• Journal of the Korean Society of Environmental Restoration Technology
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• v.11 no.4
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• pp.46-56
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• 2008

This study examined the natural restoration of vegetation through monitoring of the development of a vegetation community from 2006 through 2007 after a forest fire. Approximately 5,000 $m^2$ in a forest near Topyeon-ri, Kangnae-myeon, Chungcheongbuk-do with Japanese red pine (Pinus densiflora) forest and its floor vegetation had been completely burned by a fire in April 2005. This area and another nearby Japanese red pine forest were selected as the experiment site and the control site, respectively. Vegetation survey was conducted at the experiment site and the control site. A seed bank experiment was carried out in the greenhouse to examine underground vegetation. Effective microorganism(EM) was applied to the seed bank experiment to estimate its effects on the direction of ecological succession. According to the results, a total of 36 plant species including shrub and herbaceous species were discovered in the experiment site. Quercus serrata, Lespedeza cyrtobotrya, and Castanea crenata, Rubus crataegifolius, Oplismenus undulatifolius, and Carex lanceolata were among the most abundant species. Biomass in the experiment site reached 2.4 times biomass than those in the control site, indicating the productivities of shrub and herbaceous layers are better in the experiment site. According to the result of the soil seed bank experiment of the experiment site, a total of 182 plants of 14 species were recorded. In addition, a total of 13 plants of 2 species were found from soil seed bank of the experiment site applied by EM. If EM is applied to the burned site, it will control the budding of herbaceous plants, creating the gap between herbaceous plants. This loss of competition is expected to help the restoration of trees in the burned area.

• Journal of Korean Home Economics Education Association
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• v.4 no.1
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• pp.77-86
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• 1992

This thesis has two objects： Firstly, the arrangement of basic data and formulating a system of experiment and practice in home economics and Secondly, the groping the way of improving the problems raised in the home economics education spot. A questinaire is used as the research tools for the fitness of content, of experiment and practice in the home economics and SPSS/PC(sup)+ and Scheffe Test are used for investigation. The results are as follows. 1. Students recognize the importance of experiment & practice more than the teacher. In the type of middle school teachers engaged in the girl’s middle school recognize the importance of experiment & practice more than those of coeducation middle school. 2. The percent of the school which executes over the 50% of experiment & practice in the contents of text book is 70%. The most numerous in the sphere of guiding is ‘seperate practice of student’. The reason of not executing the experiment & practice are ‘the concentration of the theory education’and ‘the lack of equipment and tools’3. Practice room for cooking was mostly established, but practice room of sewing was established only 5.6%. The contents of textbook for clothing sphere can be executed by using the equipment & tools of school only 9.2%. 4. 40% of the students feel that the content level of experiment & practice is difficult. Most of the students feel that the content level of experiment & practice, especially in the sphere of clothing, in unproper on the level fitness of contents by grade. 5. Most of the students assent on the positive effect for the degree and the most important cause for its not contributing to the everday life is the lack of experiment & practice in school. 6. Most of the students feels positively on the interest degree of content and the students who though much of the experment & practice feels positively on the interest degree of content.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.164-182
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• 2015

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.300-314
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• 1999

This study is an attempt to evaluate the effect of the medication and symptoms self-care education on the psychiatric patients' quality of life. This exploratory study was designed to a quasi-experiment of pretest-postest with a non equivalent control group. Subjects of 40 patients who were discharged from a mental hospital in Pusan were selected to be experiment and control group, with each group consisting of 20. The research period was from March, 6 to May, 29, 1999 and the pre-post test was given before and after implementing MSSE to the both experiment and control group. The results finding were summarized as follows ; 1. subjects who attended self-care education scored significantly higher than control group in quality of life.(Z=-2.06, P=0.034) 2. Those who were in the experiment group reported more significant higher scores than control group in item of quality of life, living situation(A=-2.62 P=0.012), relations with spouse (Z=-2.31 P=0.038) and children (Z=3.37, P=0.008), fear (Z=-1 95, P=0.049) and anger(Z=-2.07 P=0.041), work functioning (Z=-2.34, P=0.021), environmental adjustment. (Z=-2.05, P=0.039)

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.371-380
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• 2014

