• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.

• Journal of the Korean Society of Food Science and Nutrition
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• v.44 no.8
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• pp.1226-1233
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• 2015

The intake patterns and attitudes towards development of functional kimchi among middle and high school students in Busan area were studied. Nine hundred respondents, consisting of middle and high school students, were surveyed. A total of 833 completed copies of the questionnaire were used in this research. Respondents preferred kimchi due to its 'ot taste' (49.2%) and 'alty taste' (17.9%), but they did not like kimchi due to its 'our taste' (33.8%) and 'eotgal taste' (22.9%). Most students (64.3%) consumed kimchi at home, 68.1% of students ate kimchi more than twice a day, and 27.4% of students consumed 3~4 pieces (size of a piece: $3{\timess}4cm$) of kimchi per meal. Students showed a strong desire to develop kimchi with a good taste at school food services (65.1%). They also showed intentions to increase intake of kimchi if 'aste of kimchi' (80.6%), and 'ealth functionality of kimchi' (65.2%) are strengthened. Students wanted kimchi to contain the following fruits: pears (41.3%), apples (24.6%) and pineapples (10.3%). Finally, students showed a desire to develop kimchi that helps growth and development (59.5%), weight loss (40.4%), and learning ability improvement (32.8%). This study concludes that it is necessary to increase kimchi intake in school foodservices by developing new kimchi recipes that meet students' desires and by educating students about the health benefits of kimchi.

• Journal of Distribution Science
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• v.12 no.4
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• pp.55-63
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• 2014

Purpose - Brands and products often play key roles in enabling consumers to experience a good attitude, resulting in mentally enacting a specific prototype and reliving the experience by retelling a specific story. Brand storytelling can function as an important tool for managing the brand. To successfully apply a firm's brand storytelling, it is important to prove the effectiveness of storytelling. Therefore, by utilizing the research of Escalas (1998) and Fog et al. (2005), a list of measurements for storytelling component quality (SCQ) was applied. In addition, customer attitudes toward brand storytelling were tested. In particular, if customers encounter a dynamic and interesting story, although the brand is not widely known, they can be in communion with the brand and establish an emotional connection (Hill, 2003). Thus, brand reputation was divided into two levels (high vs. low), and the difference in effectiveness between storytelling component quality and consumers' advertisement attitude, brand attitude, and purchasing intention was examined. Research design, data, and methodology - By using the measurement list used in Choi, Na, and Hwang (2013), 12 categories in the level of message quality, conflict quality, character quality, and plot quality were measured. In addition, categories of brand reputation, advertisement attitude, brand attitude, and purchasing intention were measured. The study was based on 181 final survey samples targeting undergraduate and graduate students in Gwangju Metropolitan City. Results - Consumer responses toward storytelling were researched in the context of brand characteristics or product attributes, such as brand reputation, differentiated from extant simple effects of storytelling. Some brands with high reputation enjoy a halo effect due to prior learning, while other brands with comparatively low reputation have trouble generating positive responses despite attempts to enhance the level of reputation or induce favorable attitudes. Although not all due to the component quality of storytelling, the case of brands with low reputation exerted more positive impact on consumer attitudes than did brands with high reputation. As mentioned earlier, consumer evaluation of the component quality of storytelling was categorized into advertising attitudes, brand attitudes, and purchase intention for this study; this provides managerial implications in other ways. The results imply that an effective application of storytelling could be an important emotional tool for the development of both brands with low brand awareness and of well-known brands. Finally, this study serves to increase consumers' understanding and ability in interpreting brand stories that marketers tell about themselves, as well as to highlight differential experiences with products by level of brand hierarchy. Conclusions - This research aimed to provide an objective guideline for storytelling component quality while considering brand awareness. Thus, brand reputation was considered for proving the baseline effectiveness of storytelling, and this study provided directions for strategic establishment of storytelling. Based on this, we conclude that in further studies, it will be necessary to systematically manage brand story by considering other situation variables and various story patterns, and studying their differences.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.47-59
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• 2017

The Goal of SW education is to cultivate creative and convergent human resources with computational thinking ability. The content and methods of SW education are diverse, and it is difficult for the students to properly evaluate what they have learned. In order to appropriately evaluate the learning contents, SW education evaluations should be able to easily evaluate the core content of the SW education. The purpose of this study is to provide a systematic framework that can be used to develop evaluation factors to evaluate the effectiveness of SW education in elementary and secondary schools. We conducted a literature review, a field suitability review through FGI, an expert consultation, and a Delphi survey. As a result, the metrics of the cognitive domain were developed with 17 keywords in three categories: Computational Materials & Outputs (CMO), Computational Concepts (CC), and Computational Practices (CP). Also, metrics of the affective domain were developed with 13 sub-areas in four categories: value, attitude, computational thinking efficacy, and interest. The SW education evaluation factors developed in this study can be used as a framework to develop the evaluation contents in accordance with the contents of education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.76-83
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• 2017

Fish respond sensitively to light, so it is possible to develop fish management technology using this feature. In this study, we developed a light-based fish barrier and analyzed itsblocking effect using the difference in illuminance for the major fish species in Korea, bass and bluegill. The light was generated by a light emitting diode and the facility was installed vertically from the bottom. Considering the fish's ability to travel upstream, the flow rate was divided into three stages (0.2, 0.1, and 0.05 m/s). To prevent the learning effect, an experiment was carried out with fish that had rested for more than one day in a rearing tank. The experiment was carried out in such a way as tocompare the number of fish which travelled upstream after the introductionof the fish barrier and that of the fish which travelled upstream after itsremoval. It was also carried out after sunset to increase the effectiveness of the barrier. According to the results of the experiment, the fish blocking effect depending on the difference in illuminance was high and, overall, the blocking rate for bass was lower than that for bluegill. Based on the total size of the experimental population, the blocking rates for bass and bluegill were 96.33% and 99.00%, respectively. Based on the number of fish that travelled upstream, the blocking rates for bass and bluegill were 91.73% and 98.73%, respectively.

