• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.131-144
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• 1998

The lack of characteristical understanding of the Home Economics Education will have difficulty in achieving the goal of the Home Economics Education. To allow the Home Economics Education class in school contribute toward the enhancement of the quality of life, it is inevitable to reinforce the recognition of the importance and necessity of the Home Economics Education and to newly propose a directional guidance forward the coming 21st century. The purpose of this study was to provide basic data for planners of the future Home Economics Education by surveying research administrators in charge of programming the overall school curriculum. This study was conducted under the following procedure to have the outcome as follows ; 1. Answers from respondents of age over 50 or careers over 16 years tended to grasp the goal of Home Economics Education in relation to the enhancement of quality of life rather than to the accumulation of knowledge, skill or capacity. 2. Of all the surveyed, 9.64% regarded Home Economics Education as an essential part of school education and the positive ratio was higher with younger respondents. 3. To the question asking if the high school Home Economics Education could have influence on one's capacity, 97.2% of the answerers said yes. The respondents with career under 15 year showed 100% of positive agreement in this matter and of age under 40 marked much higher ratio of 98.84% than the elders. 4. The overall recognition of the necessity for separate sections in Home Economics Education programmed in accordance with the 6th Revision of High School Curriculum displayed a considerably high ratio, with a little differences among age and job groups. The purpose of this study is to analyze and understand adolescents'culture, thereby to provide fundamental information for Preventive Education for Adolescents'Problems in Home Economic Education. 745 articles collected in computer communication service were used for the analysis. The data were analyzed by frequency and percentage using the SPSS/PC+computer program. The most important results of this study were as follows ; 1) Concerning 'Adolescent's Problems's, problems such as violence, homicide and robbery were treated with the greatest frequency. It was also analyzed that the older generations are highly inclined to understand adolescents'culture as a negative one, for example, 'delinquency'or 'immaturity'. 2) Although the area of 'Adolescents'Education'was treated most frequently reflecting the high educational concern in our society, the significant part of those articles were on wrongful educational administration. As much as 70.6% of the articles analyzed were on 'Education'and 'Problems'. Thereby it may be concluded that the other areas such as health, activities, worries, values and harmful environments ere treated respectively as only a 'subculture'or'fragmentary culture'. The articles containing correlations and interactions among them and certain alternative proposals were very rare. 3) The areas such as 'Worries and Counselling'and 'Health'were occupying only a small portion of the articles. The articles which were treating the practical worries and their resolutions were even rarer. 4) 'Values'of the adolescents tended to be viewed by the older generations very negatively. It was also found that the older generations gave the tendency to see the 'consumption culture'of the adolescents as a kind of 'counter culture'or'subculture'.

• Journal of Microbiology and Biotechnology
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• v.15 no.2
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• pp.287-295
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• 2005

In order to compare bacteria] community structure and diversity in activated sludges, terminal restriction fragment length polymorphism (T-RFLP) of PCR-amplified 16s rDNAs was analyzed for 31 domestic and industrial wastewater treatment plants (WTPs). Regardless of the characteristics of the wastewaters, the bacteria] community structures of activated sludges appeared diverse and complex. In particular, activated sludges in domestic WTPs contained higher bacterial diversity than those in industrial WTPs. It was also found that terminal restriction fragment (T-RF) profiles derived from domestic WTPs were very similar with each other, although activated sludges were collected from different plants at different locations. Interestingly, activated sludges of a WTP where restaurant and toilet sewages of a company were managed showed a bacterial community structure similar to that of domestic WTPs. Activated sludges in leather industria] WTPs also showed a high similarity. However, other wastewaters possessed different bacterial communities, so that overall similarity was as low as about $30\%$. Since activated sludges from WTPs for domestic wastewaters and a company sewage appeared to hold similar bacterial communities, it was necessary to confirm if similar wastewaters induce a similar bacterial community. To answer this question, analysis of T-RFs for activated sludges, taken from another 12 domestic WTPs, was conducted by using a 6­FAM$^{TM}$-Iabeled primer and an automated DNA sequencer for higher sensitivity. Among 12 samples, it was again found that T-RF profiles of activated sludges from Yongin, Sungnam, Suwon, and Tancheon domestic WTPs in Kyonggi-do were very similar with each other. On the other hand, T-RF profiles of activated sludges from Shihwa and Ansan WTPs were quite different from each other. It was thought that this deviation was caused by wastewaters, since Ansan and Shihwa WTPs receive both domestic and industrial wastewaters. From these results, it was tentatively concluded that similar bacterial communities might be developed in activated sludges, if WTPs treat similar wastewaters.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.885-905
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• 2010

