• Journal of Korean Society of Forest Science
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• v.101 no.2
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• pp.317-323
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• 2012

This study was performed in order to explore the growth characteristics by growing stage in the containerized seedling and the bare root seedling of Chamaecyparis obtusa Sieb. et Zucc., which is the major plantation species of Korean southland. The height growth of 1-year-old bare root seedlings was better than containerized seedlings, which grew in the containers with capacity of 31.2 mL and 300 mL. The root collar diameter growth was the best in the containerized seedlings of container with 300 mL. The 2-year-old bare root seedlings were surveyed to be better in the height and root collar diameter growth than the containerized seedlings of container with 300 mL. In the comparison of dry mass production, it was the highest in 32 mL containerized seedlings as for 1-year-old above ground and in 300 mL containerized seedlings as for below-ground and total dry mass production. In case of 2-year-old seedlings, it was indicated to be high in bare root seedling as for the part above ground and in dry mass production of the containerized seedling as for the part below ground. In the comparison on root morphological traits of seedlings such as the total root length, the root project area, the root surface area, the average diameter in root, and the root volume, all of 1 and 2-year -old containerized seedlings showed the higher growth than the bare root seedlings except the average diameter in root. Synthesizing the results of this experiment, the containerized seedlings are relatively excellent in root development compared to bare root seedlings in the process of producing seedlings of C. obtusa, thereby being judged to have grown into excellent seedlings.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.118-130
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• 2017

During the landscape design process, landscape architects produce various forms of drawings to visualize the future designed landscape. This work thoroughly examines the process of the utilization of James Corner's theory and practice of representation. Since the early 1990s, Corner has explored the characteristics and functions of landscape architectural drawing theoretically. Specifically, Corner argued that the use of visual representation makes it difficult to achieve the full embodiment of all of the multisensory characteristics of a landscape. Thus, he explored new drawing techniques that alternatively visualize the landscape and generate creative ideas(i.e., imagination of drawing), rather than a realistic illustration of not-yet-actualized landscapes(i.e., instrumentality of drawing). Corner's theory has evolved throughout the mid and late-1990s as applied to landscape practice. Corner embraced ecology and implemented the theory and practice of Landscape Urbanism, thereby once again emphasizing the instrumentality of drawing. Whereas the early theory mainly explored a perspective view using collage and montage, Corner later began to stress the importance of the instrumentality again. For example, Corner employed a mapping technique based on the instrumental map and that simultaneously creatively transforms it. Corner's theory and practice of representation fully explored the identity of landscape architectural drawings and reflected the interaction between theory and practice. Thus, his design and theoretical works continue to have significant influence on present landscape practice and theory.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.109-114
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• 2008

We have long kept our Cartesian tradition in which Mind privileges over Body; the invention of printing technology has accelerated the tradition in which the intelligence and legibility of media were considered as a higher human value. However, the development of media and technology are supporting the multisensory mechanisms of the body as it was in preliterate era when we communicated with our whole bodily experiences. The development and spread of mass-media and new technologies have broaden the boundary of human sensory that are largely dominated by visual information and expanded it to auditory, olfactory and even gustatory sensation. Since 1960's, some philosophers and artists have recognized the human body as a subjective matter, starting the movement in which the body plays a role as an essential factor in study of human perception and cognition, aesthetics in art, and sociology, and the changed perspectives are practiced vigorously in the field of new media art; the theory of Maurice Merleau-Ponty who clarified the body as a general means for the body's possession of world, so that recognize the importance of cognition of one's body and approved the embodiment could be applied and practiced here. Therefore, we discuss how Merleau-Ponty's philosophical theory can be practiced and how McLuhan's perspective could be applied on the notion of body's extension in media by analysing some new media art cases.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.611-623
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• 2005

