• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.177-190
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• 2016

The purpose of this study is to validate learning progressions for Earth's motion and solar system from two different perspectives of validity. One is construct validity, that is whether a hypothetical pathway derived from our study of LPs is supported by empirical evidence of children's substantive development. The other is consequential validity, which refers to the impact of LP-based adaptive instruction on children's improved learning outcomes. For this purpose, 373 fifth-grade students and 17 teachers from six elementary schools in Seoul, Kangwon province, and Gwangju participated. We designed LP-based adaptive instruction modules delving into the unit of 'Solar system and stars.' We also employed 13 ordered multiple-choice items and analyzed the transitions of children's achievement levels based on the results of pre-test and post-test. For testing construct validity, 64 % of children in the experimental group showed improvement according to the hypothetical pathways. Rasch analysis also supports this results. For testing consequential validity, the analysis of covariance between experimental and control groups revealed that the improvement of experimental group is significantly higher than the control group (F=30.819, p=0.000), and positive transitions of children's achievement level in the experimental group are more dominant than in the control group. In addition, the findings of applying Rasch model reveal that the improvement of students' ability in the experimental group is significantly higher than that of the control group (F=11.632, p=0.001).

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.299-320
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• 2012

We have information through a variety of media such as language, pictures and internet. Since we get information through texts mostly, we can say that reading ability which enables a person to read a text and understand its meaning basically is the most essential for people to possess. Taking the advantage of the fact that a school is a place where learning and daily-life guidance can be made at the same time, we need to try encouraging students to involve in learning process and feel a sense of accomplishment by adding consultation between a teacher and a student or between a student and a student in Korean subject. This study selected two fifth grade classes of an elementary school of small and medium-sized city as an experimental group and a control group respectively and applied reading strategy program by using interaction of complementary lesson as the number of ten times during five weeks. It focused on making students interested in complementary class and encouraging them to become active participants. This study's goal is to see if the reading strategy program affects students' reading comprehension, metacognition and a sense of self-efficacy The results of the study are as in the following: first, the reading strategy program of complementary lesson is effective in students' reading comprehension and a range of factual understanding and sentimental understanding. Second, the reading strategy program of complementary lesson is effective in adjustment area as a subordinate factor of metacognition. Third, the reading strategy program of complementary lessonis effective in students' sense of self-efficacy. It is shown that experience of using new reading strategy and successful experience and help in peer-group members have a positive effects on a student's sense of self-efficacy. Forth, as the result of satisfaction evaluation over the program with the students' activity report and researchers' observation results, the study shows that the organization and operation of the program influences on students' effort and participation to reach the goal together positively. Through the results as above, we can say that the reading strategy program of complementary lesson have a positive effect on a student's reading comprehension, metacognition and a sense of self-efficacy.

• Korean Security Journal
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• no.33
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• pp.51-80
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• 2012

This study is to summarize main contents which was mentioned by Beomseok Kim' doctoral dissertation. The purpose of this study focuses on presenting the outplacement countermeasure and retention level examination analysis about outplacement competency of special security government official through implement of questionnaire method. The questionnaire for retention level examination including four groups of outplacement competency and twenty subcategories was implemented in the object of six hundered persons relevant to outplacement more than forty age and five grade administration official of special security government officials, who have outplacement experiences as outplacement successors, outplacement losers, and outplacement expectants, in order to achieve this research purpose effectively. The questionnaire examination items are four groups of outplacement competency and twenty subcategories which are the group of knowledge competency & four subcategories including expert knowledge, outplacement knowledge, self comprehension, and organization comprehension, the group of skill competency & nine subcategories including job skill competency, job performance skill, problem-solving skill, reforming skill, communication skill, organization management skill, crisis management skill, career development skill, and human network application skill, the group of attitude-emotion competency & seven subcategories including positive attitude, active attitude, responsibility, professionalism, devoting-sacrificing attitude, affinity, and self-controlling ability, and the group of value-ethics competency & two subcategories including ethical consciousness and morality. The respondents highly regard twenty-two outplacement competency and they consider themselves well-qualified for the subcategories valued over 4.0 such as the professional knowledge, active attitude, responsibility, ethics and morality while they mark the other subcategories below average still need to be improved. Thus, the following is suggestions for successful outplacement. First, individual effort is essential to strengthen their capabilities based on accurate self evaluation, for which the awareness and concept need to be redefined to help them face up to the reality by readjusting career goal to a realistic level. Second, active career development plan to improve shortcoming in terms of outplacement competency is required. Third, it is necessary to establish the infrastructure related to outplacement training such as ON-OFF Line training system and facilities for learning to reinforce user-oriented outplacement training as a regular training course before during after the retirement.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of The Korean Society of Grassland and Forage Science
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• v.35 no.2
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• pp.81-86
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• 2015

