• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1258-1265
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• 2016

The aim of this study was to evaluate the impact on the fishery resources and marine ecosystems by derelict fishing gears as part of the R & E (Research and Education) program that supervised by the busan metropolitan city office of education. In this study, we verified the ghost fishing effects caused by derelict fishing gears through the process which fish were caught to be attracted to bait for gillnet and trap in tank. In results, the dead fish to be gilled in gillnet and to enter in pot have been shown to attract other fish to the bait role. The result showed that the ghost fishing was caused by abandoned, lost or discarded fishing gears continuously. In particular, as a result of pot experiment, if the lost pot has a escape device, the entered fish could escape from the pot and the fisheries resources could protect from derelict fishing gears. In addition, the high school students are capable of raising the problem solving skills through carrying out the research project and expect to contribute to raising awareness about the protection of the marine environment.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.41 no.4
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• pp.263-270
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• 2005

This paper summarizes characteristics of the Korean tuna purse seine fishery in the Western and Central Pacific Ocean (WCPO). Major fishing area for the Korean tuna purse seine fleet consisted of the waters of Micronesia, Papua New Guinea and Solomon Islands and adjacent high seas between $130^{\circ}E-180^{\circ}$ The center of the Korean tuna fishing ground was in the vicinity of $180^{\circ}$ during the El - $Ni{\tilde{n}}$o event but was formed in $150^{\circ}-160^{\circ}$E during the La - $Ni{\tilde{n}}o$ event. As compared with other major purse seine fleets in WCPO, the Korean fleet set more on unassociated schools of tuna, while Japan, USA and Chinese - Taipei fleets accounted for more than 50% of sets on log - associated schools. In general, CPUES for log - associated schools were higher than those for unassociated schools and catch composition showed that yellowfin ratio was higher in unassociated shools than log - associated schools. Length frequency represented higher percentage of mid - sized yellowfin than Japanese and USA fleets. Daily set numbers and CPUE were high before 7 am and remained almost constant from 7 am to 3 pm but decreased rapidly after 3 pm and 5 pm, respectively. Catch composition per set indicated that pure skipjack school was caught most frequently, followed by mixed school and pure yellowfin school as the least, but CPUE was highest for the mixed school.

• Journal of Fisheries and Marine Sciences Education
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• v.4 no.2
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• pp.109-120
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• 1992

The auther reported the distribution of fisheries high schools and arrangement of curriculum in Japan in the forward report, and describes on the outer apparance and substantiality of education of fisheries high schools in Japan in the present report. 1. The rate of population to the number of fisheries high school shows 2,350 thousands in Japan, compared with 3,250 thousands in Korea. Then the rate in Korea is 1.4 times as high as that in Japan. 2. The rate of pupil to the whole regular instructors for fundamental subjects and for vocational subjects in the fisheries high schools, and also the rate to the instructors for vocational subjects show 10.4 and 16.3 in Japan, compared with 18.2 and 30.2 in Korea. Then the rate in Korea is 1.8 times as high as that in Japan. In addition to the instructors for vocational subjects. trainer and assistants for technical training-are employed in Japan compared with no such instructors or assistants in Korea. Then the rate of pupil to the whole instructing staffs in Korea is 2.4 times as high as that in Japan. 3. 81 percents of training ships in Japan are larger than 400 gross tons, which is extremely higher to that in Korea. The rate of gross tonnage of the ships to the number of trainees shows 6.2 tons in Japan compared with 1.1 tons in Korea. Also such large dimensioned training ships are newly built every other 12 years. the construction cost per 1 gross ton of such ships are said as 2.5 to 3 million yen, which corresponds to 15 to 18 million wons, and is over 3 times as much as that in Korea. 4. The basic education on the marine field is widely diffused in Japan. For an example, swimming pools are prepared not only in fisheries high schools but also in primary schools although it is rate even in fisheries high schools or colleges in Korea. 5. Almost all provinces which locate on the seashore have at least one fisheries high school and the curriculum is arranged to match the needs of local districts, then the management of school is tightly linked to the local government. 6. Entrance system is also flexible and recommended entrance system for successors of fishermen is settled. 7. Re-education of instructors for the new subjects which should be prepared to match the demands of ages are supported by local government in the aspect of time and budget. 8. The special two-year course for advanced seamen' s education is attached to some fisheries high schools and the graduates are qualified to get the third grade marine officer's or engineer's liscence.

