• Journal of the Korea Safety Management & Science
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• v.23 no.4
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• pp.23-29
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• 2021

The purpose of this study is to reduce the probability of occurrence of electric fires as a preemptive preventive measure, and to strengthen the capability of preventing electric fires by strengthening the cooperative function between electric fire-related departments and establishing a cooperative system. In this study, the general aspects of electric fires were identified by reviewing the literature such as ignition mechanisms of electric fires. And the major electrical fires that occurred in the last 10 years were classified into ignition factors (short circuit, overload/overcurrent, and earth leakage/ground fault) and ignition sources (wiring/wiring appliances, electrical equipment/household appliances). And the 4M technique was used to analyze the potential causes of ignition at the fire site and to suggest preventive measures. In the case In this study, out of 48 electrical fires in the past 10 years, 16 short-circuit fires, 3 overload/overcurrent fires, 3 short-circuit and earth fault fires, 16 fires in wiring/wiring appliances, and 10 fires in electrical equipment/home appliances classified as cases. And prevention measures were presented in terms of human, machine, media, and management by using the 4M technique. For the preemptive prevention of electric fires, strengthening the compulsory electrical safety inspection and making it mandatory to report when new or expanding electric facilities, charging a fee for electric safety inspection for detached houses and granting benefits subject to inspection completion, improvement of the electric safety voluntary inspection table and safety indications; It was suggested as a policy to organize and operate electrical safety inspection personnel in a two-person team (mixed), establish a close work cooperation system with related organizations, and strengthen electrical safety education and publicity.

• Ecology and Resilient Infrastructure
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• v.6 no.3
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• pp.163-170
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• 2019

The civil engineering materials used to stabilize the slopes of new riverbanks have a great impact on the types and growth of vegetation introduced after the completion of construction procedure. Recently, microbial-derived, ${\beta}$-glucan- and xanthan gum-based biopolymers are attracting attention as an ecofriendly strengthening material of riverbanks that can possibly stimulate plant growth. This study aimed to assess ecological effects of biopolymer application on native plants in Korean riverbanks. In particular, since dominant plant species could shape characteristics of an ecosystem, we examined the effects of biopolymer on the dominant plant species in riverbanks. Overall, biopolymer did not affect seed germination rates of testing plant species. In contrast, plants grew more vigorously in the soil mixed with biopolymer compared to those in the control soil. The biomass of Echinochloa crus-galli especially increased around two times more in the biopolymer treatment. Plants produced heavier root biomass and leaves with larger specific leaf area, which possibly contributes to the tolerance of environmental stress like drought. These results suggest that biopolymers treated on river banks are expected to stimulate plant growth and increase stress tolerance of domestic dominant plant species.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.217-226
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• 2020

The purpose of this research is to draw suggestions on the settling of the 2015 revised curriculum and the direction of science curriculum improvement by identifying the current status of science general elective courses for high school sophomores, and examining teachers' perception. To this end, with 12 city and provincial education offices' cooperation, we analyzed the status of science elective subjects that freshmen took in 2018 by school year, school type and region. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss ways to improve curriculum operation and implementation of science general elective courses, and ways to raise the selection rate. The number of science general elective courses for high school students in 12 municipal and provincial education offices was confirmed to be 163,710 for Physics I, 216,754 for Chemistry I, 290,736 for Bioscience I, and 200,861 for Earth Science I. By school type, autonomous high schools have the highest completion rate, while specialized schools and vocational schools have very low rates. Units completed per semester for general elective courses were mostly three units (61.5%) and two units (28.7%). High school science teachers suggested reconstruction of three-unit elective courses that can be completed in one semester, content development focused on competences rather than knowledge, and the need for a teacher community to improve teachers' teaching competences. Based on the results of the research, ways to operate high school science elective curriculum in preparation for the high school credit system were suggested.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.390-400
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• 2006

