• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.190-203
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• 2002

The purpose of this study is to test content validity of a portfolio assessment and to analyse the information which can be obtained from student portfolios. The content validity of the portfolio was tested against the objectives of each lesson and the emphasis of curriculum. The information was identified from the analysis of student portfolios. Students' portfolios from a fourth grade class in Pyeungteak, Kyeungki-do were used for analysis. The portfolios included students' evidence of learning on (I) Strata, Unit 2 'Strata and Fossil,' and (3) Change of Object by Heat, Unit 4 'Heat and Change of Object'. Fourth-grade science textbooks were also analyzed to understand the base level information for portfolio analysis. Two science education specialists and ten elementary teachers majored in science education took part in this analysis. The results of the analysis showed $70{\sim}100%$ of agreement between the objectives of lesson and portfolio forms. Over 90% of agreement is reached between portfolio forms and the emphasis of the curriculum. Student portfolios revealed much information on comprehension, observation, will to study, and process of learning. They also revealed some information on drawing conclusion, communication. self-direction, progress of learning, self-concept, interaction, and process of learning. As a whole, the information in students' portfolios is similar with that dealt in science textbooks. However, students' portfolios have more information on anticipation, will to study, self-direction, and interaction. On the contrary, science textbook deals more with information on observation, planning inquiry, than students' portfolios. The portfolio assessment examined has very sound content validity. The results also show that much more and various information which can not be obtained from pencil and paper test could be obtained from student portfolios. The use of information, obtained from student portfolios will make it possible understand students' learning. their strength and weakness, hence improve student' science learning.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.97-111
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• 2020

In the 2015 revised curriculum, 'Integrated Science' was established to increase convergent thinking and designated as a common subject for all students to learn, regardless of career. In addition, the 2015 revised curriculum introduced 'competence' as a distinctive feature from the previous curriculum. In the 2015 revised curriculum, competencies are divided into core competencies of cross-curricular character and subject competencies based on academic knowledge and skills of the subject. The science curriculum contains five subject competencies: scientific thinking, scientific inquiry, scientific problem solving, scientific communication, scientific participation and life-long learning. However, the description of competencies in curriculum documents is insufficient, and experts' perceptions of competencies are not uniform. Therefore, this study examines the perceptions of science subjects in science high school teachers by deciding that comprehension of competencies should be preceded in order for competency-based education to be properly applied to school sites. First, we analyzed the relationship between achievement standards and subject competencies of integrated science through the operation of an expert working group with a high understanding of the integrated science achievement standards. Next, 31 high school science teachers examined the perception of the five subject competencies through a descriptive questionnaire. The semantic network analysis has been utilized to analyze the teachers' responses. The results of the analysis showed that the three curriculum competencies of scientific inquiry, scientific communication, scientific participation and life-long learning ability are similar to the definitions of teachers and curriculum documents, but in the case of scientific thinking and scientific problem solving, there are some gaps in perception and definition in curriculum documents. In addition, the results of the comprehensive analysis of teachers' perceptions on the five competencies show that the five curriculum competencies are more relevant than mutually exclusive or independent.

• Journal of Dental Rehabilitation and Applied Science
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• v.17 no.4
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• pp.283-305
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• 2001

The purpose of this study was to analyze the stress distribution of condylar regions and edentulous mandible with implant-supported cantilever prostheses on the certain conditions, such as amount of load, location of load, direction of load, fixation or non-fixation on the condylar regions. Three dimensional finite element analysis was used for this study. FEM model was created by using commercial software, ANSYS(Swanson, Inc., U.S.A.). Fixed model which was fixed on the condylar regions was modeled with 74323 elements and 15387 nodes and spring model which was sprung on the condylar regions was modeled with 75020 elements and 15887 nodes. Six Br${\aa}$nemark implants with 3.75 mm diameter and 13 mm length were incorporated in the models. The placement was 4.4 mm from the midline for the first implant; the other two in each quardrant were 6.5 mm apart. The stress distribution on each model through the designed mandible was evaluated under 500N vertical load, 250N horizontal load linguobuccally, buccal 20 degree 250N oblique load and buccal 45 degree 250N oblique load. The load points were at 0 mm, 10 mm, 20 mm along the cantilever prostheses from the center of the distal fixture. The results were as follows; 1. The stress distribution of condylar regions between two models showed conspicuous differences. Fixed model showed conspicuous stress concentration on the condylar regions than spring model under vertical load only. On the other hand, spring model showed conspicuous stress concentration on the condylar regions than fixed model under 250N horizontal load linguobuccally, buccal 20 degree 250N oblique load and buccal 45 degree 250N oblique load. 2. Fixed model showed stress concentration on the posterior and mesial side of working and balancing condylar necks but spring model showed stress concentration on the posterior and mesial side of working condylar neck and the posterior and lateral side of balancing condylar neck under vertical load. 3. Fixed model showed stress concentration on the posterior and lateral side of working condylar neck and the anterior and mesial side of balancing condylar neck but spring model showed stress concentration on the anterior sides of working and balancing condylar necks under horizontal load linguobuccally. 4. Fixed model showed stress concentration on the posterior side of working condylar neck and the posterior and lateral side of balancing condylar neck but spring model showed stress concentration on the anterior side of working condylar neck and the anterior and lateral side of balancing condylar neck under buccal 20 degree oblique load. 5. Fixed model showed stress concentration on the anterior and lateral side of working condylar neck and the posterior and mesial side of balancing condylar neck but spring model showed stress concentration on the anterior side of working condylar neck and the anterior and lateral side of balancing condylar neck under buccal 45 degree oblique load.. 6. The stress distribution of bone around implants between two models revealed difference slightly. In general, magnitude of Von Mises stress was the greatest at the bone around the most distal implant and the progressive decrease more and more mesially. Under vertical load, the stress values were similar between implant neck and superstructure vertically, besides the greatest on the distal side horizontally. 7. Under horizontal load linguobuccally, buccal 20 degree oblique load and buccal 45 degree oblique load, the stress values were the greatest on the implant neck vertically, and great on the labial and lingual sides horizontally. After all, it was considered that spring model was an indispensable condition for the comprehension of the stress distributions of condylar regions.

