• Journal of Science Education
• /
• v.48 no.2
• /
• pp.111-120
• /
• 2024

The purpose of this study was to develop and implement a wetland education program using ecotourism and investigate its effect on middle school students' environmental literacy. The wetland education program was developed by analyzing the 2015 revised curriculum and integrating content from science, social studies, ethics, technology, and home economics. The subjects of this study were 49 second-grade middle school students in Jeju City. The analysis revealed that the wetland education program using ecotourism improved environmental literacy in both the cognitive and psychomotor domains. In particular, the students' awareness of the 'causes of climate change' and 'responses to climate change' appeared to have increased. Although environmental literacy in the affective domain did not improve, there were positive effects in specific areas, such as attitudes toward pollution and proactive behavior. Based on the results of this study, follow-up research should further explore using ecotourism as an effective method to enhance wetland education.

• Journal of Microbiology and Biotechnology
• /
• v.20 no.5
• /
• pp.925-934
• /
• 2010

Three typical biological solid wastes, namely, animal manure, garbage, and sewage sludge, were compared with regard to the composting process and the changes in microbial community structure. The effects of different bulking agents such as rice straw, vermiculite, sawdust, and waste paper were compared in manure compost. The differences in the microbial community were characterized by the quinone profile method. The highest mass reduction was found in garbage composting (56.8%), compared with manure and sludge (25% and 20.2%, respectively). A quinone content of $305.2\;{\mu}mol/kg$ was observed in the late stage of garbage composting, although the diversity index of the quinone profile was 9.7, lower than that in manure composting. The predominant quinone species was found to be MK-7, which corresponds to Gram-positive bacteria with a low G+C content, such as Bacillus. The predominance of MK-7 was especially found in the garbage and sludge composting process, and the increase in quinones with partially saturated long side-chains was shown in the late composting process of manure, which corresponded to the proliferation of Actinobacteria. The effects of different bulking agents on the composting process was much smaller than the effects of different raw materials. High organic matter content in the raw materials resulted in a higher microbial biomass and activity, which was connected to the high mass reduction rate.

• Korean Journal of Human Ecology
• /
• v.12 no.5
• /
• pp.687-697
• /
• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.

• Journal of Engineering Education Research
• /
• v.25 no.6
• /
• pp.93-102
• /
• 2022

Due to COVID-19, all activities in society are emphasized non-face-to-face, and the educational environment is changing without exception. Looking at the results of the survey after conducting non-face-to-face education, there was a lot of rejection of non-face-to-face practical education. The biggest reason was that instructors were not familiar with the non-face-to-face education method, and feedback was not smooth during or after education. In particular, software practice education was not easy to share the software development environment, but communication and feedback on class contents and tasks were important. In particular, if face-to-face and non-face-to-face are alternately variable, it is not easy for practical education to be consistently connected. Even if non-face-to-face hands-on education is changed to face-to-face hands-on education, we will present a plan to use a data sharing system such as question-and-answer, assignment, practice content, and board content so that it can proceed smoothly. This study presents an efficient software education process that can provide learners with a software integrated practice environment based on a shared server, question-and-answer between instructors and learners, and share feedback on tasks. For the verification of the presented process, the effectiveness was confirmed through the survey results by applying the face-to-face/non-face-to-face education process to 220 trainees for 30 months in software education classes such as A university hands-on education, B company new employees, and ICT education courses.

• Environmental Sciences Bulletin of The Korean Environmental Sciences Society
• /
• v.3 no.1
• /
• pp.11-21
• /
• 1999

The effect of sulfite on barley seedlings was investigated through Chl content, the electron transport activity of the photosystem, and Chl fluorescence. Barley leaves were harvested every 12 hrs during greening periods, and were then treated with a sulfite solution in either light or dark conditions. In both cases, the Chl content decreased in comparison with the control at any greening period. After sulfite treatment in the light, the activity of PS I decreased slightly, yet that of PSII showed a decrease of about 15%. The values of Fv, qP and qE decreased, however, the value of ql increased compared with the control. In addition, the value of qE decreased in leaves greened more than 12 hrs compared with that of the control. This indicates that the photosynthetic complex involved in energy dependent fluorescence quenching is undeveloped in a 12 hrs greened leaf, accordingly, it was a hardly affected by sulfite. After sulfite treatment in the dark, the activities of PSII and PSI decreased slightly, there was a small change in the value of Fv, qP decreased, and qE and the ratio of qNP/q increased in comparison with the control. As a result, PSII and PSI were not inhibited, however, the redox of QA was inhibited, and the excited energy was lost through the nonphotochemical pathway. The effects of sulfite in light or dark conditions were not considerably different with the Chl fluorescence quenching analysis method. In both light and dark conditions, the value of qP significantly decreased with sulfite compared to that of the control. This implies that the redox of QA was inhibited by sulfite in both light and dark contions.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.2
• /
• pp.79-93
• /
• 2016

