• Korean Association of Arts Management
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• no.53
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• pp.127-151
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• 2020

In this study, the announced in 2010 was used to identify the flow of social value expansion on the culture and art education and to provide the future direction. In the context of culture and art education, cultural diversity is an important agenda, and thus the case of cultural diversity program by the National Museum of Contemporary Art was analyzed to discuss the social role of culture and art education. To summarize the findings, it is a program of promoting understanding on the diversity of art in the same period and various identifies of the members of our society through the exhibition of «Artist of the Year», and it is a program on cultural diversity of understanding the diversity and identity of various members in our society through the contemporary artwork. Through theme-based approach, education on cultural diversity and cooperative learning were applied to develop the sense of community. Based on the core values of education on cultural diversity, the contents of the education program on performed total of 80 times on 14 programs in 2017-2019 were analyzed. As a result, the analysis showed 9 core values, and the core values of education on cultural diversity derived through the content analysis of the education program on were ① Engagement, ② Conversation, ③ Citizenship, ④ Coexistence, ⑤ Human Rights, ⑥ Difference, ⑦ Equality, ⑧ Cooperation, ⑨ Solidarity. As the space enhancing the cultural engagement, the art museum is a place for realizing the value on cultural diversity, so it has significance as the space that embraces both cultural diversity and culture and art education. In this sense, it was identified that the discussion on the cultural diversity and culture and art education was being expanded into the perspective of various groups and communities in our society through the core values of engagement, conversation, citizenship, coexistence, human rights, difference, equality, cooperation, solidarity and direction, which were provided by the analysis of the contents on the art museum education program on cultural diversity in the National Museum of Contemporary Art.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.127-147
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• 2022

Pre-service science teacher education is important to elaborate the quality of science teaching and learning in schools. Therefore, many pre-service science teacher education researches have been done in Korea. However, almost no research has comprehensively reviewed those literatures including secondary teacher education context. This study reviewed 410 pre-service science teacher education researches in Korea, from 1995 to 2021 published by 17 journals in KCI. The trends were analyzed with respect to the number of article according to period, keyword frequency, and qualitative features. The qualitative features were coded in multiple aspects of pre-service teachers' type, major, subject-matter in research context, research approach, data type, and the number of participants. The results indicate that the number of research articles has increased by about 40 for every 5-year period. JKASE has published most articles, and the diversity of journals has increased since 2010. Keyword frequency revealed that scientific concepts, science teaching efficacy, nature of science, and other teaching and learning contexts were emphasized. In qualitative features, the most frequent pre-service type was secondary in 'general' science context. For research topic, 'pre-service teacher education program' and 'perception and cognitive domain' were the most frequent. Most of the articles have 'analyzed' the phenomena or consequence of educational issue. Most research was conducted with 11 to 30 participants. These patterns of qualitative features have differed according to period, and types of pre-service teacher. Suggestions for the future pre-service science teacher education research topic were explored, such as policy-administrative research, integrated science teacher education, teacher agency, and environmental education.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.19-32
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• 2022

The need for polar education was further emphasized, depending on the importance of the pole, which is the best place for climate change detection and prediction, and treasure trove of future technology and resources. Therefore, this study analyzed the general cognitive and affective characteristics of elementary school students' polar literacy, and in addition, analyzed the cognitive and affective characteristics according to the level of diversity about polar experience. The items developed for the study were revised through a pilot survey of 43 fifth graders. They consisted of questions about gender, polar experience, scientific literacy, polar knowledge, polar literacy skills, polar literacy beliefs, and polar literacy attitudes. The types of questions used are selectable, reliable, and Likert (4 points), for a total of 66 questions. The students who participated in the study were 323 fifth grade elementary students. The study found that students were more interested in the dramatic consequences of polar changes than the scientific causes and processes associated with it. This is confirmed through the fact that they are more interested in and familiar with polar creatures suffering from polar changes than understanding ice, which is the main feature of and the central mechanism of polar changes. Students also recognized the issue of polar climate change as a global issue other than their own. They believe that what happens in the Arctic and Antarctica will affect the whole world, but not significantly to himself and his community. The level of knowledge about polar region and the ability to analyze and infer were not significantly related to each other, and students with a higher level of diversity of experience about polar region had a better understanding of polar science and technology. In this research, it is meaningful to check the characteristics related to the students' polar region and to use it as a basic data to show the direction in which polar literacy education should proceed in the future.