• Journal of the Institute of Electronics and Information Engineers
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• v.54 no.1
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• pp.46-52
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• 2017

Social attention to information security field is inspired, and manpower demand forecast of this area is getting high. This study surveyed information security knowledge of practitioners who work in a field of information security such as computer and network system. We analyzed a connection between survey data, information protection job system that was suggested by NICE, IT skills that NCS and KISA classified and security field classification system. Base on data that analyzed, this study suggests a curriculum that trains professional manpower who perform duties in the field of information security. Suggested curriculum can be applied to 2 year college, 3 year college and 4 year college. Suggested curriculum provides courses that students who want to work in a field of information security must learn during the college. Suggested courses are closely connected to a related field and detailed guideline is indicated to each course to educate. Suggested curriculum is required, and it combines a theoretical education that become basis and a practical education so that it is not weighted to learn theory and is not only focusing on learning simple commands. This curriculum is established to educate students countermeasures of hacking and security defend that based on scenario that connected to executive ability. This curriculum helps to achieve certificates related to a field more than paper qualification. Also, we expect this curriculum helps to train convergent information security manpower for next generation.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.11-25
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• 1997

This presentation will focus on building basic English Prosodic Skills which are very useful and helpful for Japanese learners of English. The focus first will be on recognizing the seven basic nuclear tones, analysing intonation structures, distinguishing intonation patterns and then on the way of improving speaking ability using sufficient verbal contents of intonation (mini-dialogue). My presentation deals mainly with some difficulties which Japanese learners of English have in the field of RP intonation, It is chiefly concerned with identifying, describing and analysing tone-group sequences. It sometimes happens that Japanese learners of English can pronounce isolated bounds correctly and read phonetic symbols sufficiently, bet have difficult problems in carrying out accurate prosodic features. The use of wrong intonation is sometimes the cause of misunderstanding of speaker's attitude, connotation and shades of meaning, etc.. However accurately students can pronounce the nuclear tone or tone-group of English, they have to learn how to connect tone-groups properly for suitable sequences in respect to meaning or implication. We are faced with the complicated theory of RF intonation on the one hand and difficult realization of it on the other. Japanese learners of English have special difficulties in employing "rising tune" and "falling + rising tune". If students are taught pitch movements by indicating dots graphically between two horizontal lines, they can easily understand the whole shape of pitch movements. In this presentation, I illuminate several tone-group sequences which are very useful for Japanese learning English intonation. Among them, four similar Pitch Patterns, such as, (1) (equation omitted)- type, (2) (equation omitted) - type, (3) (equation omitted) - type and (4) (Rising Head) (equation omitted)- type are clarified and other important tone-group sequences aye also highlighted from the point of view of teaching English as a foreign language. The intonation theory, tone marks and technical terms are, in all essentials, those of Intonation of Colloquial English by O'Connor, J. D. and Arnold, G. F., Longman, 2nd ed., 1982. The changes of tone are shown graphically between two horizontal lines representing the ordinary high and low zones of the utterance. A.C.Gimson (1981:314) : The intonation of English has been studied in greater detail and for longer than that of any other language. No definitive analysis, classifying the features of RP intonation, has yet appeared (though that presented by O'Connor and Arnold (1973) provides the most comprehensive and useful account from the foreign learner's point of view).

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.212-224
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• 2011

In school science class, actual geological field trips tend to be restricted due to a number of problems including travel distance, cost, safety, and so on. Therefore, alternative way should be sought to provide students with the benefits of actual field trip. The purpose of this study is to develop web-based virtual field trip (VFT) about Jeju island in Korea by using flash panorama, and to explore a variety of ways to utilize the VFT. The characteristics of Jeju VFT are as follows: it provides virtual space for secondary school students to learn about volcanic topography and geology; students can access contents in a non-sequential order by virtue of web-based system, and students can control learning pace according to their ability; it is possible to investigate the same field site repeatedly, not limited by time and space; it presents differentiated worksheets for different school grade; it provides diverse complementary web contents, e. g., closeup features, thin sections, inquiry questions, and explanations of outcrops. We proposed several ways with instructional models to utilize Jeju VFT in science class and extra-school curricular as well.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.225-238
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• 2011

The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.506-515
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• 2001

Understanding the students' ability and tendency of self assessment is one of the important factors in helping their learning and in giving the appropriate feedbacks. The purposes of this study is to analyse the coincidency of the students' self-assessment with the teacher assessment, and the tendency of over and under estimation. The students performed open investigations and assessed their process skills by checking their investigation reports with a given checklist. The total mean of the 'Self-Assessment Capability(SAC)' was 0.73 by 1. The SAC was related to the achievement, not to the gender. The correlation between SAC and achievement was significantly positive(r=0.7, p<.01), and for the girls, the tendency was remarkable. Among the five areas of process skills of open investigation, students got the highest SAC score in the managing and interpreting data area, and the lowest SAC in the drawing conclusion area. The mean of 'Self-Assessment Tendency(SAT)' for all items showed that students overestimated their process skills. While the high achievement students underestimated their process skills, the middle and low showed the tendency of overestimation.