• Weed & Turfgrass Science
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• v.4 no.4
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• pp.405-412
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• 2015

Forty schools having natural turf playgrounds were investigated by on-spot investigation and oral interviews with relevant school officials to find out basic information on turfgrass management practices of school playgrounds in Gyeonggi province. Average area of playground was $3,890m^2$ per school and $12m^2$ per student. Ninety five percent of turf playgrounds were managed by school staff and ninety percent of schools spent less than 5 million won per year for turf management. The difficulties in turfgrass management were considered as a major challenge for the schools, followed by turfgrass management cost. Among the management practices, school officials pointed out weed management as the most difficult work, followed by irrigation. The average number of fertilization and mowing was 2 and 6 times per year, respectively. About the half of playgrounds were irrigated only when there was wilting symptom. Zoysiagrass was the most popular choice for the school playgrounds and only three school playgrounds were established with pop-up irrigation system. Fourteen school playgrounds had good turf quality but the rest of school playgrounds had inadequate turf quality requiring minor or full renovation.

• Hwankyungkyoyuk
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• v.6 no.1
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• pp.199-209
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• 1994

To investigate the trends in environmental education research of foreign countries, the paper published in the Journal of Environmental Education from 1984 to 1992 were analyzed. Major results of this study are as follows: 1. Total number of the paper analyzed was 178 and the average numbers of paper published per year were similar. 2. Researchers' majors were various. 3. The major targets of the researches in environmental education were school students. 4. Questionnaire was used in many researches and the main area of researches was strategy for environmental education. 5. Major type of research was survey and the main area of researches was strategy for environmental education. 6. The affective domain was highly concerned in environmental education researches.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.561-569
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• 2016

Purpose : We will clarify the situation of using a smartphone and what kind of factors are currently related when people use a smartphone while doing something else in order to obtain basic information to educate people to prevent the use of smartphone while doing something else. Methods : We conducted an anonymous self-administered questionnaire survey with 885 people who commuted by train to six companies located in Tokyo, Chiba, and Osaka and 550 university students who commuted by train to five universities located in the same areas. The research period was from April to May of 2014. Results : 33% of the subjects used a feature phone and 73% of the subjects used a smartphone. 38% of them listened to music, using their smartphones or feature phones while walking. Binominal logistic regression analysis was done with dependent variables of using a smartphone while walking and independent variables of age, sex, and educational advertisement. The results showed that people in their 20s used a smartphone while walking 4.93 times more than people in their 30s(p <0.00). No significant difference was found in the relationship between sex and educational advertisement(poster, TV, or magazine) and using a smatphone while doing something else.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1041-1054
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• 2013

Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, 'diversity,' 'structure,' 'interaction,' and 'change,' were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for 'structure' were developed for grades 5~6.

• Sleep Medicine and Psychophysiology
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• v.14 no.1
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• pp.26-32
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• 2007

Objectives: Angiotensin-converting enzyme (ACE) gene polymorphism has been reported to be associated with depression and therapeutic outcome in depression. The purpose of this study was to determine whether ACE gene polymorphism is associated with seasonal variation in mood and behavior in a young Korean college student sample. Methods: 297 young Korean medical students were recruited in this study. All subjects were free of major medical and psychiatric problems. They were genotyped for the ACE gene polymorphism and evaluated the seasonal variation in mood and behavior by the Seasonality Pattern Assessment Questionnaire (SPAQ). Results: Global Seasonality Score (GSS) of SPAQ between three genotypes were not different. However, comparison of the group that showed seasonality of mood and behavior during winter with the group that did not showed seasonality indicated significant difference in genotype distribution ($x^2=6.79$, p=0.034). The D allele non-carrier (ll genotype) frequency was significantly higher in winter seasonality group than non-seasonality group ($x^2=6.59$, p=0.010；odds ratio [OR]=2.27, 95% confidence interval [CI] 1.20-4.28). Conclusion: These results suggest that the ACE gene polymorphism is related to winter-type seasonality in a Korean population.

