• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.925-934
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• 2016

For students, astronomy is not only interesting but also difficult to learn. However, there is a limit in learning astronomy in a school science setting since astronomy is vast subject. Fortunately, science museums can be helpful in overcoming this limitation. Experiences in science museum provide something that any descriptions or illustrations cannot give. Therefore, to maximize the educational effect, it is necessary to look at astronomical exhibits regarding the educational aspects and complement them. For these reasons, the purpose of this study is to investigate characteristics of exhibitions related to astronomy and how much the exhibitions reflect the contents of their science curricula. We selected famous science museums in Korea, America, and Japan and analyzed characteristics of their astronomy exhibition. We analyze these characteristics in the aspects of exhibition technology & media, presentation method and activity types. Also, this study figures out how content of exhibitions are connected to school science curriculum. The results are summarized as follows: First, Science Museums of America and Japan utilize interactive exhibits to raise participation. It implies that Science Museum of Korea needs Interactive Exhibits that provide a realistic experience of the universe. Second, the astronomy exhibits reflect some of the learning elements of their science curricula concerned with astronomy. However, these astronomical contents are included selectively and not according to their required curriculum. It means that many students lack the opportunity to study Astronomy in their schools. Therefore, the astronomy museum must reflect learning elements of science curricula concerned with astronomy in the exhibits.

• Journal of Ecology and Environment
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• v.32 no.2
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• pp.129-135
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• 2009

We investigated the moth diversity on an island of southern sea of Korea. We collected moths at three sites on the island of Bogildo, Wando-gun, Jeonnam using a 22-watt ultraviolet light trap from May to October, 2008, and identified a total of 272 species and 948 individuals in 13 families. Species of Noctuidae was the most abundant, with 107 species and 318 individuals, followed by Geometridae (62 species and 147 individuals) and Pyralidae (53 species and 269 individuals). The graph of the estimated species richness in Chao 1 (432.25$\pm$37.39) did not reach an asymptote, which suggests that more moth species could be identified on the island through further sampling. An arctiid moth, Miltochrista striata, was the most abundant species captured in this study. Monthly changes in moth species richness and abundance formed M-shaped curves, with peaks in early summer (June) and late summer (August). Cluster analysis of seven sites on three islands (Aphaedo Island, Sinan-gun, Oenarodo Island, Goheung-gun and Bogildo Island) divided the sites into two groups. Distances among sites and habitat types may play an important role in determining the similarities of moth faunas among sites.

• Journal of the Korean Society of Costume
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• v.5
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• pp.237-246
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• 1981

This is a report of author's stay in the U.S. as an exchange scholar. During her stay from Dec. 1979 to Dec. 1980, she participated in costume studies at Pratt Institute, New York City and looked into materials of North Asian historical costumes. The author notes that the curriculum of costume studies in the U.S. place weight upon costume history, e.g., the master's program in costume studies of New York University requires 18 points in history courses out of 54 points required for the degree. The author also notes the leading role of the Costume Institute, the Metropolitan Museum of Arts in performing research works for the studies. As to the study of North Asian costumes, the author's work in the U.S. has been somewhat disappointing. She points out difficulties for a Korean researcher to access to basic materials which are scarce outside of China and Russia. She asserts, however, the comprehension of the history of North Asian costumes as a whole is essential to understand the characteristics of ancient Korean costumes. The author insists the costume history courses in Korean colleges are not appropriate as a apart of costume studies. Noting the costume education in the U.S. clearly aims at the training of costume professions, the author proposes the objective of costume education in Korea be redefined, and the teaching of "History of Korean Costumes" be reconstituted as to be suitable for it.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.519-528
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• 2007

Although science continues to be a key subject in the education of the majority of young people throughout the world, it is becoming increasingly clear that school science is failing to win the hearts and minds of many of today's younger generation. Researchers have begun to look at ways in which the learning that takes place in museums, science centres and other informal settings can add value to science learning in schools. Four case studies are used to illustrate the potential afforded by informal contexts to research aspects of science learning. The case studies involve: the European Union PENCIL (Permanent European Resource Centre for Informal Learning) project (a network of 14 museums and science centres working with schools to enhance learning in maths and science); a large natural history museum in England; the Tate Modernart gallery in London, and the Outdoor Classroom Action Research Project which involved researchers working in school grounds, field centres and farms. The range of research questions that were asked are examined as are the methodological approaches taken and the methods used to collect and analyse data. Lessons learned from the studies about research in the informal contexts are discussed critically.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.159-168
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• 2007

