• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.52 no.2
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• pp.140-145
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• 2007

This study was carried out to develop effective test method by soybean stink bug and to screen resistant genetic resources against soybean stink bug. The damage pod rate by stink bug showed 40% of most soybean varieties and was selected about 10% low of 10 varieties by 298 variety and degree in soybean at first year Stink bug damage rate research for 102 varieties that stink bug damage rate lowed at first year showed 10% low of 12 varieties and from 20% to 30% of the other varieties. So testing material is "Ilpumgeumjeongkong" to develop for effective test method soybean stink bug and result for stink bug damage rate research of according to growth stage showed rapidly high more full seed than full pod. Full seed stage (R6) was highest to 35.5% for stink bug damage rate. Result of resistant genetic resources selection according to stink bug damage pod rate was lowed of best to 10.3% for "Peking, Sorogkong, Hwangsaegjunjeari and Sobaeknamulkong" in the order. Also, stink bug damage seed rate was similar too. So "Peking, Sorogkong, Hwangsaegjunjeari and Sobaeknamulkong" were thought resistant variety against stink bug. Additional study carried out with "Peking and Sorogkong" so that concretely investigate about stink bug's refuse reaction. This result showed 10.0% for Peking and 14.2% for Sorogkong at R6 stage. But, damage pod rate was rapidly lowed.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.57-68
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• 2018

The purpose of this study is to categorize learning style groups and to analyze students' learning interest and self-regulated learning abilities, according to their learning style and giftedness. One hundred and twenty-three (123) science-gifted student and 296 regular students participated in this study, responding to learning style, self-regulated learning, and learning interest questionnaires. Data were analyzed, using 2-stage cluster analysis, $x^2$ test, two way-MANOVA test, and $Scheff{\acute{e}}$ test. The results are as follows: First, by 2-stage cluster analysis, four groups were categorized: 'high-score thinking style,' 'external-liberal,' 'executive-conservative,' and 'low-score thinking style.' In the gifted group, high-score thinking style (51.2%) was the most popular, then executive-conservative (30.2%), external-liberal (17.1%), and low-score thinking style (1.6%); in the regular student group, the executive-conservative group was the biggest, then high-score thinking style (20.6%), external-liberal (11.6%), and then the low-score thinking style (8.7%). Second, in terms of learning interest, the analysis by thinking style showed that the high-score thinking style group had higher learning interest compared to the executive-conservative and the low-thinking style group. The high-thinking style group's thoughtful interest also scored the highest compared with the others. The gifted students' thoughtful interest and investigative interest also were higher than regular students '. Third, in terms of the self-regulated learning, the analysis by thinking style showed that the high-score thinking style group showed higher scores on all sub-variances than other groups, especially having highest control-belief scores. Also, gifted students had higher scores on control-belief and searching information. Based on these results, the ways for effective education and support were discussed.

• Archives of design research
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• v.17 no.4
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• pp.177-190
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• 2004

The purpose of this study is to provide domestic small and medium manufacturing businesses with effective ways of introducing and promoting design management, earnestly, as a key strategy for raising corporate competitiveness. For the purpose, this researcher discussed the management property of small and medium businesses, the introducing process and method and the necessity of promoting design management in small and medium businesses. Then the researcher reviewed and analyzed existing empirical studies to know the current status of design introduction and design management promotion i domestic small and medium businesses. Results of the study can be described as below. Prerequisite to the successful introduction by domestic small and medium businesses of design management are three CEO determinations - the firm will to the necessity of design introduction, the firm conviction in design efficacy, and the clear recognition of the existential value of design - and the establishment of at least five infrastructures -design organization, CDO, designers, design policy, and design strategy. For the promoting and succeeding in the execution of design management, design management system should have established based on such determinations and infrastructures, and CEOs should have design management mind firmly established and driven and realized next activities in the process of product development. 1) Set the principle of design priority in a new product development and establish an appropriate production system and environment. 2) Decide a new design development as the top-priority task of management and then practice it in a strategic way. 3) Be positive in design investment while accepting design management as a concept related not to cost, but to investment. 4) Utilize design extensively under the understanding that design management has something to do with corporate design system as a whole. 5) Treat design as the most valuable resource of business under the recognition that design is the most important determinant of corporate competitiveness.

• 대한공업교육학회지
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• v.38 no.2
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• pp.114-135
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• 2013

The purpose of this study is to provide base line data for right concept and identity establishment of Specialized Vocational high school, to identify recognition of Specialized Vocational high school, to analyze image of Specialized Vocational high school recognized by middle school student. The population was all middle school third year students in Korea. Using random sampling technique, 50 classes of 61 schools were sampled for the study. A survey questionnaire used Semantic Differential(SD) suggested by Osgood(1957). SD consisted of a number of adjective pairs, finally, this study used 11 adjective pairs to have validity. 1,198 out of 1,441 questionnaire were returned (a return rate of 83.14%), among which 935 were used for the analysis after data cleaning. An alpha level of 0.05 was established a prior for determining significance. All data analysis was accomplished using the SPSS 20.0 Win. Based on the finding of the study, the major results of the this study were as follows : 1. Higher average is female students' image of Specialized Vocational high school than male students' that, but, The difference between the two samples was not statistically significant. 2. It was only 20% that receive career education of Vocational high school. It is necessary to accomplish and expand career education of Specialized Vocational high school for proper career education from middle school, to realize career exploration and decide one's career path based on one's specialty. 3. They have positive images who hope for going on to the Specialized Vocational high school of education than the others. 4. It is necessary to accomplish and expand career education of Specialized Vocational high school for proper career education from middle school, to realize career exploration and decide one's career path based on one's specialty, because the result was statistically significant. 5. They have the more possitive image of Specialized Vocational high school, the more know it, totally.