The purpose of the research was to analyze the characteristics which appeared to the process of designing experiment for pre-service elementary teachers. This study were participated 26 pre-service elementary teachers. The findings indicated that first, the researcher figured out the process elements could constructed in 12 elements such as 'states problem or question, predicts outcome or hypothesizes, lists materials needed, arranges steps in sequential order, lists more than 3 steps, Explore variables and select one or more variables, plans to control variables, plans to measure and observation, plans data collection, plans to repeat testing and tells reason, states plan for interpreting data, states plan for making conclusion based on data, states plan for making conclusion based on data' but did not figure out 2 elements such as 'defines the terms of the experiment, practice safety'. second, the characteristics of pre-service elementary teachers in the process of designing experiment were as follows; pre-service elementary teachers designed experiments unstructured process listed types and showed the superficial level of the design experiment. The results show that the programs of designing experiment activity should be constructed with the process elements which were concentrated by pre-service elementary teachers, should provide feedbacks to design experiment more accurately.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.32-41
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• 2022

The purpose of this study was in a pandemic situation caused by COVID-19 to explore the online distance experiments and interaction of engineering freshmen, and to identify practical difficulties, resulting in to derive implications. Seven freshmen from engineering college participated in the interview, of which data were analyzed based on phenomenological analysis methods. The types of non-face-to-face experiments experienced by students were complete non-face-to-face experiment, mixed face-to-face experiment, and fusion face-to-face experiment. Students were completely isolated in time and space in complete non-face-to-face experiment. In biweekly mixed face-to-face experiment, isolation was halved. In fusion face-to-face experiment, isolation was removed. Non-face-to-face interactions can be characterized by restrictions on simultaneous activities, on rapport formation, and on observation opportunities. Based on these results, three implications were derived: First, it is necessary to allow students to manage time and space constraints on their own in non-face-to-face experiments. Second, support is needed to solve the difficulty of forming rapport, which is a characteristic of non-face-to-face interaction. Third, an opportunity to observe the interaction between other students and professors should be provided.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.16-24
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• 2006

The purpose of this study was to compare student-student verbal interaction from two type's experiments; problem-solving and task-solving. For this study, five 3rd grade middle school students were selected and their verbal interactions recorded via voice and video; and later transcribed. The student-student verbal interactions were classified as questions, explanations, thoughts, or metacognition fields, which were separated into deep versus surface learning approaches. For the problem-solving experiment, findings revealed that the number of verbal interactions is more than doubled and in particular, the number of verbal interactions using deep-approach is more than quadrupled from the point of problem-recognition to problem-solution. As for the task-solving experiment, findings showed that verbal interactions remained evenly distributed throughout the entire experiment. Finally, it was also discovered that students relied upon a more deep learning approach during the problem-solving experiment than the task-solving experiment.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.547-557
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• 2001

In this study, we compared the contents of cloud making experiments in middle school science textbooks of 5th and 6th science curriculum from the viewpoint of methods and apparatus. And we analyzed the problems of the experimental methods and apparatus based on the thermodynamic theories. A new experiment was developed to solve the problems, and the effects of new experiment were compared with those of the experiments in the textbooks.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.300-314
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• 2016

The purpose of this study was to examine the effects of small-group discussion and panel discussion as teaching and learning methods on college students' competencies of communication, problem-solving and leadership in a general education course. Participants were 52 college students, and they participated in the 13-session lessons. The data from questionnaires collected before and/or after the experiment were analyzed using a paired t-test and percent. The results were as follows. First, each 'total' competency in communication, problem-solving and leadership was increased statistically significant after the experiment. Second, in subdomains of each key competency, 'directed communication' and 'understanding the perspective of others' in communication, and 'divergent thinking', 'decision-making' and 'assessment' subdomains in problem-solving, and all subdomains in leadership were increased statistically significant after the experiment. Based on the results and students' opinions about discussions, the education implications for small-group discussion and panel discussion were discussed.

• Asian Journal of Atmospheric Environment
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• v.9 no.3
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• pp.222-227
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• 2015

The environmental education with ideal teaching tools (e.g., a small-scaled experimental kit) is essential for raising the public's, especially student's, awareness of many environmental issues. This study was undertaken to develop a do-it-yourself model instrument of acid rain and estimating its applicability to the environmental education. Our novel model tool consists of a body (17 cm width, 6 cm depth, and 17 cm height), an acid gas injector, acid four rain reservoirs, and a drop supply pump. An alternative model instrument that can be more readily assembled was also suggested. Based on our novel approach, we carried out several model experiments with educatees (i.e., high school and college students, and adults). The results of questionnaires indicated that educatees achieved a very deep understanding of acid rain through an experienced model experiment. A 77 to 89% of educatees experienced the reappearance experiment of acid rain by our model instrument felt that it was very useful as a teaching tool of environmental education.