• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.189-204
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• 1999

Recently, the interest in artificial environment made by mankind as well as natural environment has been increased. This interest in the environment began to be reflected in the physical education, which environmental problems affect modern people's living quality as a crucial factor affecting directly or indirectly our life. Furthermore, since we entered the era of mass sports the physical education subject has dealt with destruction of natural environment by constructing golf courses, ski slopes, etc., destruction of ecosystem by water sports, mountaineering sports, aero sports, etc., and noise pollution near the sport facilities. Therefore, the purpose of this paper is to examine the means to reinforce environmental education in many ways in the physical education concerning environmental problems. For this purpose this paper analyzed the contents of the 7th curriculum for physical education which can be thought to be teaching materials for environmental education, and described the contents in detail. Also, this paper established the orientation and goals of environmental education in the physical education subject and examined some important teaching and learning methods. In addition, this paper suggested some considerations concerning environmental education and a textbook model for the development of physical education textbooks connecting with the 7th curriculum for physical education, which is to suggest a means to connect physical education with environmental education smoothly. The physical education has an attribute that its activities like swimming, climbing mountains, and camping are performed outdoor. The physical activities in the physical education are, of course, performed in the environment, so we had better implement the environmental education including such physical activities at the same time with physical education. Also, there should be efforts so that the education through environment, the education about environment, and the education in the environment can be implemented along with the physical education.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권3호
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• pp.337-352
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• 2003

In this paper, we have studied the ways to enhance students' interest in infant math education. Firstly, we explain to the students the relation between the infant math skills and the college math contents. Next, the students practiced the subject about the infant education and the infant math education in real environment. Finally, the results of the practice are analyzed. From this study, we could find that the students got good experiences in infant math education activities and had the chance to change their mind in affirmative way for the infant math education and mathematics itself through performing given projects and investigations.

• 환경정책연구
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• 제14권2호
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• pp.3-25
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• 2015

도심재생하천 내부의 수리적 특성이 열환경 변화에 미치는 영향을 알아보고자 하천의 물리적 구조와 수리적 특성, 기상요소, 온열환경을 분석하였다. 연구 대상지는 복원된 도시하천으로서 큰 의의를 가지는 청계천을 선정하였다. 유형은 물리적 구조별 녹피율의 차이에 따라 유형 I(0.0%)과 유형 II(20.2%)로 구분하였다. 여울이 끝나는 Ba지점에서 수온은 $0.2^{\circ}C$ 감소, 유속은 0.7~0.9m/s 증가, 용존산소량은 0.5~0.6mg/L 증가하였으며, 기온은 평균 $1.1{\sim}1.4^{\circ}C$ 감소, 상대습도는 평균 6.6~8.7% 증가, 풍속은 불규칙한 변화를 보였다. 습구흑구온도지수 분석결과, 유형에 따른 상류부의 하천 내부와 수면 외부의 값의 차이는 미비하였으나, 유형 I의 하류부에서 감소폭은 $0.3{\sim}0.6^{\circ}C$, 유형 II는 $0.8^{\circ}C$ 등이었다. 기온저감의 효과는 수직높이로 유형 I의 경우 120cm, 유형 II는 140cm까지 영향이 있었으며, 거리별 기온저감의 효과는 유형 I의 경우 여울이 끝나는 Ba지점 이후로 증가하였고, 유형 II의 경우 지속해서 감소하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.63-75
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• 2007

This study investigated how the contents of biology domains that were dealt with in the 7th national elementary-school science curriculum were in turn dealt with in the other subject matter areas. Through this, it was hoped that the place and identity of biology as a subject could be more clearly established and defined and additionally, more basic data for developing the new national science curriculum could be acquired at the same time. Subject matter areas that overlapped with biology in the 7th national elementary-school curriculum were practical arts, social studies and physical education. The structure and composition of specific components that were dealt with by these subject matter areas were very different from those of science, and the analysis showed that they failed to correspond across grades. Moreover, topics such as 'natural calamities and the environment' and 'human reproduction' that were dealt with by other subject matter areas, but not in science must be included for developing the new national science curriculum. Accordingly, when it comes to composing the contents of each subject matter area during creation of the new national curriculum, the relevant experts in related subject matter areas should be mobilized to conduct in-depth analysis of the following areas: viability, the most appropriate level of difficulty, and appropriateness of any hierarchy of relative importance between subjects. Additionally, efforts to reflect any improvements in the way the new national curriculum is developed which come about through this research are needed.