This study developed earth science learning materials based on paleolithic remains in the Youngsan River basin to provide students with curiosity and interest of science. These materials consist of four activities such as orientation, tour of museum, field trip to paleolithic sites, and making of remains. More than 60% of the teachers said that these materials are likely to improve the scientific process skills of students and also suggested that these could be applied to club activity, field trip, and homework. In addition, materials seemed to help students to understand the properties of the mineral and rock. We suggested that these materials could broaden teachers' subject of teaching in science.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.401-412
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• 2014

The main purpose of this research is to develop and apply an evaluation tool of serious games for science learning. To develop the evaluation tool, probing references and analyzing previously generated evaluation tools and softwares were carried out. After that, 17 experts in elementary science education appraised serious games, 'milc & seereal', made by Gwacheon National Science Museum with the evaluation tool. The findings on the characteristics of good serious games from assessments are as follows; The learning objects of the games are coincident with national science curriculum, they strongly stimulate the students' motivation, the interfaces are neat and pretty useful for users to get informations, games are easy to maintain, inexpensive, and moral. When we develop or select serious games for science class, the strengths of good games should be considered.

• Korean Journal of Environmental Biology
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• v.25 no.2
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• pp.178-189
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• 2007

We surveyed the moth fauna on Is. Aphae-do, Sinan-gun, Jeollanam-do from March to September 2006 to investigate moth diversity and basic faunal data for ecosystem change on the Island. Three hundred thirty-nine moth species, which comprised 16 families and 241 genera, were recognized. The most dominant species was a pyralid moth, Endotricha olivacealis (116 indivs.). Common species included Chiasmia hebesata, Agnidra scabiosa, and Sophta ruficeps. Two hundred-one species (59.2%) were collected only once during investigation period. The family Noctuidae with 129 species was dominant in the area followed by Geometridae (81 species) and Pyralidae (38 species). Based on number of collected individuals, Geometridae was highest and followed by Noctuidae, Pyralidae and Sphingidae.

• Korean Journal of Environmental Biology
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• v.40 no.4
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• pp.604-614
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• 2022

This study analyzed habitat status of barn swallows within 800 m and changes in potential food resource occurrence for 63 nests (Seocheon 23, Sejong 40) where barn swallows breeding was confirmed in Seocheon and Sejong in 2019 and 2020. As a result of checking habitat compositions of barn swallows in the study area, Sejong showed more varieties of habitat types than Seocheon, showing a larger number of dominant groups. Such large number of dominant groups was found to be an advantageous habitat factor for producing flying insects as potential food resources for barn swallows. As for the production of potential food resources, Seocheon had the highest production in dwelling and stream and Sejong had the highest production in the stream. The production of potential food resources differed in production season by habitat type. This study analyzed compositions of the habitat around the breeding site of swallows. It provides basic data necessary for protecting barn swallow habitats by comparing the production timing and production volume of potential food resources occurring in the habitat.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.361-377
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• 2018

The purpose of the study was to define five science core competencies introduced in the 2015 revised science curriculum with each component and practical indicators into the frame. Science teachers on site could use it in teaching and developing science program to equip students with the competencies to creatively solve problems which is the aim of science education in the $21^{st}$ century. To develop this frame, we contacted 10 experienced science educators and collected the data through a questionnaire. We coded all responses and categorized into the components and practical indicators of each competency which were all compared with those from well-known theories in order to validate. We then contacted other 35 science educators again to construct the validity to fill out the survey of Likert scale. The finalized science core competency included 19 components in total with practical indicators that can be observable and measurable in the classroom. This frame was used to see how it fits into a STEAM program. The finding was that two different topics of the STEAM program displayed the different description of science core competency usage, which could be used as the prescription of the competency as to whether or not it is more promoted in science class.