• Korean Journal of Agricultural and Forest Meteorology
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• v.24 no.4
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• pp.295-304
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• 2022

The purpose of this study is to detect the sorghum panicle using YOLOv5 based on RGB images acquired by a unmanned aerial vehicle (UAV) system. The high-resolution images acquired using the RGB camera mounted in the UAV on September 2, 2022 were split into 512×512 size for YOLOv5 analysis. Sorghum panicles were labeled as bounding boxes in the split image. 2,000images of 512×512 size were divided at a ratio of 6:2:2 and used to train, validate, and test the YOLOv5 model, respectively. When learning with YOLOv5s, which has the fewest parameters among YOLOv5 models, sorghum panicles were detected with mAP@50=0.845. In YOLOv5m with more parameters, sorghum panicles could be detected with mAP@50=0.844. Although the performance of the two models is similar, YOLOv5s ( 4 hours 35 minutes) has a faster training time than YOLOv5m (5 hours 15 minutes). Therefore, in terms of time cost, developing the YOLOv5s model was considered more efficient for detecting sorghum panicles. As an important step in predicting sorghum yield, a technique for detecting sorghum panicles using high-resolution RGB images and the YOLOv5 model was presented.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.391-409
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• 2022

In this study, class demonstrations conducted integrating science education and 'Education for Sustainable Development (ESD)' by pre-service science teachers were analyzed, focusing on the concept of 'sustainable happiness' and the main elements of 'complexity theory'. In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, pre-service science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by pre-service science teachers, the average of the integration for 'sustainable happiness' was relatively high. Next, it was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. In addition, after participating in the study, pre-service science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, pre-service science teachers thought it was necessary to deal with the concept of 'sustainable happiness' in science education to understand a sustainable way of life. It was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. It was found that pre-service science teachers' confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that pre-service science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that pre-service science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of 'sustainable happiness' and elements of 'complexity theory'.

• Journal of Korean Society of Forest Science
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• v.111 no.4
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• pp.461-472
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• 2022

Natural and anthropogenic factors cause forest types to continuously change. Since the ratio of forest area by forest type is important information for identifying the characteristics of national forest resources, an accurate understanding of the prospect of forest type change is required. The study aim was to use National Forest Inventory (NFI) time-series data to understand the characteristics of forest type change and to estimate future prospects of nationwide forest type change. We used forest type change information from the fifth and seventh NFI datasets, climate, topography, forest stand, and disturbance variables related to forest type change to analyze trends and characteristics of forest type change. The results showed that the forests in Korea are changing in the direction of decreasing coniferous forests and increasing mixed and broadleaf forests. The forest sites that were changing from coniferous to mixed forests or from mixed to broadleaf forests were mainly located in wet topographic environments and climatic conditions. The forest type changes occurred more frequently in sites with high disturbance potential (high temperature, young or sparse forest stands, and non-forest areas). We used a climate change scenario (RCP 8.5) to establish a forest type change model (SVM) to predict future changes. During the 40-year period from 2015 to 2055, the SVM predicted that coniferous forests will decrease from 38.1% to 28.5%, broadleaf forests will increase from 34.2% to 38.8%, and mixed forests will increase from 27.7% to 32.7%. These results can be used as basic data for establishing future forest management strategies.

