• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.20-27
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• 2013

This research examined the elementary students' level of motivation to learn science and analyzed correlation between scientific experiences and the motivations to learn science. 216 of elementary students in the 5th grade and 207 of elementary students in the 6th grade were surveyed with questionnaire composed of Likert criteria and scientific motivation questionnaire(SMQ), and the results were analyzed by SPSS 18.0 statistics program. The results of this research are as following : First, elementary school students' level of scientific experiences appeared quite low, and boys appeared to have more scientific experiences than girls. For more specific areas, the experiences were more from outside of school rather than inside, and experiences from science class. Second, elementary students' level of motivation to learn science stood relatively high, and boys showed higher level of motivation to learn science than girls. For more specific areas, the level of motivation from internal motivation area was the highest and the lowest was that from the area of anxiety about exams. Third, the scientific experiences and motivation to learn science showed highly static correlation. Experiences both from inside and outside of the school were significantly correlated to the motivation to learn science, and those from outside of the school had higher correlation with the motivation to learn science. Therefore, the scientific experiences should be recognized to play an important role for improvement of the level of motivation to learn science, and the efforts should be made to provide the elementary students with high-quality scientific experiences to develop their level of motivation to learn science.

• Journal of Power Electronics
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• v.18 no.2
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• pp.627-639
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• 2018

The fact that the reliability of IGBTs has become a more and more significant aspect of power converters has resulted in an increase in the research on the open circuit (OC) fault location of IGBTs. When an OC fault occurs, a zero-current phenomena exists and frequently appears, which can be found in a lot of the existing literature. In fact, fault variables have a very high correlation with the zero-current interval. In some cases, zero-current interval actually decides the most significant fault feature. However, very few of the previous studies really explain or prove the zero-current phenomena of the fault current. In this paper, the zero-current phenomena is explained and verified through mathematical derivation, based on two-level and three-level NPC static var generators (SVGs). Mathematical models of single OC fault are deduced and it is concluded that a zero-current interval with a certain length follows the OC faults for both two-level and NPC three-level SVGs. Both inductive and capacitive reactive power situations are considered. The unbalanced load situation is discussed. In addition, simulation and experimental results are presented to verify the correctness of the theoretical analysis.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.1-13
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• 2002

The purpose of this study is to find out the level of purchasing behavior and related variables of Korean adolescents in Kangwon Province. and to suggest a direction of consumer education for rational purchase and of Home Economics Education. through noticing the influence of socio-demographic variables and socialization-related variables. To find out the results of this study, a survey was made using questionnaires with middle school students who live in Kang-won Province. and 472 Questionnaires were used as the analysis data. The methods of statistical analysis used for this study were Cronbach' ${\alpha}$. Frequency Distribution, Percentile. Mean. Standard Deviation. ANOVA, t-test. Duncan's Multiple Range Test, Multiple Regression Analysis. and also SPSS PC+ was used. The summaries of the results of this study were as follows. First. the level of the adolescents'purchasing behavior was the average 3.34 which is higher than the centered number 3, and the level of pre-Purchasing behavior(3.36) was higher than that of the post-purchasing behavior (3.27). Second. the adolescents' purchasing behavior showed the significant difference according to the mothers' educational level and family income. Third among the socialization-related variables. the group which had much communications with their parents and friends about purchase. the group which got much consumer education in school and their home. the group which can see much advertisements about purchase showed high level of purchasing behavior. Fourth. in the regression analysis. the consumer education in school. the communication with parents or friends were significant variables to the level of purchasing behavior. Looking into the subcategory. the communication with parents. the amount of pocket money. the father's occupation were significant variables to the level of pre-purchasing behavior, And the consumer education in school. the communication with parents or friends. the father's occupation were significant variables to the level of post-purchasing behavior.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• Proceedings of the Microbiological Society of Korea Conference
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• 2000.10a
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• pp.66-77
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• 2000

For a variety of viruses, the primary virus infection has been shown to prevent superinfection with a homologous secondary virus; however, the mechanism of exclusion has not been clearly understood. In this work, we demonstrated that BVDV -infected MDBK cells were protected from superinfection with a homologous superinfecting BVDV, one of the positive-sense RNA pestiviruses, but not with an unrelated rhabdovirus, such as vesicular stomatitis virus. Once superinfection exclusion was established by a primary infection with BVDV, the transfected infectious BVD viral RNA genome was shown to be competent for viral translation, but not viral replication. In addition, our results also demonstrated that upon superinfection, the. viral RNA genome of viral particles was not transferred into the cytoplasm of BVDV -infected cells. Using newly developed system involving rapid generation of the MDBK cells expressing BVD viral proteins, we subsequently found that expression of the viral structural proteins was dispensable for the block occurring at the level of viral RNA replication, but required for the exclusion at the level of viral entry step. Altogether, these findings provide evidence that the superinfection exclusion of BVDV occurs not only at the level of viral replication in which the viral replicase are involved, but also at the level of viral entry with which the viral structural proteins are associated, and that a cellular factor(s) play an essential role in this process.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.405-414
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• 2020

