• Smart Media Journal
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• v.13 no.5
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• pp.45-51
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• 2024

Recently, realistic contents such as virtual reality(VR) and augmented reality (AR) are widely used for education to provide beneficial learning environments with thee-dimensional(3D) information and interactive technology. Specially, AR technology will be helpful to intuitively understand by adding virtual objects registered in the real learning environment with effective ways. In this paper, we developed an AR learning system using 3D spatial information in the 2D based textbook for studying math related to geometry. In order to increase spatial learning effect, we applied to solid shapes such as prisms and pyramids in mathematics education process. Also, it allows participants to use various shapes and expression methods (e.g., wireframe mode) with interaction. We conducted the experiment with our AR system, evaluated achievement and interest. Our experimental study showed positive results, our results are expected to provide effective learning methods in various classes through realistic visualization and interaction methods.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.359-368
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• 2000

The purpose of this study is to develope and apply NIE programs related to sub-chapter 'The Change of Weather and Circulation of Water' in 2nd grade science text book of middle school, and thereby to investigate the effects of NIE approach on science-related attitude and teaming achievement of students, and interaction between treatment methods and students' learning ability. Subjects consisted of 2nd grade students of four classes in a girls middle school located at the southern part of Seoul. Four classes were divided into experimental and control groups by two classes randomly. The experimental groups have been instructed on the related-general concepts for six times and then received seven NIE programs developed by researcher for seven times. The control groups have received the instruction through the conventional teaching method. The NIE learning has been progressed following the steps using in the Iowa Chautaugua Program, e.g. invite, explore, propose explanation and solutions, and take action. NIE programs, e.g. project studying, topic studying and a crossword puzzle have been developed and applied using 'science first' approach of the STS instruction. Twenty questions related to social implications of science and leisure interest in science within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The results of this study can be summarized as follows. (1) NIE approach was more effective in progressing learning achievement of middle school students than conventional teaching method (p<.01). (2) Experimental groups show statistically significant improvement on science-related attitude than control groups (p<.01). There were no significant interactions between treatment methods and students' learning ability on learning achievement and leisure interest in science. The NIE approach were more effective than the conventional one on social implications of science, especially to low ability students.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.490-498
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• 2002

This study investigated the effects of the 'Meeting With Scientists' program on children's stereotypical images of scientist. To do those, 36 children of a fifth grade class participated in the program for one month. The program consisted of two main activities:(l) participating in scientists' lectures and exchanging e-mail with them; and (2) visiting web sites about scientist and science, and exchanging e-mail with scientists at the sites. The results of the study can be summarized as follows: First, after participating in the program, children showed the significant decrease of several stereotypical items, such as facial growth of hair(bald hair beard), symbols of research, and age of the scientist. Second, the most popular source of the images was the visual media at the pretest but the source was changed to the visiting and participating scientist's lecture, and internet at the posttest. The latter items appeared a significant difference between the pretest and the posttest, The results indicate that the program is effective to decrease of children's stereotypical physical image of scientist.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.305-315
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• 2016

The purpose of this paper was to analyze the role of illustrations in elementary textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea from point of view of aim of science by applying the criteria of 5E inquiry process model for reflecting core aim of the science education. The subjects of the paper was the 105 illustrations in the earth-science domain of elementary science textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea. The analysis criterion was of two categories, the function of illustration and the role of illustration. the function of illustration was divided into three subcategories such as Exclusiveness type, correspondence type and supplementary type. The role of illustration was divide into five subcategories such as Engagement, Exploration, Explanation, Elaboration and Evaluation. According to results of the illustration analysis are as follows: the result of the function of illustration are exclusiveness type 39, correspondence type 36 and supplementary type 30, the important of point to note is that there are a lot of exclusiveness type considerably. compared with other subjects, this fact indicate character of illustration of the only science textbook. The result of the role of illustration are Engagement 14, exploration 64, explanation 25, elaboration 2 and evaluation 0. This data indicate main role of illustrations in earth-science domain is to help the students to be able to observe and explore. Cross-analysis of the function and role was a significant difference. Role of illustration was evenly distributed within Exclusiveness type on the other hand, the role of illustrations was mainly exploration and explanation in correspondence and supplementary type. Especially, illustration of exploration was mainly correspondence type.

• Journal of the Korean Society for information Management
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• v.31 no.3
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• pp.29-63
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• 2014

This study attempted to reveal the characteristics of the Y generation, to derive the services of the next generation digital library, and to compare differences between the demands of the baby boom generation and the Y generation to some extent. As a result, first, it is shown that the digital device the Y generation uses the most, was a cell phone or smartphone, followed by desktop PC, notebook PC, and digital camera. Although there were some differences, the Y generation's use ratio of digital devices was substantially similar to the baby boomers'. Second, there was a significant difference between the Y generation and baby boom generation in terms of using digital services. While the Y generation used internet portals the most, the baby boom generation used e-mail service the most. Third, we surveyed the services which the Y generation and baby boom generation require for the next generation digital libraries, by grouping as follows: the cloud service, infinite creative space (maker space), big data, augmented reality, Google Glass, context-aware technologies, semantic services, SNS service, digital textbook service, RFID and QRCode service, library space configuration, a state-of-the-art display technology, and other innovative services. While the most demanded service by the Y generation was big data service, the baby boom generation most demanded digital textbook service.