• Journal of Science Education
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• v.36 no.2
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• pp.198-215
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• 2012

Purpose of this study is to clarify the effect of creative science writing for interest of biology and scientific attitude on high school student. Creative science writing is a learning method to enhance comprehension and expression of thinking of science contents related to daily life. 148 students were recruited and divided into two groups, experimental group were experience creative science writing lessons. On the other hand, contrary group were applied interest enhancement lessons excepted creative science writing activity. To investigate the effect of creative science writing, interest check of biology was used, and scientific attitude test was used to understand changes in student's scientific attitude. Experimental group had taught using creative science writing and their awareness of the instruction was analyzed with questionnaire. As a result of this study, the class based on creative science writing was effective in improving high school students' interest in biology and in particular it was helpful in promoting interest in biology and learning of biology. It suggested that the class based on creative scientific writing used a new teaching method unlike existing methods, caused them to have interest in the instruction by making them express their daily life freely not to memorize learning contents, applied learning contents to daily life through many kinds of writings and then enhanced their interest in biology. Indeed, the class based on creative science writing had the positive influence on changes in the scientific attitude of high school students. Since creative science writing is writing one's own idea through extensive thinking based on learning contents, it was effective in arranging the process of thinking and changing their scientific attitude into positive one. Consequently, it was concluded from the above results of the research that the teaching using creative science writing was available as the effective teaching methods to improve high school students' interest in biology and change their scientific attitude into positive one.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.32 no.2
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• pp.82-94
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• 2014

This study aims to comprehend that Gwanghalluwon for aspects of landscape change in terms of construction garden(樓園). Transformation focused on the spatial structure is divided into four periods based on literature. And reflect of landscape elements in defunct or unattributable records from tale and novel. The results were as follows. First, The beginning of Gwanghanllu pavilion(廣寒樓) was the composition of the Gwangtongnu Pavilion(廣通樓). The pavilion is located amid beautiful scenery such as the close-range view of a small stream, and distant view Jiri Mountain. Analysis of literature shows that Gwanghallu pavilion was in succession to Gwangtongnu Pavilion's landscape. Secondly, Gwanghallu(廣寒樓) pavilion represents the characteristic of the garden since 1582. Built the Samsinsan(三神山), Construct Lake and bridge that represents the galaxy for realization of utopia reflect in Taoist ideology. Thirdly, Gwanghalluwon garden was recovered when from Jeong-yu-jae-ran(丁酉再亂) to the Japanese Ruling Era. It took Gwanghalluwon garden a long while to recover from original form. According to records, Gwanghalluwon garden is still being likened to the landscape of fairyland by inheriting landscape in the previous of Jeong-yu-jae-ran(丁酉再亂). Fourth, By the modern times, Gwanghalluwon Garden has personality of tourist attractions. Until now, the area of the Gwanghalluwon garden has been expended during the processes of three times. Fifth, Aspect of landscape change of Gwanghalluwon is wide-spreading mainly Gwanghallu pavilion. But elements of external expansion in garden by introduced into the facility irrelevant to the authenticity of the garden. Sixth, Comprehension the cultural landscape of the garden are limited by deficient records. But, the main elements in the Gwanghalluwon garden are commonly appeared on imaginary environment within a tale and a novel. In addition, culture of garden at the time was depicted in tale and novel. In this sense, cultural landscape in garden was able to estimate through imaginary environment within novel.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.6
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• pp.86-97
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• 2015