"Youhan" (Hordeum vulgare L.), a new whole-crop barley cultivar, was developed by the breeding team at National Institute of Crop Science, RDA in 2012. Youhan has the growth habit of III, a light green and mid-sized leaf, hooded and lax-type spikes. The cultivar showed 107 cm of culm length, 641 spikes per $m^2$. The heading date of Youhan was May 1, which is one day later than that of the check cultivar "Yuyeon" in upland, and 2 days earlier than that of Yuyeon in paddy field. The maturation time was similar to check cultivar Yuyeon on June 4 in upland and May 31 in paddy field. In terms of winter hardiness and resistance to lodging and disease, Youhan also performed better than the check cultivar. The average forage dry matter (DM) yield in the regional yield trial was approximately 12.6 ton $ha^{-1}$ and 12.0 ton $ha^{-1}$ in upland and paddy field, respectively, which were 6% and 5% higher than that of the check. The yield also showed 7.3% of crude protein, 26.8% of ADF (acid detergent fiber), 47.8% of NDF (neutral detergent fiber), 67.7% of TDN (total digestible nutrients), and a higher grade of silage quality for the whole-crop barley. Fall sowing cropping of Youhan is recommended only in those areas where the average daily minimum-mean temperatures in January are higher than $-8^{\circ}C$, and it should not be cultivated in mountainous areas of Korea.

• Journal of the Mineralogical Society of Korea
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• v.16 no.3
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• pp.201-213
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• 2003

The adsorption property and ability of domestic zeolites for some heavy metal ions (Ag, Pb, Cr, Cu, Zn, Mn), which may cause a serious environmental problem in industrial wastewater, were evaluated on ore unit through a series of adsorption experiments together with careful examinations of mineral composition and properties of the zeolites. Though the adsorption behavior basically took place in the form of a cation exchange reaction, the higher CEC value does not necessarily to imply the higher adsorption capacity for a specific heavy metal. A general trend of the adsorption selectivity for heavy metals in the zeolites is determined to be as follow: $Ag\geq$Pb>Cr,Cu$\geq$Zn>Mn, but the adsorption properties of heavy metal ions somewhat depend on the species and composition of zeolite. Clinoptilolite tends to adsorb selectively Cu in case of Cr and Cu, whereas heulandite prefers Cr to Cu. A dominant adsorption selectivity of the zeolite ores for Ag and Pb is generally conspicuous regardless of their zeolite species and composition. The zeolite ores exhibit a preferential adsorption especially for $Ag^{+}$ so as not to regenerate when treated with $Na^{+}$ . In the adsorption capacity for heavy meta ions, the zeolites differ in great depending on their species: ferrierite>clinoptilolite>heulandite. Considering the CEC value of mordenite, the mordenite-rich ore appears to be similar to the clinoptilolite ore in the adsorption capacity. The adsorption capacity for heavy metals is not positively proportional to the CEC values of the zeolites measured by the exchange reaction with ammonium ion. In addition, the adsorption capacity roughly tends to depend on the zeolite contents, i.e., the grade of zeolite ore, but the trend is not consistent at all in some ores. These may be caused by the adsorption selectivity for some specific heavy metals, the presence of possible stacking micro-faults and natural cations such as K hardly to exchange in the zeolite. Considering the economic availability and functional effectiveness as natural zeolite resources, clinoptilolite ores could be applicable to utilize the domestic zeolites for the removal of heavy metals.

