• Journal of the Korean Society for Nondestructive Testing
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• v.28 no.2
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• pp.217-224
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• 2008

Trusses are found in many common structures such as bridges and buildings. The truss is a fundamental design element in engineering structures and it is important for an engineer to apply the truss design to engineering structures by understanding the mechanics of truss element. In an experimental course, the experiment selves as an example of the usefulness of the Wheatstone bridge in amplifying the output of a transducer. With the apparatus described here, it is possible to obtain experimental measurements of forces in a truss member which agree within errors to predictions from elementary mechanics. The apparatus is inexpensive, easy to operate, and suitable as either a classroom demonstration or student laboratory experiment. This device is a small table-top experiment. The conventional strain measuring device is costly and complicated - it is not simple to understand its structure. Hence, strain gage and the A/D converter are assembled to come up with a load and a strain measuring device. The device was tested for measuring the strain in a loaded specimen and the results were compared to those predicted by theory of mechanics.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.160-175
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• 2004

This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.1220-1220
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• 2022

Constructionarium Ltd is a not-for-profit organisation which delivers a residential, experiential, immersive learning opportunity to university students from across the built environment education sector. Since 2002, the Constructionarium education model has been available to students in engineering, construction management and architecture at a purpose built, 19-acre multi-disciplinary training facility in Bircham Newton, England simulating real site life and reflecting site processes, practices and health and safety requirements. The unique approach of Constructionarium puts experiential learning and sustainability at the heart of everything. In a week, students develop a practical understanding of the construction process, develop transferable skills, build a team and are exposed to the latest in sustainable technologies. Experiential learning is what differentiates a Constructionarium project from regular field trips or site visits. At Constructionarium the focus is on learning by participation rather than learning through theory or watching a demonstration. The projects cannot be replicated in a classroom or on campus. Using the hands-on construction of scaled down versions of iconic structures from around the world, students learn that it requires the involvement of the whole construction team to successfully complete their project. Skills such as communication, planning, budgeting, time management and decision making are woven into a week-long interrelationship with industry professionals, academic mentors and trades workers. Working together to enhance transferable skills brings the educational environment into the reality of completing an actual construction project handled by the students. Constructionarium has used this transformational learning model to educate thousands of students from all over the United Kingdom, Europe and Asia. Texas A&M University in the United States has sent multiple teams of students from its Department of Construction Science every operational year since 2016.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2476-2483
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• 2014

This study aims to review the characteristics of specialized classrooms for governmental secondary schools in the Japanese Colonial Era by analyzing architectural drawings collected by National Archives of Korea. The results of this study are summarized as follows 1) Under the influence of Japanese science promotion of that time, specialized classrooms for science were considered as one of essential facilities. Typically exclusive specialized classrooms were assigned to two major science subjects : physics-chemistry and biology. 2) To science specialized classrooms, ancillary rooms for preparation, experiment equipment and specimen were attached and science lecture room with stepped floor was planned additionally only for the lecture on theories and the demonstration of experiment. 3) Specialized classrooms for science were zoned independently of other facilities because of the special equipments and safety. 4) Art rooms were common to both boys' and girls' schools but concerning music rooms, girls' schools had special concerns, whereas boys' schools did not. 5) Specialized classrooms for homemaking subject of girls' school were as much important as those for science subjects of boys' school. 6) Some early-established Korean boys' schools had handicraft rooms which were the symbol of vocational education-oriented, unequal policy on Koreans. Though not general cases, specialized classrooms for geography-history were planned for Japanese boys' school. Restricted to governmental secondary schools but considering the uncommon state of specialized classrooms of that time, these characteristics show conditions of early time when special classrooms were introduced into Korea.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.215-224
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• 2015