• Journal of Korean Tunnelling and Underground Space Association
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• v.24 no.3
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• pp.247-262
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• 2022

In domestic tunnels, it is mandatory to install CCTVs in tunnels longer than 200 m which are also recommended by installation of a CCTV-based automatic accident detection system. In general, the CCTVs in the tunnel are installed at a low height as well as near by the moving vehicles due to the spatial limitation of tunnel structure, so a severe perspective effect takes place in the distance of installed CCTV and moving vehicles. Because of this effect, conventional CCTV-based accident detection systems in tunnel are known in general to be very hard to achieve the performance in detection of unexpected accidents such as stop or reversely moving vehicles, person on the road and fires, especially far from 100 m. Therefore, in this study, the region of interest is set up and a new concept of inverse perspective transformation technique is introduced. Since moving vehicles in the transformed image is enlarged proportionally to the distance from CCTV, it is possible to achieve consistency in object detection and identification of actual speed of moving vehicles in distance. To show this aspect, two datasets in the same conditions are composed with the original and the transformed images of CCTV in tunnel, respectively. A comparison of variation of appearance speed and size of moving vehicles in distance are made. Then, the performances of the object detection in distance are compared with respect to the both trained deep-learning models. As a result, the model case with the transformed images are able to achieve consistent performance in object and accident detections in distance even by 200 m.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Journal of Christian Education in Korea
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• v.68
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• pp.345-374
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• 2021

This study is a paper which studies the fact that autobiographical writing in Christian educational books is an important channel for studying the identity of Christian educators. The identity of Christian educators is the background and foundation of the study of Christian education theory. It was found through research that the scholar's identity is more evident in autobiographical writing from a first-person perspective experienced by the author than in argumentative writing with objective and cognitive limitations. This study examined the concept and characteristics of autobiographical writing research, the relationship of autobiographical writing research and self-identity, the relationship between autobiographical writing and Christian education, and discovered autobiographical writing in Christian educational scholars' books. Through the autobiographical writing of Maria Harris' Teaching and Religious Imagination, Parker Palmer's The Courage to Teach, and Elizabeth Moore's Teaching as a Sacrament Act, we studied that the identity of Christian educators can meet, transform, and expand learners' identity as well. Through research, it has been confirmed that autobiographical writing takes the form of a story, but as a story distinct from the story, it becomes a place where the authors' identity and readers' identity can meet, wrestle and expand. Autobiographical writing has a relationship with story and self-identity. These characteristics are also linked to Christian educational goals that focus on the formation and transformation of self-identity. The autobiographical writing in Harris, Palmer, and Moore's writings shows the identity of a teacher, including scholars' theological perspectives and views on education. As the writing of Christian education books so far has become argumentative and objective writing, readers has felt a sense of disparity and disconnection. If autobiographical writing becomes educational books' style, it can invite readers to empathize with who the author is. Christian education will experience more fundamental changes with autobiographical writing.

• Economic and Environmental Geology
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• v.55 no.5
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• pp.551-561
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• 2022

Geophysical exploration methods are very useful for generating high-resolution images of underground structures, and such methods can be applied to investigation of buried cultural properties and for determining their exact locations. In this study, image feature extraction and image segmentation methods were applied to automatically distinguish the structures of buried relics from the high-resolution ground-penetrating radar (GPR) images obtained at the center of Silla Kingdom, Gyeongju, South Korea. The major purpose for image feature extraction analyses is identifying the circular features from building remains and the linear features from ancient roads and fences. Feature extraction is implemented by applying the Canny edge detection and Hough transform algorithms. We applied the Hough transforms to the edge image resulted from the Canny algorithm in order to determine the locations the target features. However, the Hough transform requires different parameter settings for each survey sector. As for image segmentation, we applied the connected element labeling algorithm and object-based image analysis using Orfeo Toolbox (OTB) in QGIS. The connected components labeled image shows the signals associated with the target buried relics are effectively connected and labeled. However, we often find multiple labels are assigned to a single structure on the given GPR data. Object-based image analysis was conducted by using a Large-Scale Mean-Shift (LSMS) image segmentation. In this analysis, a vector layer containing pixel values for each segmented polygon was estimated first and then used to build a train-validation dataset by assigning the polygons to one class associated with the buried relics and another class for the background field. With the Random Forest Classifier, we find that the polygons on the LSMS image segmentation layer can be successfully classified into the polygons of the buried relics and those of the background. Thus, we propose that these automatic classification methods applied to the GPR images of buried cultural heritage in this study can be useful to obtain consistent analyses results for planning excavation processes.