• Proceedings of the Korean Society for Food Science of Animal Resources Conference
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• 2004.05a
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• pp.123-126
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• 2004

소시지의 구성아미노산 총량은 Bo 소시지가 Eo 소시지보다 많고, B+ 소시지가 E+ 소시지보다 많아서 원료육의 등급이 소시지의 구성아미노산 총량에 영향을 미치는 것으로 판단된다. 패티의 아미노산 함량은 Bo 패티가 Eo 패티보다 총량이 적었고, 쑥을 첨가한 패티가 첨가하지 않은 패티보다 많았다. 수육의 아미노산 총량은 Bo 수육이 Eo 수육보다 적어서 원료육의 등급에 따른 차이가 있었다. 햄의 아미노산 총량은 Bo 햄이 Eo 햄보다 적어서 등급에 의한 차이가 있었다. 네 종류의 육제품 모두에서 가장 많은 조성을 차지하는 아미노산은 glutamic acid, aspartic acid, lysine, leucine, arginine, alanine의 순이었으며, 필수아미노산은 5.45${\sim}$13.60% 사이었다. 돈육 소시지의 지방산 조성은 포화지방산이 34.44${\sim}$35.94%, 불포화지방산이 60.71${\sim}$63.72%로 등급이나 쑥의 첨가에 의한 영향은 없었다. 패티의 지방산 조성은 전체적으로 포화지방산이 33.83${\sim}$37.14% 수준이고, 불포화지방산은 59.52${\sim}$63.09%로 Bo 패티가 Eo 패티보다 높았으며, 쑥의 첨가에 의한 차이는 크지 않았다. 수육의 지방산 조성은 포화지방산이 40.87${\sim}$45.73%로 Bo와 Eo 수육이 비슷하여 등급에 의한 영향은 없었다. 그리고 쑥을 첨가한 B+와 E+수육이 쑥을 첨가하지 않은 Bo와 Eo 수육보다 포화지방산 조성비가 적제 나타났다. 햄의 포화지방산은 쑥을 첨가하지 않고 제조한 Bo 햄이 Eo 햄보다 다소 많았고, 쑥을 첨가하지 않은 햄이 쑥을 첨가한 햄보다 적었다.분산시키는 것으로 나타났다. 또한 고기를 단계별 복합처리로 저 allergy 처리는 단계별로 점차적으로 allergy가 감소되었다. 즉 단계별로 억제가 안되는 것부터 억제되는 처리를 복합적으로 처리한 것으로 그 단계는 천연효소처리에 인산염 처리, 여기에 초음파 처리, 마지막 단계로 3분 끓이면 억제율이 68%까지 억제되었다. 이는 단일처리시 전혀 억제를 못하는 처리를 단계별로 한 단계씩 더해가면 allergy 억제효과가 나타난다고 할 수 있겠다. 초음파 처리도 역시 저 allergy 처리 공정에 이용될 수 있는데 이것은 그 처리로 인해 새로운 알러젠이 생성될 수도 있다. 또한 복합처리로 allergy를 감소시키면 연속적이고 동시적으로 하기 때문에 원가를 절감할 수 있다.환경현안에 대한 정치경제적 접근을 외면하지 말고 교과서 저작의 소재로 삼을 수 있어야 하며, 이는 '환경관리주의'와 '녹색소비'에 머물러 있는 '환경 지식교육'과 실천을 한단계 진전시키는 작업으로 이어질 것이다. 이후 10년의 환경교육은 바로 '생태적 합리성'과 '환경정의'라는 두 '화두'에 터하여 세워져야 한다.배액에서 약해를 보였으나, 25% 야자지방산의 경우 50 ${\sim}$ 100배액 어디에서도 액해를 보이지 않았다. 별도로 적용한 시험에서, 토마토의 경우에도 25% 야자지방산 비누 50 ${\sim}$ 100배액 모두 약해를 발생하지 않았으나, 오이에서는 25% 야자지방산 비누 100배액에도 약해를 나타내었다. 12. 이상의 결과, 천연지방산을 이용하여 유기농업에 허용되는 각종의 살충비누를 제조할 수 있었으며, 방제가 조사결과 진딧물, 응애 등 껍질이 연약한 곤충의 방제에 효과적인 것으로 나타났다. 따라서 제조된 살충비누를 활용하면 환경친화적인 해충방제가 가능하다고 판단되었다.능을 충진시켜