For this, 410 development topics and contents were selected based on the analysis of contents related to mathematics and science, the pre-investigation and analysis of mathematics and science teachers in agricultural, mountain and fishing villages and the analysis of the 2009 revised curriculum. The validity verification of the selected subject list and implementation plan was implemented through the reviews by experts in each subject and the storyboard was designed by reflecting the examination opinion after the final revision. Development directions of the contents were set after analyzing the application result of contents from classroom for creativity and science and selected schools in agricultural, mountain and fishing villages for demonstration, and opened the platform after the revision and supplement of the expert. It is expected to elevate students' self-directed learning abilities in agricultural, mountain and fishing villages by developing and extending smart learning contents to use ICT in Mathematics and science education, which are high in urbanrural academic disparity.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Korean Journal of Human Ecology
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• v.7 no.1
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• pp.51-67
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• 2004

This study analyzed the effects of nutrition technicians' hygiene education on cooking workers' performance of hygiene management in order to ensure the security of school meals. The situation of cooking workers' disposition in subject schools was elementary school(51.1%) and middle school(48.9%) and the type of meals was rural area type(54.2%), urban type(36.5%). and island and isolated area type(9.3%). The methods of meals management were single cooking(88.2%) and joint cooking and management(11.8%). The type of distributing meals was distributing in a dining room(93.5%), in a classroom(3.7%), and in both dining room and classroom(2.8%). Nutrition technicians' employment form included regular(53.5%) and daily(88.2%). Their education was junior college graduate(50.2%), university graduate(44.8%). and graduate school students(5.0%). Cooking workers' employment form included daily(88.2%) and regular (11.1%). suggesting that most were regular. Most cooking workers(77.4%) had at least high school certificate. Regarding the situation of cooking workers' disposition in subject schools, the number of student per one cooking worker was found as 91-120(37.2%), 61-90(22.6%). 60 and under(21.l %). 121-15006.7%). and 151 and over(2.5%). Cooking workers' level of performance of hygiene management was post-working stage(66.37/75 marks), pre-working stage(64.22/75 marks). and working stage(20.34/25 marks), The counting of meals articles in a pre-working stage(20.34/25 marks). temperature and required time in a working stage(18.78/25 marks), and machinery equipment and hygiene in a pre-working stage(21.40/25 marks) showed lowest of performance, which suggest poor service of hygiene. Cooking workers' performance of hygiene management by working stage showed the significant difference with school class(p<.001), type of schools with meals(p<.05). state of cooking workers' employment(p<.001), and cooking worker's disposition(p<.05). A working stage showed the significant difference with type of schools with meals(p<.05). A post-working stage showed the significant difference according to type of schools with meals(p<.05), and the methods of meals management(p<.05), and cooking workers' disposition(p<.05). In the execution of hygiene education, individual hygiene was highest(94.8%), followed by the management of machinery equipment and tools(89.7%), food poisoning and microorganism(94.7%), and the method of food treatment(76.4%). A yearly plan of hygiene education included established(83.9%) and not established(l6.1%). Regular education included not executed(25.1%), 2-3 times a month(l6.1%), and more than 4 a month(4.0%) and occasional education was not executed(57.0%), 1-3 times a month(26.3%), and more than 4 a month(l5.7%). In the methods for hygiene education, oral education(95.7%) was used most, followed by demonstration(10.5%), poster/photo(10.5%), video/slide(3.7%), and computer(3.7%). Frequency of improvement and complement of hygiene education included once a month(56.3%), once a year(20.7%), by quarter(l1.5%), and every six months(1l.5%). Newspaper was used most in materials of hygiene education, followed by internet, TV, nutrition technician's reeducation, information exchange between members, educational office's training, and reference book, and educational office's material. and symposium. Cooking workers' assessment of the effect of hygiene education was conducted through observation(56.8%), check table(l5.2%), question(l4.0%), and examination(14.0%). The reason of cooking workers' low level of performance included habitual custom(53.9%), lack of understanding(20.4%), overwork(l4.6%), and lack of knowledge(l1.l%) and the reason of difficulty in hygiene education included lack of time(55.3%), lack of understanding(27.6%), lack of knowledge and information(8.7%), and lack of budget(48.0%).