• The Journal of Sustainable Design and Educational Environment Research
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• 제20권1호
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• pp.43-54
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• 2021

The results of the research and analysis are as follows: First, from the existing 57 types, 51 types were additionally discovered through the Gyeonggi-do research and analysis, and a total of 108 types could be subdivided. Second, as a result of the survey and analysis of Gyeonggi-do, 17 new unique types and the causes were found Third, out of 7 less than 10 years old schools, the Ns1 and Ns2 types were accounting for almost all of them. Of the 19 mid-term new schools, the Nm7 type accounted for 32.3%, and of the 41 long-term new schools, the most occupied type was Nl13 (33.5%). Among the 20 long-term rising types of 20 to 30 years old schools, the Ai19 type accounted for 22.6%, and the Ai8 type accounted for 19.4%. Among the 21 long-term decline types in existing schools, 17.0% was for the Ad5 type, 16.1% for the Ad15 type, 15.2% for the Ad10 type, 10.0% for the Ad7 type, and 8.1% for the Ad8 type.

• Journal of Ginseng Culture
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• 제3권
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• pp.54-73
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• 2021

The Natural Products Research Institute (NPRI, 生藥硏究所), an institution affiliated with Keijo Imperial University (京城帝國大學), was the predecessor of the NPRI at Seoul National University and a comprehensive research institute that focused on ginseng research during the Japanese colonial era. It was established under the leadership of Noriyuki Sugihara (杉原德行), a professor of the second lecture in pharmacology at the College of Medicine in Keijo Imperial University. Prof. Sugihara concentrated on studying Korean ginseng and herbal medicine beginning in 1926 when the second lecture of pharmacology was established. In addition to Prof. Sugihara, who majored in medicine and pharmacology, Kaku Tenmin (加來天民), an assistant professor who majored in pharmacy; Tsutomu Ishidoya (石戶谷勉), a lecturer who majored in agriculture and forestry; and about 36 researchers actively worked in the laboratory before the establishment of the NPRI in 1939. Among these personnel, approximately 14 Korean researchers had basic medical knowledge, derived mostly from specialized schools, such as medical, dental, and pharmaceutical institutions. As part of the initiative to explore the medicinal herbs of Joseon, the number of Korean researchers increased beginning in 1930. This increase started with Min Byung-Ki (閔丙祺) and Kim Ha-sik (金夏植). The second lecture of pharmacology presented various research results in areas covering medicinal plants in Joseon as well as pharmacological actions and component analyses of herbal medicines. It also conducted joint research with variousinstitutions. Meanwhile, in Gaesong (開城), the largest ginseng-producing area in Korea, the plan for the Pharmaceutical Industry Complex was established in 1935. This was a large-scale project aimed at generating profits through research on and the mass production of drugs and the reformation of the ginseng industry under collaboration among the Gaesong Ministry, Kwandong (關東) military forces, Keijo Imperial University, and private organizations. In 1936 and 1938, the Gyeonggi Provincial Medicinal Plant Research Institute (京畿道立 藥用植物硏究所) and the Herb Garden of Keijo Imperial University (京城帝國大學 藥草園) and Pharmaceutical Factory were established, respectively. These institutions merged to become Keijo Imperial University's NPRI, which wasthen overseen by Prof. Sugihara as director. Aside from conducting pharmacological research on ginseng, the NPRI devoted efforts to the development and sale of ginseng-based drugs, such as Sunryosam (鮮麗蔘), and the cultivation of ginseng. In 1941, the Jeju Urban Test Center (濟州島試驗場) was established, and an insecticide called Pancy (パンシ) was produced using Jeju-do medicinal herbs. However, even before research results were published in earnest, Japanese researchers, including Prof. Sugihara, hurriedly returned to Japan in 1945 because of the surrender of Japanese forces and the liberation of Korea. The NPRI was handed over to Seoul National University and led by Prof. Oh Jin-Sup (吳鎭燮), a former medical student at Keijo Imperial University. Scholars such as Woo Lin-Keun (禹麟根) and Seok Joo-Myung (石宙明) worked diligently to deal with the Korean pharmaceutical industry.