The purpose of this study is to propose an improvement plan based on an analysis of the current earth science teacher education curriculum in the department of education in the four fields of teaching profession theory: student-teacher practice, subject lesson education, and subject content education. The following are the conclusions and suggestions of this study. In case of teaching profession theory, too much emphasis is put on pedagogical theory over practical issues, and a problem arises upon completion. Therefore, it is sugguest that teaching profession theory might be completed before subject lesson education to ensure more authentic subjects performing teaching profession. The current term for student-teacher training is too short to understand the whole school system. Current school system does not have any off-job training course or internship system. Therefore, student-teacher training term should be increased by at least $3{\sim}6$ months to play a vital role in the current system. The credit number of subject lesson education is too small compared with subject content education. Consequently, the credit number of subject lesson education should be increased, and more professor majored in subject lesson education should be recruited. Significant deviation between the content of subject content education and that of middle school grade exists, and there is also much difference in the ratio of subject according to university. To get rid of these problems, subject content education should be connected with subject lesson education and appropriate number of credit needs to be assigned to each subject domain.

• Ocean and Polar Research
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• v.28 no.4
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• pp.369-383
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• 2006

The Saemangeum project is one of the biggest reclamation efforts in Korea and may cause coastal ecosystem change due to altered environments and habitat loss. Since February 2002, benthic environment and community structure in the Saemangeum studied area were studied to assess the influence of the project on macrofaunal community. The result of seasonal study from February, 2002 to August 2005 is reported here. Overall, changes of species numbers and dominant species of benthic animals in the periods before (1988) and after $(2002{\sim}2005)$ the Saemangeum dike construction were not evident both inside and outside the dike. However, local environmental and community change were noted The partial completion of Saemangeum dike $(4^{th}\;dike)$ in June 2003 altered water circulation and sediment deposition patterns both inside and outside the dike. Fine sediment was accumulated inside and outside the $4^{th}$ dike while coarse sediment dominated near the main channel (Sinsi gate). Benthic community resl)ended to the altered sediment type in these areas. Species number and diversity in both site was low compared to other sites. The dominant species in these areas were composed of the benthos that had not commonly occurred in the Saemangeum subtidal area.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.18 no.4
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• pp.234-265
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• 2013

Oceanic current maps in the secondary school science and earth science textbooks have played an important role in piquing students's inquisitiveness and interests in the ocean. Such maps can provide students with important opportunities to learn about oceanic currents relevant to abrupt climate change and global energy balance issues. Nevertheless, serious and diverse errors in these secondary school oceanic current maps have been discovered upon comparison with up-to-date scientific knowledge concerning oceanic currents. This study presents the fundamental methods and strategies for constructing such maps error-free, through the unification of the diverse current maps currently in the textbooks. In order to do so, we analyzed the maps found in 27 different textbooks and compared them with other up-to-date maps found in scientific journals, and developed a mapping technique for extracting digitalized quantitative information on warm and cold currents in the East Sea. We devised analysis items for the current visualization in relation to the branching features of the Tsushima Warm Current (TWC) in the Korea Strait. These analysis items include: its nearshore and offshore branches, the northern limit and distance from the coast of the East Korea Warm Current, outflow features of the TWC near the Tsugaru and Soya Straits and their returning currents, and flow patterns of the Liman Cold Current and the North Korea Cold Current. The first draft of the current map was constructed based upon the scientific knowledge and input of oceanographers based on oceanic in-situ measurements, and was corrected with the help of a questionnaire survey to the members of an oceanographic society. In addition, diverse comments have been collected from a special session of the 2013 spring meeting of the Korean Oceanographic Society to assist in the construction of an accurate current map of the East Sea which has been corrected repeatedly through in-depth discussions with oceanographers. Finally, we have obtained constructive comments and evaluations of the interim version of the current map from several well-known ocean current experts and incorporated their input to complete the map's final version. To avoid errors in the production of oceanic current maps in future textbooks, we provide the geolocation information (latitude and longitude) of the currents by digitalizing the map. This study is expected to be the first step towards the completion of an oceanographic current map suitable for secondary school textbooks, and to encourage oceanographers to take more interest in oceanic education.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.