• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.829-840
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• 2015

In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.479-488
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• 2019

The purpose of this research is to derive competencies necessary for students with future convergent STEAM talents, and to explore ideal student images, teaching-learning strategies, evaluation methods, and teachers' competencies and their training methods for future schools developing students' competencies. In order to figure out the features of the future schools, 25 experts from related fields, including in-service teachers, administrators, and college students in science and technology, participated in a future workshop. According to the results, students with future convergent science and technology talents are expected to have flexible thinking and creative thinking competencies to solve problems in innovative ways rather than traditional ways. In other words, it takes the power to accept and accommodate unexpected situations and solve problems appropriately in those situations. To cultivate such competencies, therefore, future schools should also be flexible and proactive. Rigid schools delivering knowledge-based information make it impossible to cultivate flexible and creative talents. Future schools should change into leaner-centered project-based classes so that students can naturally cope with various situations and solve large and small problems, and prepare assessment systems that can provide feedback based on the student's performances rather than achievement standards.

• Journal of Animal Science and Technology
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• v.46 no.3
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• pp.295-300
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• 2004

The identification of the leptin gene in 1994 and it's adipocytes specific protein leptin hal provided the first physiological links to the regulatory system controlling body weight and fat deposits. The meat tastes is mainly determined by quantifY and quality of triglyceride stored in adipose tissue. This study was conducted to analyze genetic cbaracteristics of Hanwoo leptin gene and also to investigate the association of DNA marlcer with some economic meat traits for Hanwoo. The leptin hormone gene polymorphisms were identified by digestion with Kpn2 I and Msp I. Slaughter weight(SWI), slaughter peroentage(SP), longissimus muscle area(LMA), beef marbling score(MS) and back fat thickness(BF) were compared among three genotypes by P(R..RFlJ> and showed significant differences among genotypes. PCR-RFLP(Kpn2 I) were detected significant for SP, MS and BF. The allele was essociated with fatter carcasses and C allele with leaner carcasses.

• 대한공업교육학회지
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• v.43 no.1
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• pp.94-113
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• 2018

The purpose of this study is to develop a using various convex lenses 'VR glasses' instructional materials for area of communication technology of the 2015 Revision Curriculum in middle school. This study was progressed depend on ADDIE model. In the analysis step, a necessity of developing the instructional materials was confirmed through social needs and leaner's needs and literature researches were reviewed about the 2015 Revision Curriculum and virtual reality and confirmed the area of communication technology related to VR glasses. The communication process of information was selected as a communication technology area related to VR glass. In the design step, Based on the analysis stage, instructional objectives were set and instructional method and medium were selected. In the development step was developed instructional materials, what are teaching-learning guidance, power-point presentations, the paper for group learning activities, Individual portfolio, and using various convex lenses VR glasses example. As a result of 'VR glasses' using various convex lenses, the viewing angle was enlarged when the diameter of the convex lens was large, but it was difficult to quantify it. In the implementation step, the instructional materials developed for middle school students was applied. In the evaluation step, instructional materials were modified and improved through a students evaluation, experts evaluation.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.23-44
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• 2001

In the current classrooms a teacher has been merely able to inculcate the procedural knowledge of how-and-what. In doing so, however, we lose sight of the essence of "doing science."Though desire of the gifted children is qualitatively different from that of normal children, it is an undesirable reality that we have not developed sufficient researches and programs in conformity with the necessary desire and demand of the gifted children. Curriculum for gifted children in the domain of science necessitates markedly the specializations for the specific areas of the contents, the processes, and the products of studies. In an effort to provide the optimum learning experience for the gifted, this paper deals with the development of project-and-discovery-based science program, its method of application to the real field of education, and its effect, however limited and partial that effect may be. What this study has found are the following: on the one hand, the students acquired and developed the higher levels of thinking when they were under the influence of project-and-discovery-based science program that dealt with concrete real-world problems and issues; on the other, the students were capable of solving creatively the complex and real problems through small group activities. This study also suggests the possible implications of project-and-discovery-based science program: the students can not only learn the contents of study but also apply them creatively; the students can cultivate critical thinking skills that can be a fundamental base for a life-time leaner; the students can naturally acquire the abilities of communication and coordination. Project-and-discovery-based program is currently used in the various disciplines. However, the field of gifted education does not yet implement this type of program. So the overall contribution of this study is to show the successful implementation of project-and-discovery-based science program in developing optimal teaming experience for gifted children in the domain of science, since this type of study is most compatible with the characteristic of the gifted children. children.

