• Korean journal of applied entomology
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• v.37 no.1
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• pp.73-80
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• 1998

The natural enemies of Black pine bast scale (Matsucoccus thunbergianae) were surveyed total 24species, 7families, 4orders in predatory insects and 29species 1 lfamilies in a predatory spiders. In insect, Coleoptera IOspecies, Hymenoptera 7species, Hemiptera 6species, Dermaptera 1 species were investigated. Among them high frequency and population density were Chilocorus rubidus, Harmonia axyridis of Coleoptera, Brachyponera chinensis, Vesp~ilac rabro flavofasciata of Hymonoptea, Sphedanolestes impressicollis, Velinos nodipes of Hemiptera. Anatis halonis, Anisostictu kobensis of Coleoptea and Cydnocoris russatus of Hemiptea were newly investigated. In spiders, Araneidae gspecies, Thomisidae Sspecies, Lycosidae 3species, Salticidae 3species, Pisauridae 2species, Theridiidae 2species, Tetragnathidae 2species, Oxyopidae lspecies, Gnaphosidae I species, Clubionidae I species, Atypidae 1 species were investigated. Which high frequency and concentrating predatory species were Argiope bruennichii, Araneus ventricosus, Neoscona melloteei, Neoscona scylloides of Araneidae, Lycosa suzurii, Pirata sp. of Lycosidae, Marpissu elongata of Salticidae, Dolomedes stellatus of Pisauridae, Oxyopes sertatus of Oxyopidae. Neosconu scylloides, Cvclosa laticauda of Araneidae, Synema globosum, Xysticus ephippiatus, Misumenops tricu~pidat~o~f .T~h, omisidae, Marpissa elongata, Dendryphantes atratus of Salitidae, Perenethis .fascigera of Pisauridae, Tetragnatha pinicola of Tetragnathidae, Zelotes asiaticus of Gnaphosidae.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.465-475
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• 2007

The purpose of this study was to develop a spider inquiry program for elementary school students based on the scientific-knowledge generating model. For the purposes of this study, we selected three species of snider (e.g. Pardosa astrigera, Argiope bruennichii, Nephila clavata) which were easily found in a school garden by elementary school students. The spider inquiry program was based on a model of the process of scientific-knowledge generation, and consisted of two sections: for students and teachers. The students' program was designed to generate scientific-knowledge, whilst the teachers' program was designed to guide the inquiry smoothly even in the case of teachers who lack experience in inquiry activities or possess limited subject knowledge on spiders. As a result, this program was found to have an influence on generating the scientific-knowledge of elementary students and the results further suggest that it may be helpful to teachers conducting an inquiry activity. Additionally, this program could be used as a selective activity lesson such as a science inquiry lesson, or as a biology inquiry class, as a weekend life experience study or as an activity on a science camp.