• 아시안잔디학회지
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• 제16권1호
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• pp.11-18
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• 2002

실제 골프장 토양환경에서 비료종류에 따른 계절별.토심별 토양 pH 변화를 규명하고자 안양 베네스트 골프클럽 내 들잔디 '중지'(Zoysta japonica Steud.)로 조성된 포장에서 산도 교정용으로 많이 이용하는 규산질비료(SiO$_2$) 및 석회석(CaCO$_3$) 2종류를 사용하여 규산질 비료 3수준, 석회석 비료 3수준으로 처리하여 실험한 결과 토층별로 현저한 차이가 관찰되었는데 전체 pH 평균을 보면 0~5cm의 표토가 6.54, 5~10cm가 5.80, 10~15cm의 심토에서는 5.04로 나타났다. 비료종류별 처리효과는 3개의 모든 층에서 1% 유의수준에서 고도의 유의성이 있는 것으로 나타났다. 표토인 0~5cm층에서 규산질 비료는 모두 유의한 증가를 보이지 않은 반면 석회질 비료구가 50kg/10a, 100kg/10a에서 유의적으로 증가하였으나 10~15cm 층에서는 규산질 비료 시비구가 100kg/10a, 200kg/10a에서 효과가 있었으나 석회질 비료는 유의한 증가가 인정되지 않았다. 그러나 5~10cm 층에서는 두 가지 비종 모두 유의한 증가를 나타내어 토심에 따른 차이가 있음을 알 수 있었다. 그리고 계절에 따른 경시적 토양산도 차이가 인정되고 이는 토심별로 차이가 인정되므로 토양 샘플 채취시 샘플시기를 고려해야 함을 알 수 있었다. 특히 표토(0~5cm)층의 토양산도가 지하층인(5~10cm, 10~15cm)에서보다 높은 것은 토양산도가 규소나 석회 같은 비료 함량에 의해서만 결정되는 것이 아니고 토양 모암의 상태나 유기물 함량, 강수량 등의 수분 함량, 온도, 토양의 통기성이나 호흡 등H$^{+}$ 이온농도에 영향을 미치는 제반여건이 영향을 미치는 것으로 이를 종합적으로 활용하여 토양산도를 조정해야 함을 알 수 있다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제5권11호
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• pp.2121-2142
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• 2011

In this paper, we propose an e-Learning process control model that aims to graphically describe and automatically generate the manifest of sequencing prerequisites in packaging SCORM's content aggregation models. In specifying the e-Learning activity sequencing, SCORM provides the concept of sequencing prerequisites to be manifested on each e-Learning activity of the corresponding tree-structured content organization model. However, the course developer is required to completely understand the SCORM's complicated sequencing prerequisites and other extensions. So, it is necessary to achieve an efficient way of packaging for the e-Learning content organization models. The e-Learning process control model proposed in this paper ought to be an impeccable solution for this problem. Consequently, this paper aims to realize a new concept of process-driven e-Learning content aggregating approach supporting the e-Learning process control model and to implement its e-Learning process modeling system graphically describing and automatically generating the SCORM's sequencing prerequisites. Eventually, the proposed model becomes a theoretical basis for implementing a SCORM-based e-Learning process management system satisfying the SCORM's sequencing prerequisite specifications. We strongly believe that the e-Learning process control model and its modeling system achieve convenient packaging in SCORM's content organization models and in implementing an e-Learning management system as well.

• International journal of advanced smart convergence
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• 제12권4호
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• pp.268-276
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• 2023

The representative branch of ICT education is Arduino. However, there are various problems when teaching using Arduino. Arduino requires a complex understanding of hardware and software, and this can be perceived as a difficult course, especially for beginners who are not familiar with programming or electronics. Additionally, the process of connecting the pins of the Arduino board and components must be accurate, and even small mistakes can lead to project failure, which can reduce the learner's concentration and interest in learning Arduino. Existing Arduino learning content consists of text and images in 2D format, which has limitations in increasing student understanding and immersion. Therefore, in this paper analyzes the necessary conditions for sprouting 'growing kidney beans' in the first semester of the fourth grade of elementary school, and builds an automated experimental environment using Arduino. Augmented reality of the pin connection process was designed and produced to solve the difficulties when building an automation system using Arduino. After 3D modeling Arduino and components using 3D Max, animation was set, and augmented reality (AR) content was produced using Unity to provide learners with more intuitive and immersive learning content when learning Arduino. Augmented reality (AR)-based Arduino learning content production is expected to increase educational effects by improving the understanding and immersion of classes in ICT education using Arduino and inducing fun and interest in physical computing coding education.

• 한국사회복지학회:학술대회논문집
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• 한국사회복지학회 2004년도 춘계학술대회 자료집
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• pp.535-559
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• 2004

While the endeavor to introduce the service activity in the college education is enlarged, the object of this study is to introduce the concept of service learning in social work education. The 'content centered service-learning' is focusing on the practical education, the liaison and participation in community and the promotion of civil awareness which are very important in social work education that focuses on the interest and participation in the human and social problem as practical study. This study contemplates the educational effect of the course of social work combined with service learning. This study verifies the self-efficacy, the altruism, the change of social responsibility of students and the effect by carrying out the course of social welfare and service activities side by side. To evaluate the effect of service learning, pre and post test and qualitative analysis in journal of service activity, the discussion during the class and the mid and final term evaluation were done. Through the service learning, students showed the promotion in self-esteem, the altruism, the social responsibility, the self insights as a social worker and were able to have the chance to consider their future job. From the view point of local centers, it was evaluated that the service activity of students was helpful to the institutions and the clients, and that the liaison between the community agency and the college and the experience of integration of service learning and the course of social welfare was helpful too. Based on the above mentioned results, this study provide some recommendations in implementation of service-learning as the teaching methodology of social work.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.25-41
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• 2002