• Investigative Magnetic Resonance Imaging
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• v.18 no.4
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• pp.323-331
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• 2014

Purpose : To assess the usefulness of rectal filling using ultrasonographic gel in patients with lower rectal cancer. Materials and Methods: Twenty five patients with lower rectal cancer were enrolled. High resolution pelvic MR was performed twice before and after gel filling. Independently and retrospectively, two radiologists reviewed each set of MR images using five-grade scales for sphincter involvement, CRM (circumferential resection margin) involvement and depiction of the tumor. Same two radiologists retrospectively performed consensus review of each set of MR images for tumor distance from the anal verge and T&N staging. Results: Tumor depiction scores from MR with gel filling were significantly higher than those of MR without distention (p<0.001). Compared to MR without distension, MR with gel filling had no significant differences in prediction of CRM or sphincter involvement (p>0.05). Distance from the anal verge was significantly different between MR with gel filling and rigid endoscopy ($6.8{\pm}1.6cm$ vs. $5.8{\pm}1.6cm$, p=0.001). There were no significant differences between pathological staging and MR staging with or without gel filling. Conclusion: MR with gel filling improved tumor depiction. And also MR with gel filling revealed same ability for the predictions of CRM or sphincter invasion in patients with lower rectal cancer, comparing with MR without gel filling.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.575-596
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• 2012

Students' perception on a science program for gifted was investigated. The whole program was designed in consistency and integrity based on the Autonomous Learner Model suggested by Betts & Kercher(1999). 7th, 8th and 9th grade students were enrolled in this program, offered by G Education Institute for Gifted(GEI) located in Seoul. A survey was done to ask students' perception regarding the effect of the program. The survey consisted of statements about the expected effects of the program and students were asked if they agreed with the statements. Most students strongly agreed that GEI's program has positive effects. Students replied that they learned useful and interesting science contents, enjoyed meaningful experience of cooperating with members in small groups, and were challenged by the inquiry tasks. They recognized that they were being trained to become autonomous learners. They also said that their choices and decisions were respected, which resulted in positive effects on their ability to negotiate or to inquire actively. These implies that Autonomous Learner Model had been successfully applied. Although it was not clear autonomy of students was fully grown, the possibility of becoming an autonomous learner was evident. Satisfaction level is higher for the older students, implying that the integrity in the program gave accumulating effect. Students response showed that three sub-programs of GEI, the classes of each subject, conference at the end of the year and autonomous learner training played equally important role for students to learn the process of scientific inquiry and autonomous learning. This was a positive sign that the strategies for scientific inquiry and autonomous learning were embedded and integrated deeply in the program. The results of current research suggests that the integrity of a program based on a specific education model for the gifted could provide better education environment for the gifted students.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.78-98
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• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.125-140
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• 2017

The purpose of this study was to investigate the relationship of covert narcissism and the sense of alienation with SNS addiction proneness and the influence of them on SNS addiction proneness in order to find a way to conduct an intervention for the SNS addiction proneness of middle school students, and verify the mediating effect of self-esteem on the relationship between covert narcissism, the sense of alienation, and SNS addiction proneness. For this purpose, data were collected online from the first to third grade middle school students who had the experience of using SNS within the past one week, and finally, the data of a total of 341 participants were used for analysis. First, as a result of the analysis of the correlation between covert narcissism, the sense of alienation, self-esteem and SNS addiction proneness, covert narcissism and the sense of alienation showed a significant positive correlation with SNS addiction proneness. On the other hand, there was a significant negative correlation between self-esteem and SNS addiction proneness. Second, the investigation of the effects of covert narcissism, alienation, and self-esteem on SNS addiction proneness showed that covert narcissism, the sense of alienation, and self-esteem had a significant effect on the SNS addiction proneness. The higher the levels of covert narcissism and the sense of alienation, the higher the level of SNS addiction proneness. On the other hand, the higher the level of self-esteem, the lower the level of SNS addiction proneness. Third, the mediating effect of self-esteem was verified for the relationship of covert narcissism and the sense of alienation with SNS addiction proneness. Although covert narcissism and the sense of alienation may directly affect SNS addiction proneness, it was found that they had a significant effect on the SNS addiction proneness through self-esteem as a mediating variable. In other words, it was found that as the levels of the covert narcissism and the sense of alienation were increased, the level of the self-esteem was lowered, which led to a higher level of SNS addiction proneness. In order to form a proper network culture for adolescents, education on appropriate use of SNS that can be put into practice in everyday life should be conducted, and healthy and desirable SNS culture should be created. In addition, systematic education and management should be provided so that students can develop the ability to control and regulate themselves.