• Journal of Internet Computing and Services
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• v.18 no.1
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• pp.131-141
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• 2017

This paper analyzed class satisfaction and perceived learning achievement to the interaction type on e-learning in university. To achieve the study's objective, one course with and another course without learner-instructor interactions were selected. A total of184 student-respondents completed the questionnaire. Accordingly, more learner-content and learning-system interactions were noted in the course with learner-instructor interactions. Moreover, a correlation was observed between interaction, class satisfaction, and learning achievement. Learner-instructor interactions indicated the highest effect on both educational satisfaction and perceived learning achievement, followed by learner-system interactions on class satisfaction, and by learner-instructor interactions on learning achievement. Recommendations were then formulated based on the foregoing findings. First, workshops or training focusing on content development and on how to present the course should be provided to the instructors. Second, learner-instructor interactions should be activated in the course through various means. In this study, although learner-learner interactions was not given focus, future studied should delve into how learner-learner interaction should be activated and considered.

• Journal of Nutrition and Health
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• v.47 no.4
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• pp.287-299
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• 2014

Purpose: The goal of this study was to examine body image satisfaction and perception according to weight status, and to investigate those associations with dietary habits and nutritional status among preadolescent children. Methods: Body image and dietary habits and intake were assessed in 134 elementary school students in grade 4. Children were categorized according to normal and overweight or obese groups. Figure rating scales were used to assess body image perception (identification of perceived current body size) and dissatisfaction (difference between perceived current body size and ideal body image). Results: There were sex differences in body image perceptions. Normal-weight girls, overweight or obese girls and boys were more likely to desire a leaner body size than their perceived body size compared with normal-weight boys. Body image satisfaction and perception showed an association with weight status. More overweight or obese children indicated dissatisfaction or underestimation of body image than normal-weight children. Children with body image dissatisfaction due to heavier perceived body size than ideal body image showed lower frequencies of consumption of meals and vegetables, compared to those who were satisfied with their body image. Children who underestimated their body image were more likely to have a lower frequency of breakfast and meal regularity and a higher frequency of eating out of home or food deliveries than those with accurate body image perception. In addition, body image underestimation showed an association with lower intakes of protein, dietary fiber and calcium, and the higher percentage of calories derived from fat. Conclusion: Body image dissatisfaction as well as underestimation in children before puberty showed an association with overweight or obesity, and was also related to unhealthy dietary habits. These findings highlight the importance of accurate perception and satisfaction with body image in preadolescent children in order to prevent development of obesity in adolescents and adults.

• Food Science of Animal Resources
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• v.28 no.5
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• pp.629-636
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• 2008

This study was carried out to compare the quality of beef from outdoor-reared before finishing and indoor-reared Hanwoo. Among the experimental animals, $28{\pm}4$ mon-aged Hanwoo cows (n=5) were outdoor-reared for 7 mon (April-November) and then indoor-reared for 6 mono The 6 mon-aged Hanwoo steers (n=10) were indoor-reared for 24 mono The M. longissimus from all animals were stored at $4{\pm}0.2^{\circ}C$ for 7 days. Carcasses from outdoor-reared cattle before finishing were lighter, firmer, maturer, and leaner than indoor-reared (p<0.05). The beef from outdoor-reared cattle had lower crude fat and n-6 PUFA contents, n-6/n-3 ratio, and higher n-3 PUFA and SFA contents than indoor-reared (p<0.05). The pH and water-holding capacity were lower in beef from outdoor-reared cattle than in indoor-reared (p<0.05). The aroma pattern by electronic nose was discriminately different between beef from outdoor-reared and indoor-reared cattle. During storage, beef from outdoor-reared cattle showed lower lipid and myoglobin oxidation stabilities, and a darker and less red color than indoor-reared.

• Magazine of the Korean Society of Agricultural Engineers
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• v.26 no.1
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• pp.52-72
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• 1984

