• Journal of agricultural medicine and community health
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• v.47 no.4
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• pp.211-219
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• 2022

Objective: This study was conducted to investigate the awareness of work-related disease prevention of farmers. Method: As a research method, a qualitative focus group interview was conducted in 18 participants. Results: Prevention and management services for work-related diseases of farmers mostly are based on research from other fields and so are not highly effective because their content is not relevant to agricultural work. It has been suggested that such program designers be required to have some appropriate related knowledge, and that incentives and a certification system for participation in such education be established. To analyze work-related diseases of farmers, fields of prevention, diagnosis, treatment, and rehabilitation should be created. They demanded the designation of hospitals and the actualization of compensation for farmers' safety insurance. The work-related diseases to address were include musculoskeletal diseases, pesticide poisoning-related diseases (cardiovascular disease, respiratory disease), psychiatric diseases such as depression, and allergic diseases. However, this must have been the result of the harmful factors they felt during agricultural work. And for farmer patients diagnosed with work-related diseases, it was said to strengthen farmer safety insurance. Conclusion: In order to increase the safely and health effects of agricultural work, it is necessary to prevent and manage work-related diseases of farmers. Projects should be developed in consideration of cultural and economic barriers of farmers and the characteristics of the work.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.441-454
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• 2021

In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students' perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.131-143
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• 2021

In this study, the factors influencing the satisfaction of the online platform musical viewing method were investigated, and the effect of the satisfaction factors on the recommendation intention and rewatching intention of the online platform viewing method for musicals was investigated. In addition, the effect of the survey subjects' degree of involvement to musicals between the satisfaction of the online platform-based musical viewing method and recommendation intention, and rewatching intention was investigated. Satisfaction factors of online platform musicals, which are independent variables, were classified into image quality, convenience, economy, and interactivity, and dependent variables were classified into recommendation intention and rewatching intention of online platform musicals, and moderator variable was set to degree of involvement to musicals, and a total of 20 hypotheses were established. An online survey was conducted on 1,454 audiences who had experience watching musicals through the online platform from August 28 to September 7, 2021, and a total of 1,418 answers were used as valid samples. As a result of the analysis, the factors that make up the satisfaction of online platform musicals appeared in the order of convenience, video quality, economics, and interactivity. It was found that the satisfaction level of watching online platform musicals had a positive effect on the intention to recommend and rewatching online platform musicals in the path of all satisfaction factors. It was found that the moderating effect of the audience's involvement in musicals between online platform musical viewing satisfaction and recommendation intention and rewatching intention had a significant effect only between image quality and recommendation intention. It shows that audiences with high involvement in musicals have intention to recommend only when they are satisfied with the video quality of online platform musicals. Particularly important point is that the convenience factor was found to have the greatest influence on the satisfaction of online platform musical viewing method, but the image quality factor was found to have the greatest influence on the recommendation intention and rewatching intention of online platform musicals.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.259-269
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• 2021

This study examines the legend of 'Grandmother Seolmundae and Five Hundred Generals', the cultural archetypes of Jeju, and analyzes the characteristics of its contents. After analyzing the feasibility of using the analyzed cultural prototype as cultural contents such as games and animations, based on this analysis, we tried to suggest a cultural planning approach based on the cultural prototype to the cultural agency. Therefore, the implications of this study are as follows. First, among the cultural prototypes in Korea, 'Grandmother Seolmundae and Five Hundred Generals', which represent the legends of Jeju Island, are being organized centered on many historical researchers and Chaerokga, but there is no precise establishment of the exact timing of the legend and how it arose. Therefore, when planning and developing content based on the cultural prototype, it is most important for cultural agencies to develop a story after researching historical evidence and opinions of local residents to identify a consistent point of view. Second, although the contents of the cultural archetype are arranged slightly differently by historians and recorders, the main contents and characteristics of the story are found to have a similar form. Therefore, cultural agencies should focus on finding the point of view and characteristics of a story, even if a story is written differently by different people when doing a cultural prototype. Third, when planning a game based on the cultural prototype, the main elements such as the elements to be expressed in the game and the fun elements should be found and presented. In particular, because fun and rules are the most important parts of games, if this part cannot be derived from the story of the cultural archetype or cannot be made, it is difficult to transform the cultural archetype into a game. Therefore, it can be seen that it is important for cultural agencies to set their game plan intentions in consideration of story expression and fun, even if it is the core or non-core of the entire story of the cultural archetype. Lastly, although the cultural prototype 'Grandmother Seolmundae and Five Hundred Generals' was presented as animation content, it is important to develop it considering the story, characters, media, and audience. Therefore, cultural agencies should be able to derive the elements such as stories, representative and auxiliary characters, and viewers that can be adapted from the cultural prototype as much as possible. It will be an important part of raising.

• Korean journal of applied entomology
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• v.61 no.2
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• pp.377-385
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• 2022

Most pruning branches of mulberry, Korean raspberry (bokbunja), and blueberries are discarded without use. These discarded pruning branches were utilized as feed in the investigation of the development and oviposition characteristics of Protaetia brevitarsis with a focus on breeding possibilities. It was observed that the developmental period of P. brevitarsis larvae fed with berry fermented sawdust from mulberry, bokbunja, and blueberry was shortened to 157.3 130.3 days, and 140 days, respectively, compared to 169.3 days for those fed with oak fermented sawdust. The weight and survival rate of the larvae also increased. Under all three types of fermented sawdust feed, the percentage of larvae with weight ≧ 2.5 g during the group was over 60% between 6-8 weeks after hatching; however under oak fermented sawdust feed, it was within 10%, and the percentage only increased after 10 weeks. The average number of eggs laid per female was ≧ 80, with an average oviposition period of approximately 9 weeks; however, there was no significant difference owing to the large deviation per individual. Furthermore, mixed fermented sawdust from the three berries enhanced the growth rate of larvae, and there was no difference in the number of eggs laid compared to those fed with control oak fermented sawdust. Our study demonstrates berry fermentation sawdust is just as effective as oak fermentation sawdust in the breeding of P. brevitarsis.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• 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 Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.

• 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.