• Transactions on Control, Automation and Systems Engineering
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• 제4권1호
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• pp.43-48
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• 2002

We show that humans execute the postural control ingeniously by regulating the impedance properties of the musculo-skeletal system as the motor command against the alteration of the environment. Adjusting muscle activity can control the impedance properties of the musculo-skeletal system. To quantify the changes in human arm viscoelasticity on the vertical plane during interaction with the environment, we asked our subject to hold an object. By utilizing surface electromyographic(EMG) studies, we determined a relationship between the perturbation and a time-varying muscle co-activation. Our study showed when the subject lifts the object by himself the muscle stiffness increases while the torque remains the same just before the lift-off. These results suggest that the central nervous system(CNS) simultaneously controls not only the equilibrium point(EP) and the torque, but also the muscle stiffness as themotor command in posture control during the contact task.

• 한국시뮬레이션학회:학술대회논문집
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• 한국시뮬레이션학회 2002년도 춘계학술대회논문집
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• pp.163-168
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• 2002

The road sign in dynamic traffic system is an important element which affects on human cognitive performance on driving. Web-based vision system simulator was developed to examine the cognition time of the road sign in dynamic environment. This experiment was designed in within-subject design with two factors; vehicle speed and the amount of information of the traffic sign. It measured the cognition time of the road sign through two evaluation methods; the subjective test with vision system simulator and computational cognitive model. In these two evaluations of human cognitive performance under the dynamic traffic environment, it demonstrated that subject's cognition time was affected by both the amount of information of traffic sign and driving speed.

• 한국환경교육학회지:환경교육
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• 제18권2호
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• pp.101-112
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• 2005

The purpose of this study is to develop environmental inquiry activities for teaching the 10th grade students in science classes of high school. The activities are developed to perform goals of environmental education for sustainable development. In order to this, activities are sequently organized in order of context of laboratory, field, and problem solving in respect of one learning topic. The object of inquiry activities in laboratory context is understanding concepts related environment and environmental pollution. The inquiry activities in field context have an object of attaining good awareness and attitude toward environment. Throughout the activities in probem solving context students are expected to have a mind of participating in environmental issues. The activities are designed to learn and use integrated science knowledge in many domains. Some activities are intended to utilize MBL(Microcomputer-based Laboratory). The ICT materials, lesson plans, instructional sheets for teaching and student' sheets for inquiry were produced to guide these activities. It is expected that this effort will contribute to cultivate environmental literate persons who have not only scientific understanding but also practical will of environmental issues.

• 정보교육학회논문지
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• 제16권4호
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• pp.439-450
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• 2012

본 연구는 정보통신기술의 발달에 따른 초등교사에 대한 사회적 요구를 반영하고 대학 강의의 질을 개선하기 위하여 컴퓨터 교과교육에서 웹 2.0 기반의 문제중심학습을 통합 적용하고 그 효과를 확인하고자 하였다. 학습자들은 4회에 걸쳐 문제중심학습을 수행하였다. 그 학습 과정은 클라우드 환경의 구글 오피스를 이용하여 작성하였으며, PBL 과정 및 결과에 관한 경험을 반성 저널에 작성하였다. 학습자들의 문제 해결 과정과 반성저널은 질적 분석 방법을 통하여 분석하였으며 그 결과는 다음과 같다. 웹 2.0 기반의 문제중심학습은 컴퓨터교과교육에 대한 이해의 증진, ICT 활용 능력의 향상, 웹 2.0 기반의 교수 학습 전략의 습득, 그리고 수행평가로서 e-포트폴리오를 경험하는 등 21세기 교사에게 필요한 역량을 향상시킬 수 있었다.

• 한국토양비료학회지
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• 제46권5호
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• pp.303-307
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• 2013

Research reports on soil during the years from 1906 to 2012 have been analyzed to understand the role and pattern of soil research in agriculture. The number of research reports in relation with the key word of soils were 2,211 cases and classified in accordance with the criteria of research area, research subject, and research place of report papers. During the 40 years from 1906 to 1946, research work on soil chemistry was reached 62%, highest in the research area. In the case of research subject, research reports on soil fertility and soil nutrients was highest as 42.2%, and the next subject on soil salt and desalinization was about 19.5%. Research places were in the order of paddy as 34.1%, upland as 23.7%, and reclaimed soil as 22.5%. From 1953 to 2012 during 60 years, in the research area report papers were mainly concentrated on chemistry area as 32% and the next was physics as 26%, and environment as 12%. In the case of research subject during the same period, nutrient management report was reached 21.1%, and soil improvement on chemical and physical properties for optimum crop growth was 11.9%. Soil survey and data base establishment report was 8.6%. Research place were in the order of upland as 34.9%, paddy as 25.7%, and vinyl house as 12.5%, which showed reversed pattern compared to that of before 40 years.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.40-63
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• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.