• Journal of Korea Entertainment Industry Association
• /
• v.13 no.1
• /
• pp.25-34
• /
• 2019

The purpose of this study is to develop a mobile app for mental health self care of university student. User centered design is a research design that applies the subject's needs assessment, analysis, design, development, evaluation, modification and supplement to suit the subjects. In order to manage the mental health of university students, they consisted of four main areas of mental health problems: drinking, sleeping, depression, and stress. It is designed to enable self test content, analysis and notification of inspection results, and management plan for current status of each area. Based on this, I developed an Android based mental health self-care Application. The subject can enter his or her mental health status data to explain the normal or risk level for each result, and the subject can then select the appropriate intervention method that he or she can perform. In addition, we developed a mental health self care calendar that can display the present status of each of the four areas on a day by day basis, and the current status can be expressed in an integrated manner through animations and status bars. The purpose of this study was to develop a mental health self-care app that can be improved by continuous and improved programs.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.355-360
• /
• 2023

Recently, with the development of digital, children are exposed to a lot of media media. Reading activity decreases, making it difficult to acquire information from books or organize and remember acquired information. Since education with augmented reality increases children's participation and immersion in learning, we proposed a reading activity application with augmented reality technology to increase children's reading interest and creativity. In addition, based on the five nurturing processes, we designed a play-oriented reading activity for the application. In addition to the application suggestions, we designed a play-centered lesson model so that it can be used in actual lessons. In order to analyze the conceptual thinking framework according to the lesson model design, we visited an actual daycare center and conducted a class attended by an expert. Experts who participated were asked to fill out a pre-produced questionnaire to review the suitability of the reading activity class model and operation, and the feasibility was examined. Our lesson model design was based on limited book content, and due to ethical concerns, large-scale experiments with children could not be conducted, so the results of the study are not representative of the whole. However, it is significant that the possibility of running a new reading activity class based on the Nuri course has been examined and proposed.

• Journal of Science Education
• /
• v.47 no.1
• /
• pp.11-23
• /
• 2023

In this study, we examined the effect of socioscientific issue (SSI) based science lessons on underachieving 9th-grade students. A total of seven lessons centered on two SSIs related to the national science curriculum were developed and implemented during the first semester of 2021. Data were collected from 185 9th-grade students in one middle school in a mid-sized city of South Korea. Among them, 37 were identified as achieving far below the standards (underachieving students hereafter). Quantitative data were collected from pre- and post-tests on basic science content and attitudes and competency measures. To supplement quantitative data, lesson observation notes were recorded, and student interviews with a selected number of students were conducted. The analysis of quantitative data was conducted through the Wilcoxon Signed Rank Test and paired t-tests. Qualitative data were analyzed to find reasons for changing attitudes. The findings showed that the SSI-based lessons were more effective on underachieving students than the others in enhancing basic academic achievement, while there was no significant effect on all in attitudes and competency. Lesson observation data showed that underachieving students were more engaged in SSI-based lessons than before. Student interviews demonstrated several reasons why they were engaged, suggesting the aspects of SSI-based lessons that facilitated underachieving students' learning. Further research topics are suggested.

• 지역과문화
• /
• v.5 no.1
• /
• pp.65-84
• /
• 2018

The purpose of this study is to develop education programs for effective education of Jeong-gan-bo. Jeong-gan-bo is a unique piece of music made during King Sejong's reign. Starting in the third grade elementary school, Jeong-gan-bo begins to develop. If you fail to understand Jeongganbo in lower grades, you often give up scores of music in a more detailed and complicated manner. This is why we need a customized education program for the first time in lower grades. For this purpose, the basic process of understanding the Jeongganbo is understood to be played as a traditional play. This study consists of the elementary school the 3rd grade scenario. This study consists of the second - grade class scenarios for the 3rd grade elementary school students, the curriculum is centered on the curriculum, which is currently in the 3rd grade curriculum, curriculum in 2009. The program learns to play the rhythm of the 1st phase, the code of the 2nd stage of Jeong-dan, and play the rhythm through play through play. Step 1 is not only visually recognizable, but also a direct sign of the code. The second phase consists of the basic composition of Jeongganbo, through the basic composition of Jangdan, and learns the exact rhythm of Jeongganbo. The results of the study can be divided into meaningful meaning in terms of educational significance and educational content development in terms of educational significance. The methods used to understand the exercises and play games were effective in understanding the contents of Jeongganbo, and also meaningful to the role of traditional music in the context of various programs.