• Journal of Korean Home Economics Education Association
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• 제33권1호
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• Journal of The Korean Association For Science Education
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• 제42권3호
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• 제16권6호
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• pp.177-196
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• 2021

In the era of the 4th industrial revolution, high technology is causing many changes in modern society and economy. Among them, changes in industries and jobs require new competencies of future human resources. As an educational alternative to these changes, maker education and design thinking methods are spreading around the world, and it is necessary to actively apply such education in university curriculum. Therefore, this study examines the effects of the maker education using the design thinking method on the learners' competencies required as future human resources and, relationship between the development of university students' entrepreneurial competencies and learners' competencies. And the purpose of this study is to contribute to the vitalization of entrepreneurship education for university students by suggesting an educational model. For this purpose, this study investigated the prior research on maker education/environment and design thinking methods to examine concepts and characteristics, and analyzed the influences between maker education/environment and design thinking methods and the development of learners' personal, social and technological capabilities. In addition, this study analyzed the relationship between learners' developed capabilities and university students' entrepreneurial capabilities, and based on the results, suggested directions and conceptual models for education that combine maker education/environment and design thinking methods. In conclusion, maker education/environment and design thinking methods in university education have a positive effect on the cognitive, social, and technological development of learners, and this has a significant relationship with the factors of personal, social, and technological dimensions of university students' entrepreneurial competency. It is analyzed that it has a positive effect on the promotion of entrepreneurship activities of university students. Therefore, it is judged that university's interest and support should be given to the vitalization of maker education using the design thinking method for university student entrepreneurship education and future human resources nurturing.

• The Journal of the Korea Contents Association
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• 제22권7호
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• pp.405-419
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• 2022

The purpose of this study is to find out the progress of social welfare field practice at students, universities, and training institutions in Seoul and Gyeonggi Province during the With COVID-19 era, and to suggest effective social welfare field practice operation plans. To this end, a survey was conducted on 181 people who completed social welfare field practice courses, and the final research results are as follows. First, the operation situation of practice institutions in the era of With COVID-19 was the highest when they were conducted together with 'face-to-face, non-face-to-face', and student satisfaction was positive when partial non-face-to-face practice education was conducted. Despite repeated shutdowns due to COVID-19, the degree of participation in face-to-face services was more than 9 times and the number of supervision was more than 6 times, and many responded that the quality of supervision, a social welfare field training institution, was "generally high." Second, as a result of examining the level of practice performance, trainees, and training institutions, there was a significant relationship between training institution factors and practice performance, and third, as a result of examining how the university, trainees, training institution factors, and practice performance. Therefore, in order to derive the results of social welfare field practice in the era of With Corona, programs to promote and strengthen non-face-to-face exchanges at the university level are necessary, and an education system that also provides non-face-to-face practice guidance suitable for the With Corona era. In addition, various support for the practice system of government ministries and related institutions, including universities and practice institutions, is needed.

• Journal of Korea Entertainment Industry Association
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• 제15권1호
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• pp.131-142
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• 2021

Purpose: Clinical practicums via non-face-to-face methods were inevitable due to the COVID-19 pandemic. We developed an online program for emergency nursing care and identified the feasibility of the program and the learning achievements of students. Methods: This was a methodological study. The program was developed by three professors who taught theory and clinical practicum for adult nursing care and clinical experts. Students received four hours of video content and two task activities every week in four-week program. Real-time interactive video conferences were included. Qualitative and qualitative data were collected. Results: A total of 96 students participated in the program. The mean score for overall satisfaction with the online program was 4.72(±1.02) out of 6. Subjects that generally had high learning achievement scores were basic life support care, fall prevention, nursing documentation, infection control, and anaphylaxis care. As a result of a content analysis of 77 reflective logs on the advantages of this program, students reported that "experience in applying nursing process," "case-based learning and teaching method," and "No time and space constraints" were the program's best features. Conclusion: Collaboration between hospitals and universities for nursing is more important than ever to develop online content for effective clinical practicum.

• Journal of the Korean earth science society
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• 제43권2호
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• pp.312-323
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• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

• The Journal of Sustainable Design and Educational Environment Research
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• 제21권3호
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• pp.1-13
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• 2022

This study is a case study to identify the spatial composition and structural problems of existing schools for spatial innovation as a future school that can operate a credit system for old high schools and establish a mid-to-long-term arrangement plan as a credit system operating school capable of various teaching and learning in the future. The study results are as follows: First, most of the problems of the old high schools entailed that there was very poor connectivity between buildings as most of them were arranged in a single, standard design-type unit building and distributed in multiple buildings. In addition, the floor plan of each building is suggested to be a structure in which student exchange and rest functions cannot be achieved during the break period due to the spatial composition of the classroom and hallway concepts. Second, in the direction of the high school space configuration for future school space innovation, the arrangement plan should be established by reflecting the collective arrangement in consideration of the shortening of the movement route and the expansion of subject areas due to the movement of students on the premise of the subject classroom system. Moreover, it is desirable to provide a square-type space for rest and exchange in the central area where communication and exchange are possible according to the moving class. Third, as the evaluation criteria for relocating old high schools, a space program is prepared based on the number of classes in the future, and legal analysis of school land use and land use efficiency analysis considering regional characteristics are conducted. Based on such analysis data, mid-to-long-term land use plans and space arrangement plans for the entire school space such as the school facility complex are established.

• Journal of Korean Home Economics Education Association
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• 제32권4호
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.