• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1199-1213
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• 2011

The purpose of this study was to investigate the difficulties in engaging in open-inquiry activities - especially finding inquiry topics for student themselves. Data were collected from in-depth interviews with 11 middle school students and their open-inquiry worksheets from 4 months of activities. The investigation tools were composed of three domains for topic choice: selecting subjects, making 10 questions, and choosing a topic with the 10 questions. The study revealed that middle school students have difficulties in the domain of 'object selection' and 'finding inquiry topic.' Under the object selection domain, they showed burden of selection of unlimited subject, lack of knowledge on the science object, and lack of interest in object. Under the domain of finding inquiry topic, they have difficulties from their selected topics that were non-scientific, focus only on interest, lack of background information or those that could be resolved by short answers. Each student has difficulty in doing open-inquiry with relatively different seriousness. The findings suggested that an open inquiry program should be provided along with a systematic guide program on finding inquiry topic for open-inquiry activities to be a successful and continual performance gauge.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.161-180
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• 2013

The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study, we described several features of current studies on learning progressions in the U.S., and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning a topic, in which science knowledge is used in students' engaging in science practices. Each learning progression consists of upper anchor, lower anchor, and intermediate steps that connect both anchors. In investigating a learning progression, researchers usually utilize Wilson's four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.151-161
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• 2020

The 'core concepts', 'generalized knowledge', and 'skills' are newly introduced in the 'contents system' of the 2015 revised national curriculum, and the 'skills' are not clearly defined in the science curriculum. There is a problem of uniformly presenting 'skills' in all 'areas' of science subjects. In this study, it was intended that the teachers' clear understanding of the 'skills' and the philosophy of the revised curriculum would be applied to the school classrooms through the critical problem recognition and consideration of 'skills' newly introduced in the 'contents system' of the 2105 revised science curriculum. First, we reviewed 'science and engineering practice' in the NGSS, which was a reference to the introduction to the curriculum, and identified the problems of 'skills' presented in the science curriculum. It also analyzed critically by comparing 'skills' and 'practices' with other subjects and previous curriculum. Based on this critical analysis, we suggested the following. First, introduce 'skills' items that can implement scientific key competencies, and clearly define each item. Second, present 'skills' that are appropriate according to the subject, 'area', 'core concept', and grade(group) and describe in detail how to apply 'skills' and, third, present 'skills' directly in 'achievement standards'.

• Culinary science and hospitality research
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• v.19 no.1
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• pp.230-243
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• 2013

The purpose of this study is to offer the basic materials for the development of nutrition education programs for youth and help domestic science teachers in schools implement effective dietary education by examining youth's purchase behavior of processed foods. As a result of figuring out youth's purchasing behavior of processed food and the difference in accordance with social, demographic variables, they considered taste and price mainly when choosing foods. The results showed that what they consider important when checking food display information was shelf life and price. It was observed that 56% of them check additives display information in food when purchasing processed food. In terms of demographic factors, the more likely they are a girl student, the lower grader they are, and the lower price they purchase processed food at, the better they used the nutritional knowledge learned in school. Based upon these results, it is necessary to offer the consumer's level of education and training for their demands by accurately figuring out youth's purchasing behavior of processed foods. For this, home economics education must allow youth to lead healthy diet by implementing a systematic and professional training on food additives on a basis of the research and utilization of a variety of educational media and teaching and learning methods.

• Sleep Medicine and Psychophysiology
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• v.23 no.2
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• pp.77-83
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• 2016

Objectives: The present study investigated current practices of insomnia treatment among Korean doctors in clinical settings. Methods: A total of 100 doctors participated in the present study and filled out a series of survey questions regarding their treatment of insomnia patients. Results: The results revealed that the primary type of insomnia treatment was pharmacological and that the most popular medication was zolpidem. The majority of doctors reported that they also utilized non-pharmacological treatments such as sleep hygiene education and cognitive-behavioral therapy. However, these treatments tended to result in low satisfaction. In addition, the doctors perceived that patients largely preferred pharmacological treatments to non-pharmacological ones and did not have sufficient knowledge of non-pharmacological treatments. Conclusion: Many doctors believed that non-pharmacological treatments for insomnia were important, but reported that they were difficult to implement in practice. The results of this study suggest that improved medical conditions for non-pharmacological treatments and education of physicians are necessary to appropriately treat insomnia.