In this study, we analyzed the development of high school students' argumentation through their writings on socio-scientific Issues (SSI) related to the Climate Change Unit in the Earth Science I curriculum. Pre- and post-writing assignments on the two main causes of global warming were analyzed and compared. In addition, an in-depth interview of the focus group was conducted with 7 students who showed a distinct change in the level of argumentation. According to the results, 16 of 52 students remained at the same argumentation level in pre- and post-writing assignments, and students remaining at Level 2 among five levels had difficulty in understanding the Toulmin's argument pattern (TAP) structure. Using the TAP structure, 29 of 52 students demonstrated increased argumentation levels in the post-writing assignments. The conclusions include that writing lessons on SSI using the TAP in Earth science classes can improve the level of high school students' argumentative writing, and that the level of students' argumentation can develop with the elaboration of their level of falsification. Also, it is suggested that the science curriculum should increase students' science writing competencies by specifying science writing as one of the goals.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.153-166
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• 2008

The purpose of this study was to investigate middle school student's self-directed learning(SDL) using a hierarchical linear modeling. By considering variances of SDL at individual and school level, the student's SDL was explained in terms of school quality as well as individual efforts. For the HLM analysis, participation in private tutoring, teacher's support for SDL, caring students' individual needs, and participation in extra curriculum activities were explored at individual level. At school level, school SES, quality of national curriculum implementation, and parental support for school were utilized. The results of analysis showed that more than 95% of variance of SDL was explained by variables at individual level. Among the variables at individual level, private tutoring was not a significant variable explaining the SDL. Based upon the results, multiple regression analyses by background variables were also conducted. By interpreting the results of analyses, the impact of school quality and individual efforts on the SDL was discussed.

• International Journal of Internet, Broadcasting and Communication
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• v.7 no.2
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• pp.79-83
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• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.8 no.1
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• pp.55-95
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• 1997

This paper examines the characteristics of 23 libraries affiliated with educational institutions of the Korean miltary. Materials and data used in this analysis were obtained from a variety of statute books, Korean Library Association publications, past works in military-related research, questionnaires and interviews with library staff. For each military educational institutions, the background to its foundation and Its current operations are briefly reviewed. Library characteristics subjected to analysis pertain to the following 8 areas： location and architecture, stack arrangement, furniture and furnishings, personnel, service elements, budget, book stock, and extent of computerization. The affiliated library (consisting of reading rooms and/or stack rooms) is then classified as belonging to one of the following three levels: graduate-school level (total of 4 libraries), university level (5 libraries), and technical-school level (14 libraries). When necessary. particular libraries are examined in detail. This research reveals that while most graduate-school and university level libraries are being operated on a relatively sound basis, there are significant disparities among university level libraries. As for technical-school level libraries, the lack of professional staff and service elements for users is seriously impairing their operations. In order to address these problems and support military education and research in the age of segyehwa and information, it is suggested that the Korean military formulate comprehensive measures to modernize library facilities and improve their operations.

• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.29-48
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• 2002

This study is for achievement of the expected aim on establish principle colour scheme of exterior and interior school facilities. Also this study aims to utilization of the data which is need for educational colour scheme of school facilities basically. The result of this study is as follows; 1) Domestic case study in primary school colour value distributed middle and high level between 5R and 6Y, the case study of foreign colour scheme distributed low and middle level. 2) Domestic case study in middle school facilities colour scheme distributed same colour of R, YR and the chroma distributed between 1 to 4. 3) The case study of domestic and foreign high school colour scheme distributed that in cases of domestic the colour scheme distributed very loose style and foreign cases distributed same colour of RP to YR with middle and high level of value and low chroma. 4) Exterior school facilities colour scheme distributed in Busan is that N~5GY(value 8~9 and chroma 0~8) in main school building skin material colour, 0~4 value and 7.5~9 chroma in assistant skin material colour. 5) Interior school facilities colour scheme distributed same colour of B, BF, PB, RP, N, YR in class room and open classroom in school mainly.