This study questions that mathematical evaluations strive to memorize fragmentary knowledge and have an objective test. To solve these problems on mathematical education We did descriptive test. Through the descriptive test, students think and express their ideas freely using mathematical terms. We want to know if that procedure is correct or not, and, if they understand what was being presented. We studied this because We want to analyze where and what kinds of faults they committed, and be able to correct an error so as to establish a correct mathematical concept. The result from this study can be summarized as the following; First, the mistakes students make when solving the descriptive tests can be divided into six things: error of question understanding, error of concept principle, error of data using, error of solving procedure, error of recording procedure, and solving procedure omissions. Second, students had difficulty with the part of the descriptive test that used logical thinking defined by mathematical terms. Third, errors pattern varied as did students' ability level. For high level students, there were a lot of cases of the solving procedure being correct, but simple calculations were not correct. There were also some mistakes due to some students' lack of concept understanding. For middle level students, they couldn't understand questions well, and they analyzed questions arbitrarily. They also have a tendency to solve questions using a wrong strategy with data that only they can understand. Low level students generally had difficulty understanding questions. Even when they understood questions, they couldn't derive the answers because they have a shortage of related knowledge as well as low enthusiasm on the subject.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.937-957
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• 2010

The purpose of this study is to discover the features of symbol sense. This study tries to sum up the meaning and elements of symbol sense and the measures to improve them through documents. Also based on this, it analyzes the learning conditions about symbol sense for 6th grade mathematically able students and suggests the method that activates symbol sense in the math of elementary schools. Considering various studies on symbol sense, symbol sense means the exact knowledge and essential understanding in a comprehensive way. Symbol sense is an intuition about symbols that grasps the meaning of symbols, understands the situation of question, and realizes the usefulness of symbols in resolving a process. Considering all other scholars' opinions, this study sums up 5 elements of the symbol sense. (The recognition of needs to introduce symbol, ability to read the meaning of symbols, choice of suitable symbols according to the context, pattern guess through visualization, recognize the role of symbols in other context) This study draws the following conclusions after applying the symbol questionnaires targeting 6th grade mathematically able students : First, although they are math talents, there are some differences in terms of the symbol sense level. Second, 5 elements of the symbol sense are not completely separated. They are rather closely related in terms of mainly the symbol understanding, thereby several elements are combined.

• Journal of Science Education
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• v.37 no.2
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• pp.323-337
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• 2013

The purpose of this study was to analyze the scientific reasoning ability during open-inquiry activities of science-gifted 2nd middle school students. Open-inquiry activity is similar to process of scientists' science knowledge generation. Identifying and analyzing the scientific reasoning process and the scientific reasoning ability during open-inquiry activities of science-gifted students, will be able to provide implications for future research. CSRI Matrix(Dolan & Grady, 2010) was used to analyze the complexity of the scientific reasoning ability. The higher degree of complexity of the scientific reasoning is similar to process of scientists' science knowledge generation. The results showed that each process of the open-inquiry activities were distributed by various steps of complexity of the scientific reasoning. Particularly, 'The generating questions' and 'Connecting data to the research question' were 'most complex' step in all teams. On the other side, 'Posing preliminary hypotheses', 'Selecting dependent and independent variables', 'Considering the limitations or flaws of their experiments' were low steps in most teams. And 'Communicating and defending findings' was distributed by most various steps of complexity of the scientific reasoning.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.79-98
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• 2013

The purpose of this study was to develop practical problem based teaching-learning plans and to verify its effect on middle school students' self efficacy, ego resilience, and happiness by focusing on the unit of 'Youth's Self Management' in Technology Home Economics. For this study, the contents of twelve different Technology Home Economics middle school textbooks currently in use and a 2007 curriculum guide were analyzed. Based on the problem based question "What do I need to do to control myself better, be mentally healthier, and live a more independent lifestyle?", seven practical problem based teaching-learning plans on 'Youth's Self Management' unit were developed. 7th grade students of "K" middle school living in Gyeonggi province participated in this study. Three control groups were taught through the traditional lecture-based teaching-learning plans while four experimental groups were taught through the practical problem based teaching-learning lesson plans. The effects of lessons on self efficacy, ego resilience and happiness were analyzed using Analysis of Covariance. Significant positive effects on self efficacy, ego resilience and happiness were found in the experimental group of students.