• Korean Journal of Occupational Health Nursing
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• v.7 no.1
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• pp.83-96
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• 1998

The study was conducted to analyze employees' and employers' awareness of occupational health programs for the purpose of evaluating the effectiveness of the program employed in small-scale enterprises (SSE). The 400 SSE that have under 50 employees and have been supported by the Government were selected for mail survey, and 120 employers and 318 employees of 183 factories returned the questionnaires. The results are as follows; 1) 33.8% of employees were not aware of the fact that their factories have been supported by Government, and 69.1% of employees did not know who was the monitor of that program. Only 147% of employees and 35.5% of employers agreed that the supported program reflected their opinions well. 2) 45.1% of employees participated in health education classes more than once. But only 15.6% of them considered the classes as very helpful. 21.1% of employers were much aware of health education schedule, and 44.2% reported that it was helpful for the prevention of occupational diseases. 3) 68.8% of employers were aware of the possibility of occupational diseases that could occur in their factories. And 36.5% of employers reported that some criteria were used for job reallocation to their employees. But only 9.7% of employees were assigned new job based on the result of health status examination. 4) 65.6% of employees were aware of the periodic evaluation for work environment, and 43.3% knew the evaluation results. Among participated SSE, 5.9% have a planning department for improving work environment, and 46.2% actually carried out the program for improving work environment. The findings showed that the employers and employees of SSE had insufficient knowledge of the occupational health program that have been employed in their workplace. It is essential to lead more active participation of employers and employees in their occupational health programs so as that the programs are to improve their health status as well as work environment more effectively.

• Phonetics and Speech Sciences
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• v.5 no.1
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• pp.109-121
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• 2013

This study examined several kinematic properties of the primary articulator (the tongue dorsum) and the supplementary articulator (the jaw) in the articulation of the voiceless velar stop (/k/) within nonassimilating contexts. We examined in particular the spatiotemporal properties (constriction duration and constriction maxima) from the constriction onset to the constriction offset by analyzing a velar (/k/) followed by the coronal fricative (/s/), the coronal stop (/t/), and the labial (/p/) in across-word boundary conditions (/k#s/, /k#t/, and /k#p/). Along with these measurements, we investigated intergestural temporal coordination between C1 and C2 and the jaw articulator in relation to its coordination with the articulation of consonant sequences. The articulatory movement data was collected by means of electromagnetic midsagittal articulometry (EMMA). Four native speakers of Seoul Korean participated in the laboratory experiment. The results showed several characteristics. First, a velar (/k/) in C1 was not categorically reduced. Constriction duration and constriction degree of the velar (/k/) were similar within nonassimilating contexts (/k#s/=/k#t/=/k#p/). This might mean that spatiotemporal attributes during constriction duration were stable and consistent across different contexts, which might be subsequently associated with the nontarget status of the velar in place assimilation. Second, the gestural overlap could be represented as the order of /k#s/ (less) < /k#p/ (intermediate) < /k#t/ (more) as we measured the onset-to-onset lag (a longer lag indicated shorter gestural overlap.). This indicates a gestural overlap within nonassimilating contexts may not be constrained by any of the several constraints including the perceptual recoverability constraint (e.g., more overlap in Front-to-Back sequences compared to the reverse order (Back-to-Front) since perceptual cues in C1 can be recovered anytime during C2 articulation), the low-level speech motor constraint (e.g., more overlap in lingual-nonlingual sequences as compared to the lingual-lingual sequences), or phonological contexts effects (e.g., similarity in gestural overlap within nonassimilating contexts). As one possible account for more overlap in /k#t/ sequences as compared to /k#p/, we suspect speakers' knowledge may be receptive to extreme encroachment on C1 by the gestural overlap of the coronal in C2 since it does not obscure the perceptual cue of C1 as much as the labial in C2. Third, actual jaw position during C2 was higher in coronals (/s/, /t/) than in the labial (/p/). However, within the coronals, there was no manner-dependent jaw height difference in C2 (/s/=/t/). Vertical jaw position of C1 and C2 was seen as inter-dependent as higher jaw position in C1 was closely associated with C2. Lastly, a greater gap in jaw height was associated with longer intergestural timing (e.g., less overlap), but was confined to the cluster type (/kp/) with the lingual-nonlingual sequence. This study showed that Korean jaw articulation was independent from coordinating primary articulators in gestural overlap in some cluster types (/k#s/, /k#t/) while not in others (e.g., /k#p/). Overall, the results coherently indicate the velar stop (/k/) in C1 was robust in articulation, which may have subsequently contributed to the nontarget status of the velar (/k/) in place assimilation processes.