"The Jayeon Madang Development Project("JMDP")" is a project being promoted by the Ministry of Environment to create a cultural space and a natural rest area within the city. Abuksan, located at Abuksan in Gyeongsangnam-do Miryang-si Naeil-dong, has suffered a substantial amount of environmental degradation over time, so the need for ecological restoration made it a natural choice for the location of the JMDP's site. The purpose of this study is to examine ecological restoration design strategies used in Abuksan as part of the JMDP using system dynamics. The national archery center, hole, and arable land sites are key restoration areas in Abuksan that have faced with ecological problems. In this study, we identified the status of each site, determined key strategies being implemented, and designed based on the strategies implemented up to this point for solving problems associated with each sites through the use of causal loop diagrams. The results of the causal loop diagram analysis are as follows. The national archery center site was designed around strategies including planting green manure crops and introducing hugelkultur to reduce soil acidification and green network degradation. The hole site was designed as a constructed wetland based on the emergence of hygropreference vegetation, hydrated by rainwater collected at the bottom of hole, ecological and cultural benefits of such an environment. The arable land site restoration design was built around planting native vegetation on one part of the arable land site after soil quality improved and around restoration of grassland and a dry wetland on the other part of the site to reduce soil acidification, erosion, and green network degradation. This study is a significant attempt to apply principles of system dynamics to ecological restoration by providing the design strategies using comprehension of some problems in the ecosystem feedback loops, which has not been used before in general design processes for ecological restoration.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.717-728
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• 2019

The cultivation of creative convergence talent has become more important than ever, the Korean curriculum has also undergone many changes, aiming for convergence and integrated education. In addition to these changes in science and curriculum, we examined the changes in perception and Professionalism(PCK) of integrated science education of science teachers over the past decade. For this study, 359 elementary and secondary science teachers in 2008, when the 2007 revised curriculum was applied, and 360 elementary and secondary science teachers in 2018, when the 2015 revised curriculum was applied, were examined for 10 years of changes in perceptions and PCK of integrated science education. The conclusions from the analysis were as follows. First, in 2018, elementary and secondary science teachers were found to have a statistically significant increase in awareness of integrated science education. Nevertheless, cognition was found to be 'normal'. Second, teachers' perception of the necessity of improving the professionalism of teachers, providing teaching and learning materials, reducing the contents of learning, reducing the number of students and securing flexible timetables, and raising the perception of integrated science education for students and parents as a condition for the success of integrated science education, was analyzed to be significantly higher in 2018. Third, the results of PCK survey through self-diagnosis, teachers' PCK on integrated science education, such as competence to secure curriculum contents knowledge, comprehension of curriculum and class composition related to integrated science education, teaching strategy for integrated, creation of teaching and learning environment for integrated teaching, efforts to improve administrative constraints and the professionalism of integrated science education, was significantly higher than it was ten years ago. Therefore, the recent emphasis on convergence education has increased the experience of applying convergence classes in the field of education, and it was seen as a result of the continuous efforts of science teachers to meet the changes in the education paradigm.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.2
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• pp.223-233
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• 2013

The purpose of this study was to analyze the dietary habits and perception of vegetable intake of elementary students in Gwangju and Jeonnam Gokseong county. Data collection was conducted from 5th and 6th grade students of elementary schools in Gwangju and Jeonnam Gokseong county using a structured questionnaire survey. The SPSS program was used for statistics processing and data analysis. The chi-square test was also conducted. In terms of dietary intake habits, female students consumed their meals slower than male students. Information on dietary habits and nutrition was commonly obtained from family, including the mother or father who commonly prepared meals at home. Snacks were commonly consumed less than twice daily, with the Gwangju area having a higher frequency of snacks than the Jeonnam area. Elementary students indicated that vegetables were their least favorite food, with female students having a higher interest in vegetables than male students. The pattern and perception of vegetable intake came when the students (that did not eat vegetables) were lectured by their parents on the nutritive value of vegetables. Most students understood the important nutritional ingredients of vegetables. In the case of an interest in vegetables, the Gwangju area showed significantly more comprehension than the Jeonnam area on the definition and role of dietary fiber, the dental benefits of dietary fiber, and the identification of the environment-friendly certification mark.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.33-50
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• 2009

The purpose of this study was to develop a PBL-based career education program and to examine its effectiveness on school children's career maturity. It's specifically meant to prepare a career education program to assist students to get an accurate grip on their aptitude, interest and personality and explore various sorts of occupations in the course of solving authentic and contextual career-related problems. After children's developmental characteristics and needs were analyzed, task analysis was implemented, and the objectives were defined. And then the core of the program, PBL problems were developed, and the validity of the problems were verified Evaluation plans and tools were prepared to assess children's problem-solving process and presentation, and an online learning space was designed. The program that consisted of 10-minute 21 sessions was provided to fifth-grade elementary schoolers for eight weeks. The findings of the study were as follows: The experimental group that participated in the PBL-based career education program showed a more significant improvement than the control group that didn't in career attitude and three career attitude subfactors involving planness, disposition and compromise. And the former made a more significant progress than the latter in career ability and its subfactors including vocational comprehension, self-understanding and decision-making skills as well. As a result of making a content analysis to make up for the survey, the students reported that they were able to get an objective understanding of themselves and acquire diverse and profound knowledge on work and the business world in the middle of solving the given PBL problems related to different areas in group and giving a presentation. In conclusion, a PBL based career education program developed by this researcher encouraged the students to have an objective self-understanding, to have a dynamic interactive discussion with their group members. Therefore the program had a positive impact on boosting the career attitude and career ability of the elementary schoolers. The findings suggested that in the field of elementary career education, autonomous learning attitude and subjecthood are the crucial factors to stimulate school children to explore and create their own future.