• Journal of the Korean Regional Science Association
• /
• v.39 no.4
• /
• pp.91-110
• /
• 2023

The purpose of this study is to explore urban issues that have arisen in the urban growth process of the 1st New Town for about 34 years since its construction through newspaper articles. For this purpose, newspaper articles related to the 1st New Town were collected using web crawling, and content analysis was conducted based on text mining. The main findings of the study are as follows. First, in the early stages of the construction of the 1st New Town, issues were diverse in the following six sectors: living service facilities, real estate, transportation, urban development and maintenance, safety, and housing supply, but gradually narrowed down to those of real estate and urban development and maintenance. Second, during the new town construction and urban stabilization stages, the network structure centered on 'Seoul' was maintained, which can be explained by the fact that the 1st New Town was geographically located on the outskirts of Seoul, and many articles compared the issues to Seoul. Third, the issue of urban aging appeared from the 10th year after construction, and the discussion on urban reorganization due to urban aging began in earnest from the 30th year after construction. The significance of the study is that it explored the urban issues that occurred throughout the urban growth process of the 1st New Town, and can be used as a basis for preparing a plan to reorganize the 1st New Town.

• Journal of The Korean Association For Science Education
• /
• v.29 no.5
• /
• pp.564-579
• /
• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.

• Korean Journal of Environment and Ecology
• /
• v.38 no.2
• /
• pp.156-168
• /
• 2024

This study was carried out to provide fundamental data for forest land and the environment by investigating the vegetation structure and soil properties of forest land where Sarcodon impricatus are present. The study area was divided into the Quercus mongolica community, dominated by Q. mongolica and the Quercus variabilis community, a mixed forest with Q. variabilis, Q. mongolica and Pinus densiflora. Also, Calamagrostis arundinacea in the former community and Disporum smilacinum and Carex siderosticta in the latter community showed significant levels as indicator species. Both communities showed a strong correlation between available phosphate and pH, sand, and clay, and the high organic matter content and slightly acidic pH of the soil are believed to be related to the development of S. impricatus. The species appearing at the lower layer continue to dominate because the species appearing at the upper layer have secured realized niches. The site was distributed in a relatively humid place in a north-east direction, and soil was developed with a thin litter layer and low rock exposure. In the selected S. impricatus growing areas, vegetation centered on highly adaptable species to disturbance or external interference was developed. Therefore, it is expected to be used as fundamental data to promote the occurrence of S. impricatus during artificial cultivation, as it is possible to identify the stand where S. impricatus occurs indirectly.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.24 no.1
• /
• pp.207-212
• /
• 2024

The importance of hydrogen fuel cells continues to be emphasized, and there is a growing demand for education and training in this field. Among various educational environments, metaverse education is opening a new era of change in the global education industry, especially to adapt to remote learning. The most significant change that the metaverse has brought to education is the shift from one-way, instructor-centered, and static teaching approaches to multi-directional and dynamic ones. It is expected that the metaverse can be effectively utilized in hydrogen fuel cell engineer education, not only enhancing the effectiveness of education by enabling learning and training anytime, anywhere but also reducing costs associated with engineering education.In this research, inspired by these ideas, we are designing a fuel cell education platform. We have created a platform that combines theoretical and practical training using the metaverse. Key aspects of this research include the development of educational training content to increase learner engagement, the configuration of user interfaces for improved usability, the creation of environments for interacting with objects in the virtual world, and support for convergence services in the form of digital twins.

• Journal of Digital Convergence
• /
• v.22 no.1
• /
• pp.1-14
• /
• 2024

In order to improve the effectiveness of carbon neutrality in Jeju Special Self-Governing Province, this study identifies the current state of social environmental education through literature research, excluding school environmental education being implemented in elementary, middle, and high schools in the province, and identifies shortcomings or problems. The purpose is to establish a plan to systematically and integratedly operate social environmental education, and the derived plan can be used as a guide to change environmental awareness and induce eco-friendly behavior to improve the effectiveness of carbon neutrality. As a result of the study, Jeju Special Self-Governing Province established a consultative body with environmental education institutions, organizations and expert groups operating dispersed throughout the province through the substantial operation and support of the environmental education center currently being entrusted, to identify the current status and develop content necessary for establishing environmental education policies, establishing a platform to enable information sharing, role division, regular communication, empathy, and policy feedback, and on-site environmental education centered on the field to stimulate emotions and personalize environmental problems so that environmental problems can be properly recognized. Emphasizing the necessity.

• Journal of The Korean Association For Science Education
• /
• v.44 no.5
• /
• pp.379-390
• /
• 2024

In this study, chemistry teachers' noticing of high school student's chemistry problem-solving materials was explored. Fourteen high school teachers participated in the study. We created materials documenting student's problem-solving processes and conducted semi-structured interviews with teachers. The results of the study revealed that most teachers only paid attention to errors in student's scientific thinking, and the number of teachers who paid attention to scientific thinking partially or completely was the same. In interpreting, teachers were most likely to provide an exaggerated interpretation with evidence, followed by a correct interpretation with evidence, and an incorrect interpretation with some evidence. In responding, many teachers suggested responses that aligned with student's thinking, with slightly more aligning with student's specific thinking than with general thinking. Teachers who suggested actions that aligned with student's specific thinking tended to be content-focused, with some vague or off-target responses. Teachers who suggested responses that aligned with student's general thinking tended to be similar to those who suggested responses that aligned with student's specific thinking, but neither type of teacher suggested student-centered responses. Some teachers suggested responses that did not align with student thinking. Based on these findings, we discussed ways to improve teachers' noticing of student problem-solving.