• Journal of Mushroom
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• v.16 no.1
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• pp.22-30
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• 2018

This study was performed to determine optimal extraction conditions of fermented Polygonum multiflorum root by Lentinula edodes (JMI10079) Pegler mycelials using response surface methodology. The independent factors were extraction temperature (X1: $40-100^{\circ}C$), extraction time (X2: 2-10 hrs.), and the ratio of water to sample (X3: 33-100 mg/mL). Their effects were assessed on dependent variables of the extract properties, which included soluble solid contents (Y1), $^{\circ}Brix$ of sample extract (Y2), total polyphenol content (Y3), total flavonoid content (Y4), 2,2'-azino-bis(3-ethylbenzothiazoline-6-sulphonic acid) radical cation scavenging activity (Y5) and 2,2-diphenyl-1-picrylhydrazyl radical scavenging activity (Y6). The experimental data obtained were fit to a second-order polynomial equation. The optimal extraction conditions for fermented P. multiflorum root were: X1: $91.22^{\circ}C$, X2: 7.72 hrs, and X3: 39.71 mg/mL.

• Journal of Nutrition and Health
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• v.42 no.2
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• pp.119-127
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• 2009

Malnutrition of hospitalized patients can adversely affect clinical outcomes and cost. Several nutritional screening tools have been developed to identify patients with malnutrition risk. However, many of those possess practical pitfalls of requiring much time and labor to administer and may not be highly applicable to a Korean population. This study sought to develop and evaluate a Nutrition Risk Screening Tool (NRST) which is simple and quick to administer and widely applicable to Korean hospitalized patients with various diseases. The study was also designed to generate a screening tool predictable of various clinical outcomes and to validate it against the Nutritional Risk Screening 2002 (NRS 2002). Electronic medical records of 424 patients hospitalized at a general hospital in Seoul during a 14-month period were abstracted for anthropometric, medical, biochemical, and clinical outcome variables. The study employed a 4-step process consisting of selecting NRST components, searching a scoring scheme, validating against a reference tool, and confirming clinical outcome predictability. NRST components were selected by stepwise multiple regression analysis of each clinical outcome (i.e., hospitalization period, complication, disease progress, and death) on several readily available patient characteristics. Age and serum levels of albumin, hematocrit (Hct), and total lymphocyte count (TLC) remained in the last model for any of 4 dependent variables were decided as NRST components. Odds ratios of malnutrition risk based on NRS 2002 according to levels of the selected components were utilized to frame a scoring scheme of NRST. A NRST score higher than 3.5 was set as a cut-off score for malnutrition risk based on sensitivity and specificity levels against NRS 2002. Lastly differences in clinical outcomes by patients' NRST results were examined. The results showed that the NRST can significantly predict the in-hospital clinical outcomes. It is concluded that the NRST can be useful to simply and quickly screen patients at high-nutritional risk in relation to prospective clinical outcomes.

• Journal of the Korean Society of Food Science and Nutrition
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• v.37 no.11
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• pp.1443-1451
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• 2008

This study was performed to develop menu satisfaction index in Business & Industry (B&I) food service and to survey customer's menu satisfaction using the index. The menu satisfaction index included 16 items with Likert 5 point. Cronbach's alpha to assess the internal reliability of the developed scales was 0.8917, which indicated highly reliable. Construct validity was assessed by principal components analysis and then four factors explaining 65.964% of the total variance were found. Among the 15 items of menu satisfaction, the average scores of all items were above 3.0 out of 5. As a result of analysis on menu satisfaction factors, 'propriety of food temperature' (3.52 out of 5) was the highest consideration followed by 'sufficiency of format' (3.46), 'excellence in food' (3.35) and 'well-being orientation' (3.31). It could be said that customer's perception on the menu quality was very positive. Four factors were correlated with overall menu satisfaction positively. Especially, 'excellence in food', and 'well-being orientation' and 'sufficiency of format' affected significantly on overall menu satisfaction. It concluded that customers were satisfied with portion size, temperature, price but their needs for taste and health/nutrition-related service would be increased. The menu satisfaction developed in this study should be applied to other B & I food service operation by type.

• Cartoon and Animation Studies
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• s.32
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• pp.63-90
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• 2013

The purpose of this study is to improve the standards for the animation education in '2011 Arts and Culture Education Standards: Cartoon and Animation'. Animation Education Standards has been developed by discussion about Arts and Culture Education, and by study of documents about animation, and by investigation about experimental recognition. And the study of domestic and foreign art education standards are reflected in these standards. These standards consist of seven categories reflecting various aspects of animation and each category is classified into five stages by age. This standard has two axes: seven categories by various aspects of animation and five stages by age, and it represents achievement requirement in animation learning. This study suggests that 'Animation Education Standards' has five features as below. First, it reflects the character of Animation as an independent subject. Second, it is studied on the basis of the framework of arts and culture education. Third, it provides basic achievement requirement, and it has no limitation in learning activities. Fourth, the achievement requirements of two or more categories can be applied simultaneously in real classroom; each category is set by themes of animation education. This study presents five methods to improve existing standard. First, independent standard for animation education must be developed. Second, categories must be established distinctly. Third, each categories and achievement requirement must reflect unique characteristic of animation. Fourth, the description of achievement requires must be systemized. Fifth, to help to adapt education standard, explanation about practical teaching and learning activities must be added. '2011 Art and Culture Education Standards: Cartoon and Animation' is important in that it is the first study that systemized animation education and presented pedagogical achievement requirements by suggesting achievement requirements for animation education by two axes -ages and categories. It will be very helpful in studying the animation education as a subject, and developing education programs, and teaching and learning in an actual class.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.