• Journal of Fisheries and Marine Sciences Education
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• v.3 no.2
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• pp.1-18
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• 1991

The study is an analysis of the responses to a questionare by members of various fishing communities in Korea regarding their opinion about the vocational value of the fishing industry and factors which are acting as obstacles to entrance into the Fisheries High Schools, etc. Subjects were 2,000 : fishermen, members of the fishermen's cooperative society, and teachers and students of the Fisheries High Schools. Results indicated as follows: (a) It would be desirable to have fisheries courses incorperated in middle schools on islands and in fishing villages to improve enthusiasm of middle school students for entrance into Fisheries High Schools. (b) It is desirable that the principal or the administrator of middle schools in fishing villages and on islands should be a person who has majored in fisheries field, and so would support fisheries courses in the middle schools. (c) The level of peoples' appreciation of the fishing industry should be enhanced.

• Journal of Fisheries and Marine Sciences Education
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• v.4 no.2
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• pp.91-100
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• 1992

The name of the Courses of Fishing Technology and of Navigation, as the basic courses in the fisheries high schools and the merchant marine high schools, are unchanged from a viewpoint of keeping a time- honored tradition. According to transition of the industrial structure, the authors tried to examine closely the character, to realize the goal of education, to rationalize the substantial system of the major subjects of each course, and made some concrete proposals of teaching guidance for each subject. The existing 5 compulsory major subjects are reduced to 2, and the subjects of "Sea Training" and of "Fisheries Law" an, disused, and the subject of "Introduction to Ship" and "Introduction to Marine Engine" and "Introduction to Marine Communication" are merged into the "Introduction to Ship". As mentioned above, the level of subject matter become more simplified as well as the students' learning burden is lightened by reduction of the number of major subjects. In conclusion, guiding teachers of major subjects must previously establish the substantial teaching method and carry out the teaching activities taking into consideration of the students' intellectual level and the local requirement on the ground of thorough understanding the character. the goal and the substantial system of each revised subject.

• Journal of Fisheries and Marine Sciences Education
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• v.4 no.2
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• pp.101-108
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• 1992

This study is some parts, the contents on "Course of Power Machinery and of Automated-Ship Operation", of the results of the sixth curriculum, revision study for the fisheries high schools and merchant marine high schools. In this study, it was suggested that the existing name "the Course of Marine Engine" is revised to "the Course of Power Machinery" and "the Course of Automated-Ship Operation" is newly established. The purpose of the revision of the name to "the Course of Power Machinery" is to give the course a more flexible curriculum which enables the course to bring up not only sea duty marine engineers but also shore duty power engineers. Also, the purpose of the new establishment of "the Course of Automated-Ship Operation" is to bring up automated-ship operators. The necessities for automated-ship operator is derived from the process of ship automation to reduce the number of crew to cut down the expenses. The revised parts of the organization of the professional subjects exclusively related to "the Course of Power Machinery" and "the Course of Automated-Ship Operation" are summarised as follows; (l) The Automated-Ship are newly added. (2) The Sea Training, the Fisheries Law are Disused. (3) The Introduction to Ship, the Introduction to Marine Engine and the Introduction to Marine Communication are merged into the Introduction to Ship. (4) The name of the Marine Engine, the Shipping Business are revised to the Heat Engine, the Introduction to Shipping respectively. (5) M compulsory professional subjects, the Introduction to Fisheries is suggested for the fisheries high schools and the Introduction to Shipping is suggested for the merchant marine high schools.

