• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.135-159
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• 2018

This thesis compares and analyzes the dynamics between policy, knowledge and power of Myanmar's higher education development. The papers begins by exploring the dynamics during the Socialist Military Regime(1962~1988), the Collapse of Higher Education Era(1988~2010), Thein Sein's Reform Era(2010~2015) and the current Aung San Suu Kyi's Civilian Era(2015~Now). By highlighting recent dramatic policy changes, the article argues that the policy discourse on the subject of internationalization of higher education and the technocratization of education development policy by the current Civilian Government in its new policy discourse, that resulted in the active participation as well as the contributions of international donors has directly impacted on the policy dynamics around the Comprehensive Education Sector Review and the introduction of the National Education Strategic Plan 2016~2020. Further, by examining complex interaction between the current domestic education stakeholders and international donors in education sector in Myanmar, this thesis argues that the new analytical framework on the understanding of policy dynamics in developing countries goes beyond the national level. The paper argues that there needs to be broadening of the analytical framework towards the multidimensional analysis perspective that includes global, national as well as local level policy, knowledge and power dynamics in Myanmar's dynamically changing higher education sector.

• Korean Journal of Community Nutrition
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• v.21 no.1
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• pp.53-64
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• 2016

Objectives: Nowadays, the multicultural families make up significant portion of Korean population and communities. Successful re-settling in a new country can be difficult, particularly when there are disparities in dietary behavior compared to home country. The objective of the study was to investigate the dietary behavior of marriage migrant women according to their nationality in multicultural families. Methods: The primary research was conducted targeting 94 marriage migrant women who came from China (40.4%), Vietnam (26.6%), and other countries except for Japan (33.0%). We investigated their dietary behavior, such as eating attitude and food choice behavior for Korea acculturation. We also studied dietary behavior among 14 selected subjects who had high level of integration and assimilation acculturation patterns by administering the Focus Group Interview (FGI). Results: The multicultural families had more integration acculturation patterns, which could have been influenced by their nationality. Vietnamese origin has the highest cultural adaptation as marginalization pattern. The common types of Korea acculturation were integration ($3.03{\pm}1.08$), separation ($3.10{\pm}0.59$), marginalization ($3.10{\pm}0.58$), followed by assimilation ($2.84{\pm}0.51$). There were significant differences in the four types of acculturation by marriage immigrant women's country of origin (p<0.05). According to dietary behavior, 'eliminating hunger' was the most important value in a meal. Chinese marriage migrant women, who had higher level of food intake attitude significantly, also considered 'being healthy' an important value. Regarding food choice behavior, Vietnamese had lowest frequency of homeland food intake. Most of marriage immigrant women were satisfied with the Korean food, and need for education was very high with interest for cooking, good nutrition, and managing their children's dietary life. Conclusions: Coping with a change in dietary behavior is one of the biggest transitional difficulties, and family members may need support to find their familiar food items and to continue their cultural food choice behavior in the local areas. Further researches with quantitative and qualitative analysis are needed to understand the effect of dietary behavior for acculturation in multicultural families.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.489-500
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• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.89-100
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• 2012

The purposes of this study were to examine the overall tendency of perception of school environment and school adjustment in early adolescents during their transition from elementary to middle school. Also, examine the differences of adolescents' perception of school environment and school adjustment before and after entering secondary education. For this study, a total of 781 adolescents from middle school were asked to answer the questionnaire. And some objects of study, a total of 119 adolescents had answered in the same questionnaire content at the end of sixth grade of elementary school. The main findings were as followings. First, adolescents' perception of school environment during the transition to middle school was relatively good level, but perception of school safety appeared to be lower than average. Second, adolescents' school adjustment during the transition was comparatively good, particularly school life adjustment and school peer adjustment appeared to be above average. Third, there were significant positive relationships between perception of school environment and school adjustment. Fourth, adolescents' perception of school environment significantly decreased after they entered middle school, and significant differences were found in teacher support. Fifth, there were no differences in school adjustment before and after entering middle school, however school class adjustment and school life adjustment were significantly increased after the entrance into middle school.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.371-387
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• 2016

Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.25-35
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• 2016

This paper is to classify subregions of Yeongnam region, to realize their core area, and to provide the basis on studying inherent cultural characteristics in Yeongnam region. To do so, I made a overlay human factors of administrative district and dialect with physical factors of drainage basin and climate area. The limit of subregion is the range of possessing environmental factors similar to provincial center. The parcels possessing a equivalent combination of environmental factors are 27, the size of parcel is various from one-city/county to six-city/county. These parcels are classified to six subregions(Andong, Sangju, Kyeongju, Daegu, Kimhae, Jinju). The boundary of subregion is high mountains and large river which are obstacle to communication between subregions, and in case of little obstacle exists transitional zone.

• Korean Journal of Ichthyology
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• v.26 no.4
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• pp.281-287
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• 2014

An olfactory organ in Scartelaos gigas, so-called mudskipper known as adaptation to an amphibious lifestyle, was investigated anatomically and histologically. S. gigas possessed the paired olfactory organ comprising respectively the one elongated canal and two nasal sacs, lacrimal and ethmoidal nasal sac. The sensory epithelium developed partly in the canal contained four distinct types of cells: (1) receptor cell with 3 to 4 cilia in number, (2) supporting, (3) basal, (4) mucus cell. The sensory epithelium was also of transitional layer as multi cellularity structure. The non-sensory epithelium had no sensory elements. The two nasal sacs possessed typically a lot of mucin droplets. These results might be considered that anatomical structure and histological characters of the olfactory organ showing in S. gigas is adapted to semi-aquatic life associated with its ecological habit and habitat.

• Journal of architectural history
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• v.17 no.5
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• pp.39-53
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• 2008

This study aims to investigate and analyze the plan and structural system of 4 kan(間) by 4 kan(間) square church built in early 20th century. At that time, three kinds of traditional wooden structure church had been built under the circumstances of transitional era : Basilica style such as Ganghwa Anglican Church, 'ㄱ' shaped style such as Keumsan Church and $4{\times}4$ Square style such as Bukok Church and Jacheon Church that are concerned in this study. Traditional plans and structural system were mixed with new religious function and transformed into korean peculiar style. $4{\times}4$ Square style is a residual product in that process. Despite of it, little concerns on it till now. The results of this study are described as follows. 1. The plan of these $4{\times}4$ square churches is divided into three areas : cathedra($1{\times}1$), attendance($4{\times}2$), and intermediation($4{\times}2$). The location of cathedra is commonly the opposition part of main gate and projected out of the building. Attendance area was also divided into two, man and woman, because of keeping a distance with each other. 2. The structural system of these $4{\times}4$ square churches are somewhat different because of their size and roof style. In the case of Bukok church, $4{\times}4$ square fall off $3{\times}3$ and $2{\times}2$ gradually and turn into paljak(八作) roof, which enable us to get in traditional entering methods. On the contrary, Jacheon church use hipped roof but almost alike pyramidal roof, which could make us not to recognize entering in the aspect of gable part.

• Phonetics and Speech Sciences
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• v.15 no.2
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• pp.21-29
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• 2023

This study investigates the transitional aspect of vowel harmony in Korean verbal conjugation. By observing the patterns of harmonic and disharmonic tokens of 42 verbal stems searched for in the National Institute of Korean Language (NIKL) Korean Dialogue Corpus 2020/2021, I found that disharmonic tokens appeared less than 0.1% of time, most of which consisted of an /a/-stem with a monosyllabic sentence-final suffix. It was noted that disharmonic pattern started to spread to other suffixes and possibly to /o/-stems. A simple perception test showed that the disharmonic forms might have originated from vowel reduction or undershoot. These results suggest that the ongoing change is accounted for from both the articulatory and perceptual perspectives.