The Korean National curriculum is divided into the curriculum, discretion, and extra curriculum activity. Extra curriculum among them consists of fie grounds, that is, a self-governing, adjusting, developing, service and exercise activity. The content of developing activity among them includes academic literary arts, in that the developing activity related to science. The developing activity connected with science can be a good chance which students can have deepened learning besides a regular course. In addition, effective management in science class can play an important role to cultivate scientific sense and to raise scientific talent. The study finds out how the management connected with science-related extra-curricula activity in science is actually going on. The study carries out a questionnaire with 40 teachers and interviews 5 teachers as well who are in charge of science-related extra-curricula activity connected with science. As a result, on the side of students, ① systematic introduction course in science is not given to them, ② the course is operating without considering students interests and levels, so it causes the problems of developing their potential ability and extension. On the side of teachers, ① they organize the science department based on school's situation and policy. ② they disregard teachers' roles and interests. ③ the science department's program is operating improvisedly rather than systematically, ④ the evaluation is done formally is found out. I have come to know that to manage a desirable science-related extra-curricula activity connected with science needs to have sufficient, detailed materials and experts from outside.

• 공학교육연구
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• 제20권1호
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• 한국멀티미디어학회논문지
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• 제24권4호
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• pp.569-582
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• 2021

Education emphasizes problem-solving skills based on convergent thinking power in an era of rising uncertainty and rapid progress. This paper proactively designed e-Learning team teaching convergence liberal arts courses for prospective teachers by these social needs. It analyzed the empirical effects on the operation of the subjects to foster future talent who can converge and apply knowledge in various fields. The curriculum consisted of professors of mathematics, practical Arts, computer, and education, and was operated to convey convergent knowledge of information technology and humanities, and consisted of 15 liberal arts courses at J University. Besides, textbooks and teaching materials were also developed by the faculty. As a result of the primary research, prospective teachers who took the course generally showed high satisfaction with the class, especially for the faculty. The students' overall convergent thinking ability has increased to a statistically significant level (p<.01), and the students' major has been found to be irrelevant. On the other hand, it can be seen that communication, content convergence, and caring factors, excluding creativity factor, have all risen to a significant level.

• 의학교육논단
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• 제24권1호
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• pp.35-45
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• 2022

Needs for public healthcare have recently increased. This paper proposes education topics for competency development in public healthcare in line with the needs of the times. In Korea, various lifelong education providers have already provided public health-related education. For example, the Research Institute for Health Policy (RIHP) under the Korean Medical Association provided an "executive course for physicians' public health care competencies" in 2019 and 2020. At the end of the course, the RIHP published a comprehensive report, entitled "Curricular development and evaluation for doctors' public healthcare competencies." This article is based on a summary of that report. To develop a curriculum for public healthcare, the RIHP adopted the following methodologies for a needs analysis; reviewing already-existing education subjects, evaluating end-of-course reports, and conducting in-depth focused group interviews and questionnaire surveys with doctors at public healthcare-related institutions. The results from the needs analysis can be categorized into two domains of education topics for public healthcare. The first domain includes education subjects related to the theory and practice of public healthcare, as follows: a general overview, community or population health, organizational administration, planning and evaluation, budget and finance, responses to disasters such as infectious diseases, health policy, and the legal system. The second domain contained education topics related to general professional competencies: leadership, communication, cooperation, teamwork, and professionalism. In conclusion, the curricular content for public healthcare will be an appropriate combination of competencies specific to public healthcare and core competencies for health professionals.

• 한국환경보건학회지
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• 제23권2호
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• pp.83-88
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• 1997

To evaluate the effect of bromobenzene pretreatment on the bromobenzene metabolism, the animal group was induced the stage of slight liver damage with 7 times bromobenzene injection every two days (400 mg/kg body wt. i.p.). In the present experimental animal model, the single dose of bromobenzene(400 mg/kg body wt. i.p.) was injected to the bromobenzene-pretreated rats and the hepatic aniline hydroxylase(AH) activity, glutathione(GSH) content and glutathione S-transferase (GST) activity were determined at the intervals of 2, 4, 8, 24 hours throughout 24 hr. The activities of hepatic AH and GST were generally higher in bromobenzene-pretreated rats than those in normal group throughout the whole course of experiment. Furthermore, the decreasing rate of hepatic GSH content was also higher in bromobenzene pretreated rats than in normal rats. Moreover, the value of V$_{max}$ in hepatic GST was higher in bromobenzene pretreated rats than that in the normal rats. In conclusion, these results indicate that the pretreatment of bromobenzene may rather enhance the bromobenzene metabolism.

• 수산해양교육연구
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• 제24권6호
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• pp.963-976
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• 2012

As the college environment changes, the roles of professors and students should also be changed. And the way that we teach undergraduate students should also be changed. The purpose of this research is to analysis characteristics of good teaching methods in college as perceived by students and professors. We did content analysis to elicit the characteristics of good instruction from qualitative comments of 196 course evaluations, 195 excellent essays selected from 8 college essay competitions, and 72 teaching knowhow essays of professors. To see the difference of division in good instruction characteristics, we did frequency analysis by SPSS statistics program. According to the content analysis, the most essential characteristics of good instruction as perceived by the students and professors is teaching strategies. There were also differences in the fact of recognition transition by division and the students-professors.