• Journal of the Korea Institute of Building Construction
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• v.11 no.6
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• pp.597-608
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• 2011

It has been often noted as a problem that as there are no objective and clear criteria for the repair cost estimate of persistent defects, when a claim arises in relation to an apartment construction, significantly different amounts of compensation may be given for similar defects based on the experience and tendencies of the construction experts asked to make a judgment. For this reason, this research aims to present defect managers with a more reasonable and objective estimation criteria and a system to determine the repair cost of defects based on an analysis of relevant factors. The research findings show that the historical cost system is applied first, and then a standard of estimation is used to estimate the cost for the items that are not included in the historical cost system. The criteria for the repair cost for each defect is as follows: the repair cost for defects arising from a regulation violation is determined by calculating the reconstruction cost of the parts in question after demolishing them; the repair cost for progressive defects is determined based on a contribution ratio proportional to the age of the building; the repair cost for repetitive defects is calculated by considering an alternative to maximize the intended function of the defective parts; and the repair cost for value depreciation defects is determined based on the ratio of the warranty period to the lapsed years. However, repair cost estimation for dual value depreciation defects should be studied in future research.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.122-132
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• 2005

Graphing abilities are critical to understand and convey information in science. And then, to what extent are secondary students in science courses able to understand line graphs? To find clues about the students' interpretation processes of the information in science-related line graphs, this study has the following research question: Is there a difference between the levels of complexity of good and poor readers as they use the thinking aloud method for studying cognitive processes? The present study was designed to provide evidence for the hypothesis that good line graph readers use a specific graph interpretation process when reading and interpreting line graphs. With the aid of the thinking aloud method we gained deeper insight into the interpretation processes of good and poor graph readers while verifying verbal statements with respect to line graphs. The high performing students tend to read much more information and more trend-related information than the low performing students. We support the assumption of differential line graph schema existing in the high performing students in conjunction with general graph schema. Also, high performing students tend to think aloud much more metacognitively than low performing students. High performing students think aloud a larger quantity of information from line graphs than low performing students, and more trend-related sentences than value-related sentences from line graphs. The differences of interpretation processes revealed between good and poor graph readers while reading and interpreting line graphs have implications for instructional practice as well as for test development and validation. Teaching students to read and interpret graphs flexibly and skillfully is a particular challenge to anyone seriously concerned with good education for students who live in an technological society.

• Korean Journal of Social Welfare
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• v.66 no.4
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• pp.257-280
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• 2014

This is a study of Jinminso. The purpose of the study is to search and analyze the documents about Jinminso. The data is composed with the first hand historical documents both government documents and civil newspapers which are searched by internet. Based on the documents found, it is safe to say that Jinminso has existed and functioned as an indoor almshouse for the poor. It was established in June 25, 1898 by civil people with donated money in order to reduce the burden of Emperor and to share the love and care for their people with a brotherhood mind. The Jinminso resident were the poor, the sick, the orphans, widows, elderly living alone, and the disabled. They received food, clothes, and shelter. However, Emperor Gojong ordered to shut down Jinminso, and it was closed in Sept. 25, in 1898. The main reason was inappropriate collection of money for the agency operation from the merchants. When Jinminso was closed, all the inmates became homeless. The founders asked to reopen it, and it was accepted but this time was opened as a government agency in 1899. Jinminso imposes great meanings. One, Jinminso was not just an office but a direct service agency housing hundreds of poor people; two, poverty was understood as social problem not just a local district problem; three, rules and regulations were prepared to set up a system of modern age social welfare. The findings provide a clue how the government and society perceived poverty and the poor during the time of late 1800s to early 1900s. The existence of Jinminso will pose many new question.