This study analyzes the middle school Home Economics textbook's 'Adolescence consumption life' unit using framework of Education for Sustainable Development(ESD) to examine correlation with the current Home Economics ESD, and aims to provide the base data for the composition of the educational curriculum that can help the students cultivate the capability for leading sustainable life from the future oriented perspective and for the selection of educational contents. This study analyzes the 'Adolescence consumption life' unit in the Home Economics textbook of the 12 type revised curriculum of 2009. As for the analysis method, Romey's content analysis method is used to carry out in-depth analysis of the ESD content elements. The analysis demonstrates the following. First, content elements extracted commonly from the 'Adolescence consumption life' unit are analyzed with the ESD's criteria of analysis (environment, economic and social domain), which led to the composition with the sub content elements following 23 related topics. Secondly, content elements of 12 types of Home Economics textbook's 'Adolescence consumption life' unit used in middle school are analyzed in three domains, which led to social domain (68%), economic domain (58%) and environmental domain (40%) in the order mentioned. This focused on the role of the Adolescent-consumer on the active consumer that is presented in the 2009 revised educational curriculum, and it is possible to see that this is very closely related to the right to organize and to be active in terms of the human safety, consumption culture, social interest and group.

• Hwankyungkyoyuk
• /
• v.21 no.4
• /
• pp.25-39
• /
• 2008

The purpose of this study is to realize the teaching material, which develops the Model of Watershed Water Environment Education(EE) Textbook, by seeking for a method of the Inquiry with the Perspective of EE and by questing for the contents of watershed water environment necessary for Water EE with the Perspective of EE. First, the value of watershed EE was reilluminated through the literature analysis on the watershed. And 'Inquiry with the Perspective of EE' methodology was newly presented that quests for the contents necessary and proper for EE from the viewpoint of EE. Also, with suggesting it as concept and methodology of 'Inquiry with the Perspective of Watershed EE' by considering the value of EE in Water EE, it presented the content approach direction in the inquiry and the contents of the specific inquiry. Second, through the Inquiry with the Perspective of EE into water environment of the watershed Musim cheon (stream), which is a case region, it allowed the watershed water environment to be able to be synthetically understood. As for a sphere of the inquiry, 5 spheres were sought by taking into account a relation to a human being, as well as the water environment itself of the watershed Musim cheon (stream). Third, Based on the contents of the Inquiry with the Perspective of EE into the watershed Mlisim cheon (stream), 'the Model of Watershed Water EE Textbook' for middle-school students was developed. This model of textbook was selected largely four parts, and was organized with 10 learning objectives and 11 activities.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.6
• /
• pp.141-150
• /
• 2004

The method of reusing the environmental data which is previously modelled in modeling and simulation is very important. So, we need an environmental data representation and interchange mechanism which satisfies the requirements of sharing. The SEDRIS STF(SEDRIS Transmittal Format) provides environmental data users and producers with a clearly defined interchange specification. In this paper, We design and implement an automatic converter which converts commercial data(Maya) format to standard interchange format and vice verse without losing semantic of information content using SEDRIS standard interchange format.

• Hwankyungkyoyuk
• /
• v.3 no.1
• /
• pp.141-152
• /
• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• The Journal of the Korea Contents Association
• /
• v.16 no.7
• /
• pp.566-574
• /
• 2016

The purpose of this study was to determine the viewing trends in eco-childhood education. Analyte is analyzed, such as from 10 March 2008 and 2015 annual target of 97 pieces of thesis until March trends, research content, research methods. As a result, first, the ecological childhood education subjects infant destination, Teachers, took place in indoor and outdoor environments subject, parent targeted net was a study of the most frequent targets 5 years of single age, 4 years old, 3 years old, It was a three-order. Second, the research method consisted of the most experimental studies. Third, research topics include ecology toddler exploring related variables of education, ecological infant was the most common educational programs academic and theoretical basis for the direction sought, ecological Early Childhood Curriculum understanding and national levels of the education process, linking childcare courses, ecology teacher education the program was in order. Fourth, training in experiential learning is the most common forest garden gardening had appeared, walking activities, ecology, art, spirituality, work, raise animals and plants, environmental education in order.