• Journal of vocational education research
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• v.37 no.2
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• pp.129-143
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• 2018

The purpose of this study was to analyze how teaching behavior styles of fisheries & maritime high school teacher on students' satisfaction in major subject classes. A survey was conducted for high school students from fisheries & maritime high school. The results were as followed. First, there is a statistically significant correlation between fisheries & maritime high school teacher's teaching behavior styles and student's classes satisfaction. In other words, teaching behavior styles should be different according to the individual differences of students' learning. Second, fisheries & maritime high school teacher's teaching behavior styles has some significant influence on student's classes satisfaction. Diversity Teaching behaviors had a statistically significant effect on content satisfaction. Interaction teaching behavior, diversity teaching behavior style, and individualized teaching behavior style had a statistically significant effect on method satisfaction. For the evaluation satisfaction, there was a significant statistically significant effect of clarity on teaching behavior styles and diversity teaching behavior type. It is necessary to improve the content satisfaction of the students through the application of the teaching method considering the difference of understanding of the contents of each student.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.3
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• pp.395-405
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• 2012

This study was investigated 35 government-authorized and officially approved textbooks for the Fisheries and marine high school which were published by the 2007 Revised Curriculum at 2009 for analyzing the objective and content domains concerning school the low carbon green growth education. Prior to the grounds of analyzing for the objective and content domains were presented, the factors of the grounds were made based on the low carbon green growth standards for the nation. According to the analysis, the findings which were as follows; 18(51.4%) in 35 textbooks and 666(6.4%) in 10,406 pages were related the low carbon green growth education in the course of the Fisheries and marine high school education. There were 37 participation domains, 27 information and knowledge domains, 9 value and attitude domains and 6 skill domains in the objective domains. The content domains were consisted of 33 green growth, 23 climate change, 10 energy conservation, 6 low carbon and 6 international cooperation.

• Journal of Fisheries and Marine Sciences Education
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• v.14 no.2
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• pp.213-228
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• 2002

This study is aimed to analysis the fishery consciousness of the fishermen in Kyungbuk province. an issue for the study may be used on activating device of fisheries high school. So, the data were collected from a fishermen living at the city of Pohang in Kyungbuk province. The treatment of materials are classified by age, level of a school career and by working career. This research evaluated percentage to the frequency of responses to each question and carried out $\chi^2$. The statistically signigicant level account for p<.05 and made use of SPSS 10.0. The conclusion of study were as follows; First, fishermen have little understanding for fishery consciousness, therefore there was needed public activities and life long education. Second, in order to solve the difficulties of fisheries villages, governmental financial support have to be presented, It is showed that economically, culturally, and financially, govermental policy should be devised for the purpose of emerging from backwardness of fisheries villages. Third, large portions of economic value should be allocated to fisheries villages by improving fisheries structure. Actually, lower incomes haves have burdened fisheries villagers with more debts. More years of being engaged in fisheries have resulted in more debts. People in fisheries villages regarded incomes as the most important among factors in their selecting fisheries as a job. If they earned more money in fisheries village than in metropolises, people on fisheries villages would choose the fisheries an their jobs. Naturally, there will prove to be an increase of number of persons engaged in fisheries. Also, thinking of fisheries as dangerous and heavy should be corrected into the new image by improving work environments and mechanization.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1556-1568
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• 2015

The objectives of this study were to inquiry of application types and use methodology of EBS-CSAT prep books of vocation education division in specialized vocational high schools. Research participants are 8 specialized vocational high school teachers in Seoul and Gyeonggi, and subjects are basic industry and basic drawing. The teachers had using EBS-CSAT prep books in class or after-school. The results are as follows: The teachers used items explanation of after-school rather than regular classes using EBS-CSAT prep books of vocation education division in specialized vocational high schools. Online lectures were used for self-directed learning of specialized vocational high school students rather than regular classes. Students and teachers of specialized vocational high school needed EBS-CSAT prep books of vocation education division by free gift instead of EBS-CSAT prep books of Korea language, english, math.