The purpose of this study is to explore the effects of self-directed field learning practices on student’s academic achievement and self-directed learning characteristics regarding the level of learning ability. To conduct this study, 196 students of high school students in Busan were chosen and parted into either the experimental group (98 students) or control group (98 students). Each group is classified into three categories: high level (24 students), middle level (50 students), and low level (24 students) according to the level of learning ability by the academic achievement pre-test. The areas chosen for experimenting this study range from Dusong peninsula, Molundae in Saha-gu, Songdo in Seo-gu, Pusan. Then the inquiry-model of self-directed field learning which focuses on learner-centered activity was designed based on theories concerning field learning and self-directed learning, and was applied to the experimental group. In conclusion, this teaching method using self-directed field learning is expected to improve academic achievement in science subject and increase students’ self-directed learning characteristics regardless of the students' level of academic achievement.

• Journal of the Korean earth science society
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• v.31 no.3
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• pp.276-287
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• 2010

The purpose of this study is to develop a measurement tool quantifying the degree of high school students' scientific experience. Based on previous studies, we divided the factors that compose school scientific experience into three categories: general activity experience, scientific inquiry experience and laboratory apparatus experience. While, outside of school scientific experience was divided into general activity experience, interesting activity experience and field trip experience. Items consisting each factor were selected from scientific experience measurement tools used in previous researches, most frequent answers showed in open questionnaire about scientific experiences, and exploratory analysis of textbooks. After the measurement tool developed by pilot-questionnaires and previous researches were preliminary tested and then was secondarily tested for a group of 413 high school students. The content validity and construct validity of the measurement tool was evaluated by two school teachers and two experts in science education and by factor analysis, respectively. The reliability of the tool was estimated with Cronbach Alpha. The results of validity and reliability revealed that the tool was appropriate for measuring scientific experience.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.383-393
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• 2015

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.239-255
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• 2011

As a case study on the use of coteaching in science instruction for science-gifted elementary students, this paper analyzed the characteristics of coteaching science instruction for science-gifted elementary students by plan, performance, and reflection-evaluation stages of the classes. To do this, we observed two teachers' coteaching science instruction for science-gifted elementary students during twelve classes and analyzed the taped videos, their journals, and the transcripts for in-depth interviews with them. The results indicated that the characteristics of the coteaching science instruction, in the planning stage of the classes, showed improvement in the quality of the sciencegifted education programs, the reduction of the psychological burdens of developing the programs, and some efficiency loss due to the joint preparation of the classes. The characteristics in the performance stage of the classes include the seamless progression of the classes through the division of roles, the increase of the students' opportunity to explore, the supplement of the teachers' inadequate descriptions and the overlooked contents, the increase of the interaction between teachers and students and/or the interaction among students, the reduction of the risk of accidents in experiments, and the reduction of the responsibility for teaching. Finally, the characteristics in the reflectionevaluation stage of the classes could be attributed to the diversity of the evaluation viewpoints, the increase of the learning opportunities to develop the teaching professionalism, and the increase of the fear for assessing my own classes.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Journal of Bio-Environment Control
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• v.12 no.4
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• pp.217-220
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• 2003

This study was carried out to investigate the growth response of Pinus densiflora seedling to relatively high day temperature during the container culture in summer season. The experiment was performed with three maximum day temperature regimes, 30~35$^{\circ}C$, 35~40$^{\circ}C$ and above 40$^{\circ}C$ in the PE house. The reduction in plant height was observed since 6 weeks after germination in the seedlings grown at relatively high day temperatures, especially the seedlings at above 40$^{\circ}C$. High temperature also reduced the root collar diameter during growth of the seedlings, therefore 17.3% of the reduction was observed in the seedlings grown at above 40$^{\circ}C$ compared with the seedlings at 30~35$^{\circ}C$. The dry weight of the seedlings grown for 16 weeks was apparently reduced by elevated dat temperature in the PE house, and the seedlings at relatively high day temperature resulted in increased T/R ratio.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.179-203
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• 2013

The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.