• 대한공업교육학회지
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• v.37 no.2
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• pp.147-160
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• 2012

The purpose of this study was to examine the effects on the academic achievement and learning satisfaction according to the presentation method of the multimedia materials for 'transportation technology' units of technology home economics subject. The subjects were assigned in third conditions; Text type explanation class, multimedia class and multimedia video class with narration. The data of six evaluation questions obtained from the survey of 93 high school girl were analyzed using SPSS program. The results of the study were as follows : First, in the learning satisfaction average level(M) of the students' overall responses to the questions, multimedia teaching learning class(experimental group 1) is the first(M=4.14), multimedia video class with narration(experimental group 2) is the second(M=3.16), and instructor-led class(control group) is the third (M=2.63). Therefore, the teaching learning multimedia class(experimental group 1) was most effective. Second, looking at the correlations between the students' responses to the questions, in an interesting class, the students have a retentive memory and comprehension, but a lower concentration can not a retentive memory. Third, multimedia teaching learning class(experimental group 1) has the best degree at the level of academic achievement, but instructor-led class(control group) and multimedia video class with narration(experimental group 2) have similar degree in the second place. To increase academic achievement, an instructor-led class is important to arouse interest and a multimedia video class with narration is required ways to improve level of concentration.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1030-1041
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• 2011

We investigated the understanding of pre-service science teacher about the chemistry concept of middle school curriculum using some items in National Assessment of Educational Achievement and analyzed the result according to background variables of pre-service science teacher. The result was that there were some pre-service science teachers who select incorrect answer at all items, pre-service science teachers don't fully understand the concept needed to solve item. And the percentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(College Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the misconception acquired in middle school days is tend not to change until college student. Second, the formation of misconception is affected by the study habit with which solve problem by simple calculation and memory without essential understanding. Third, the study habit with which solve problem by simple calculation and memory without essential understanding could not replace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elective subject at CSAT.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.427-450
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• 2012

This study was intended to develop a self-report wisdom scale for the elementary gifted students. For this, related literature was reviewed in depth and open ended questionnaire about the wisdom qualities was conducted. Based on these, a self-report wisdom scale, which was comprised of 42 items in 4 factors such as the situation judgment and problem-solving ability, the communication ability and skills, the emotional stability, the insight and adaptation, was developed. For this preliminary scale, 215 elementary gifted students were surveyed. And for the confirmatory factor analysis, 256 elementary gifted students participated. The results of the study were as follows. The fit of measurement model was found to be ${\chi}^2$=1596.46 (df=813, p=.00), TLI .90, CFI .91, RMSEA .046, indicating most of fit indexes were acceptable. The reliability for each of 42-item by the sub-factors also appeared to be good, showing that internal consistency reliability by the configuration factors was 0.86, .87, .89, .87 each relatively. In addition, to verify the validity of the wisdom scale, the convergent and discriminate validities were obtained through the correlation analysis among the psychological characteristics which were considered to be related to the wisdom. Finally, practical implications of the study were discussed in depth.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.101-116
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• 2012

The purpose of this research is to develop a scale to measure how students and parents, who are the consumers of education, and home economics teachers and education experts, who are the suppliers, recognize the home economics subject, based on the characteristics and goal of the revised home economics curriculum that is currently being applied in South Korea, in the year 2007. To do this, the survey on home economics recognition developed and utilized in prior researches was used as the basic data. The final version of 60 questions was made by adding questions made through steps. They include question quality factor verification through step1-interview, step2-draft questions, step3-preliminary research, and step4-substantiation research of four groups. As a result of the factor analysis of the recognition of home economics, credibility is high in all factors. The final scale consists of 8 factors, when the explanatory power is 57.439%. This shows that home economics has been established as education for living and a practical subject. Nevertheless, it needs further improving to be recognized as a subject involving emphasis on healthy formation of family life and a subject of practical criticism.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.