattern can be named as an 'Free-flow type'. The group belongs to this pattern expressed numerous examples than meaningful concepts with unclear understanding of hierarchial relation between each concepts. Also, this group had difficulties in grasp interrelations of different concepts. The second pattern can be identified as 'Sequence type'. This group constructed concept maps by featuring conceptual sequence. The group applied meaningful learning, yet assembled concept maps primarily according to sequence of learning and exhibited less organized concept maps than hierarchial type. The third pattern can be named as 'Hierarchial type'. All students elaborated concept maps after lessons. The sequence type changed hierarchial type or sequence mixed with hierarchial type but free-flow type was hardly changed.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1077-1091
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• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.469-478
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• 2014

To provide students an alternative image of science and scientist, we developed five lesson plans that include scientists' joy, anger, sorrow, and pleasure in their life. Through the 10 hour lessons with the five topics, we investigated the effect of our program on students' image change toward scientists, their science learning, and their career development in science field. Twenty high school students participated in our program and five of them were analyzed. The qualitative data included opinionnaire survey before and after the program, field note, video recording, students' worksheets, and interview. The science episode lessons that reflect the human side of scientists were designed in five steps. The first step is the one about imaging of scientists, the second step is the one about reading scientists' episode in their life, the third step is the one about investigating human side of scientists, the fourth step is the one about feeling sympathy in scientists' context, and the last step is the one about judging human side of scientists. Students participated in this program got to feel familiarity in scientists as well as confidence in science. By obtaining the alternative image of scientists after the class, it is expected that students will play roles of well-prepared supporters with scientific literacy.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.