• 대한공업교육학회지
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• v.41 no.1
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• pp.128-146
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• 2016

The purpose of this study was to provide a basic research data for increasing the quality of 'creative engineering design' lesson and the teaching learning capability of high school teachers by analyzing the teaching learning management status and improvement plan of 'technology home economics subject' lesson for high school teachers. In order to investigate the teaching learning management status, the survey questionnaires from 63 teachers were collected from high school teachers who teach technology home economics subject currently and analyzed by statistical program SPSS 20. The main results of this study were as follows: First, for the contents of 'creative engineering design' lesson, the highest mean of response was 'creative thinking method'(M=4.22). In the learning activities, the teachers perceived the importance of the 'idea concept' highly. Second, in the management of 'creative engineering design' lesson, the teachers perceived the importance of the secure of tool, material budget, and practice space for the lesson highly. In the teaching capabilities, the teacher perceived the importance of the preparing teaching learning strategy most($$M{\frac{._-}{.}}4.14$$). Third, the teachers preferred to product for making uncomfortable things better in life and the other production outside from the content of textbook. Fourth, in the ratio of practice:theory lesson, they perceived the ratio of 3:7(36.5%), 4:6(25.4%), and 2:8(23.8%) are appropriate. In the assessment, the combination of production, portfolio, and presentation was preferred most. Fifth, there were statistically significant difference in teachers' interest and satisfaction and contents about 'creative engineering design' lesson between groups divided by the existence of practice space, certification held(technology teacher, non technology teacher), etc. Therefore, in order to improve the interest and satisfaction about the 'creative engineering design' lesson, the secure of space for technology practice and material budget were required. In addition, training and seminars program for improving the teaching capability for 'creative engineering design' lesson were required.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.258-279
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• 2015

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.223-237
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• 2008

The purpose of this research was to provide the information needed for improving the contents in housing unit of middle school technology and home economic textbook. For this purpose, a survey questionnaire was developed to examine teachers' importance perception of 48 contents in housing unit. A direct survey and an e-mail survey were used to collect data from teachers, and a total number of 233 data were analyzed. Conclusions were summarized as following: 1. Among the 48 contents in housing unit, the average score of teachers' importance perception of the 18 contents on 'interior environment and equipments' was 3.94; the average score of teachers' importance perception of the 15 contents on 'living space plan and use' was 3.78; and the average score of teachers'importance perception of the 15 content on 'housing maintenance and repair' was 3.42. Therefore, the 15 contents on 'housing maintenance and repair' must be revised. 2. Teachers' importance perception of 25 contents, among the 48 contents in housing unit, were significantly differentiated by gender, age, teaching experience, scholastic attainment, subject in charge(technology, home economics, technology and home economics), school type(boys' middle school, girls' middle school, coeducation), and region(city, county). Therefore, the 25 contents, of which importance perception were influenced by teachers' characteristics, must be revised in order to maintain the consistent importance perception. Suggestions were that the team teaching of technology and home economic textbook was more recommendable; that the local situations must be considered in the contents of housing unit and; that the contents of housing unit must be segmented into a minimum unit for the accurate evaluation.

• Korean Journal of Heritage: History & Science
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• v.55 no.4
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• pp.278-294
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• 2022

To date, cultural property education has seen rapid quantitative growth due to national and personal needs. However, qualitative growth is lacking. The objectives of cultural property education have not been established, and therefore, even its identity is not clear. The most pressing issue at present in cultural property education is to first set objectives. This study aimed to analyze the objectives of current cultural property education, identify the problems, and set new objectives to meet significant national and personal needs in terms of education. The problems with the objectives of current cultural property education are that the persons interested in the education do not understand the concept of the education objectives clearly and that the objectives do not contain much actual content of the education. Also, the objectives of the education do not take into account the dynamic competencies and interests of the learners and do not satisfy the changes of the times. To solve these problems, new cultural property education, called 'U.V.E.C.,' was offerred. U.V.E.C. education is aimed at understanding cultural properties, recognizing their value, and enjoying them, and at creating culture. The objectives of U.V.E.C. cultural property education were set such that they can be modified flexibly in a learner-centric way with clear and practical format and contents. Based on this direction, stepwise objectives were set including overall objectives, detailed objectives, and practice objectives, and objective cases of each step were proposed. Considering the generality of the education and the distinct characteristics of the cultural properties, the U.V.E.C. education objectives took into account the diversity of behavioral objectives, clearness in statements, the objectives of problem solving, the initiative of learners and openness for expression outcomes. The U.V.E.C. objectives are clear and specific so that teachers can enhance their pedagogical efficiency and learners are able to develop interesting and diversified competencies. In addition, it is expected that the U.V.E.C. objectives will significantly affect objective setting for education on cultural properties which have not been studied widely. Further systemic and specific studies on the contents and methods of the U.V.E.C. education would help to change the overall education on cultural properties and position the field as a new academic area.