This study was performed to obtain the basic data which can be applied to the use of epoxy resin mortars. The data was based on the properties of epoxy resin mortars depending upon various mixing ratios to compare those of cement mortar. The resin which was used at this experiment was Epi-Bis type epoxy resin which is extensively being used as concrete structures. In the case of epoxy resin mortar, mixing ratios of resin to fine aggregate were 1: 2, 1: 4, 1: 6, 1: 8, 1:10, 1 :12 and 1:14, but the ratio of cement to fine aggregate in cement mortar was 1 : 2.5. The results obtained are summarized as follows; 1.When the mixing ratio was 1: 6, the highest density was 2.01 g/cm$^3$, being lower than 2.13 g/cm$^3$ of that of cement mortar. 2.According to the water absorption and water permeability test, the watertightness was shown very high at the mixing ratios of 1: 2, 1: 4 and 1: 6. But then the mixing ratio was less than 1 : 6, the watertightness considerably decreased. By this result, it was regarded that optimum mixing ratio of epoxy resin mortar for watertight structures should be richer mixing ratio than 1: 6. 3.The hardening shrinkage was large as the mixing ratio became leaner, but the values were remarkably small as compared with cement mortar. And the influence of dryness and moisture was exerted little at richer mixing ratio than 1: 6, but its effect was obvious at the lean mixing ratio, 1: 8, 1:10,1:12 and 1:14. It was confirmed that the optimum mixing ratio for concrete structures which would be influenced by the repeated dryness and moisture should be rich mixing ratio higher than 1: 6. 4.The compressive, bending and splitting tensile strenghs were observed very high, even the value at the mixing ratio of 1:14 was higher than that of cement mortar. It showed that epoxy resin mortar especially was to have high strength in bending and splitting tensile strength. Also, the initial strength within 24 hours gave rise to high value. Thus it was clear that epoxy resin was rapid hardening material. The multiple regression equations of strength were computed depending on a function of mixing ratios and curing times. 5.The elastic moduli derived from the compressive stress-strain curve were slightly smaller than the value of cement mortar, and the toughness of epoxy resin mortar was larger than that of cement mortar. 6.The impact resistance was strong compared with cement mortar at all mixing ratios. Especially, bending impact strength by the square pillar specimens was higher than the impact resistance of flat specimens or cylinderic specimens. 7.The Brinell hardness was relatively larger than that of cement mortar, but it gradually decreased with the decline of mixing ratio, and Brinell hardness at mixing ratio of 1 :14 was much the same as cement mortar. 8.The abrasion rate of epoxy resin mortar at all mixing ratio, when Losangeles abation testing machine revolved 500 times, was very low. Even mixing ratio of 1 :14 was no more than 31.41%, which was less than critical abrasion rate 40% of coarse aggregate for cement concrete. Consequently, the abrasion rate of epoxy resin mortar was superior to cement mortar, and the relation between abrasion rate and Brinell hardness was highly significant as exponential curve. 9.The highest bond strength of epoxy resin mortar was 12.9 kg/cm$^2$ at the mixing ratio of 1:2. The failure of bonded flat steel specimens occurred on the part of epoxy resin mortar at the mixing ratio of 1: 2 and 1: 4, and that of bonded cement concrete specimens was fond on the part of combained concrete at the mixing ratio of 1 : 2 ,1: 4 and 1: 6. It was confirmed that the optimum mixing ratio for bonding of steel plate, and of cement concrete should be rich mixing ratio above 1 : 4 and 1 : 6 respectively. 10.The variations of color tone by heating began to take place at about 60˚C, and the ultimate change occurred at 120˚C. The compressive, bending and splitting tensile strengths increased with rising temperature up to 80˚ C, but these rapidly decreased when temperature was above 800 C. Accordingly, it was evident that the resistance temperature of epoxy resin mortar was about 80˚C which was generally considered lower than that of the other concrete materials. But it is likely that there is no problem in epoxy resin mortar when used for unnecessary materials of high temperature resistance. The multiple regression equations of strength were computed depending on a function of mixing ratios and heating temperatures. 11.The susceptibility to chemical attack of cement mortar was easily affected by inorganic and organic acid. and that of epoxy resin mortar with mixing ratio of 1: 4 was of great resistance. On the other hand, when mixing ratio was lower than 1 : 8 epoxy resin mortar had very poor resistance, especially being poor resistant to organicacid. Therefore, for the structures requiring chemical resistance optimum mixing of epoxy resin mortar should be rich mixing ratio higher than 1: 4.

• Journal of Nutrition and Health
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• v.43 no.4
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• pp.382-394
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• 2010

The purpose of this study was to evaluate the effects of a nutrition education program as part of health promoting projects in an elementary school. A total of 168 students in the 4th grade were enrolled in the program for 6 months. A self-administered questionnaire was developed to assess nutrition knowledge and dietary habit. Nutrient intakes and body shape perceptions were measured using 24-hour recall method and self-ratings of body shape figures, respectively. The education program was conducted in various ways, focused on healthy dietary behavior, nutrients' roles and sources, and proper body shape perceptions, etc. After the education program, nutrition knowledge and dietary habit were significantly improved. Dietary habit scores were significantly and positively related to nutrition knowledge levels. Body shape perceptions were significantly and properly changed after the program. Dissatisfaction with perceived current body shape and discrepancy between shapes desired and considered healthy were significantly decreased. But girls still indicated a desire to be leaner than shapes which were perceived current and considered healthy. Nutrient intakes were partly improved by the program, but some nutrients, such as calcium, folate, zinc, sodium and niacin, were still remained deficient or excessive. These findings indicate that enhancement of nutrition knowledge is extended to the improvement of dietary habit. In addition, establishment of proper body shape perception is closely related to healthy dietary habits and is required to good nutrition and health.