• Journal of Digital Convergence
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• v.18 no.6
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• pp.45-52
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• 2020

This study ranked the degree to which flipped learning contributes to each learning area and, in contrast, to quantitatively examine how effectively these learning methods are used in flipped learning, had four-year university computer majors receive flipped learning. Existing flipped learning experiments have proven effectiveness, while there are also negative effects on effectiveness, which has led to a lot of debate. Effective experiments and classes therefore require more research and an accurate understanding of flipped learning. Analysis of the 123 samples recruited shows that flipped learning contributes to learning is in order of self-directing, collaboration, watching videos, and learning by teachers. Regression analysis of the degree to which learning method affects flipped learning effectiveness resulted in order of self-directed learning, lecture videos, and collaborative learning. This shows that flipped learning not only has the greatest influence on self-directed learning, but also self-directed learning has the greatest influence on flipped learning. It can also see that a collaborative learning and the role of video to prior learning tool is important. Through this study, we hope to understand flipped learning correctly and set learning methods and achievement goals. It is necessary to analyze the interaction between flipped learning and subdivided classroom activities.

• Journal of Life Science
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• v.28 no.8
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• pp.955-961
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• 2018

Although much research has focused on various bioactive substances in starfish, research on microorganisms isolated from starfish is lacking as compared with other natural products. In this study, we investigated bacterial communities in the gut of red starfish (Certonardoa semiregularis) in Jeju Island. In total, 103 bacterial strains were isolated using marine agar and R2A medium. The isolated strains were analyzed and identified using the 16S rRNA gene sequence. Based on an analysis of this gene sequence, the 103 isolated bacteria were classified into four major groups: Proteobacteria (93%: Alpha-proteobacteria, 24.8%; Beta-proteobacteria, 4%; Gammaproteobacteria, 65%) Bacteroidetes (4%), Actinobacteria (2%), and Firmicutes (1%). In addition, the isolates were divided into seven classes (Actinobacteria, Flavobacteria, Bacilli, Sphingobacteria, Alphaproteobacteria, Betaproteobacteria, and Gammaproteobacteria), 15 orders, 19 families, and 24 genera. A phylogenetic analysis revealed two strains, Lysobacter sp. and Pedobacter sp., with similarity of 97.55% and 97.58%, respectively. As the similarity in the 16S rRNA gene sequence was 98% or less compared to previously identified bacteria, the two strains may possibly be classified as a new genus or species. We suggest that additional studies, including biochemical and morphological tests, should be performed to identify the new candidate strains.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.435-455
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• 2015

This study is aimed at analyzing the level change and features of mathematical communication in elementary students' expository writing. 20 students of 5th graders of elementary school in Seoul were given expository writing activity for 14 lessons and their worksheets was analyzed through four categories; the accuracy of the mathematical language, logicality of process and results, specificity of content, achieving the reader-oriented. This study reached the following results. First, The level of expository writing about concepts and principles was gradually improved. But the level of expository writing about problem solving process is not same. Middle class level was lower than early class, and showed a high variation in end class again. Second, features of mathematical communication in expository writing were solidity of knowledge through a mathematical language, elaboration of logic based on the writing, value of the thinking process to reach a result, the clarification of the content to deliver himself and the reader. Therefore, this study has obtained the conclusion that expository writing is worth keeping the students' thinking process and can improve the mathematical communication skills.

• Korean Journal of Environment and Ecology
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• v.22 no.4
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• pp.443-452
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• 2008

This study conducted a survey on forest and shrub vegetation in the riverside of the main stream of the Nakdong River on the southeastern part of Korea based on the method of ZM school of phytosociology. As a result, this study identified the vegetation units as ten associations and communities belonging to three classes, and four communities unclear to the upper units. The identified vegetation units were as follows: A-1 Acero-Fagetea class group, Fraxino-Ulmetaria, undecided alliance: 1) Fraxinus mandshurica community; Zelkovetalia(prov.), Zelkovion(prov.): 2) Zelkova serrata community, A-2 Salicetea sachalinensis, Salicetalia koreensis, Salicion koreensis: 3) Salicetum koreensio-chaenomeloides, 4) Salicetum koreensis, 5) Hemipteletum davidii, 6) Salicetum gracilistylae, 7) Salicetum graciliglandis, 8) Salicetum subfragilis, A-3 Rosetea multiflorae, Dioscoreo-Puerarietalia lobatae, Actinidio-Vition coignetiae: 9) Stephanandra incisa community, 10) Lycium chinense community, A-4 unclear upper units: 11) Clerodendron trichotomum community, 12) Ailanthus altissima community, 13) Robinia pseudo-acacia community. 14) Amorpha fruticosa community. The community units identified by the study corresponded with the result of cluster analysis quite nicely while the result of PCA analysis in multivariate analyses showed less correspondence with cluster analysis result, but it was interpreted as a degree of aggregation according to anthropogenic influence. The vegetation unit of forests and shrubs, unlike the herbal community in highly common with those of Japan, included five vegetation units unique to Korea at a collective level. On the basis of the above synecological study, this research discussed the relation between each community and environment, and natural environment, etc.

• Journal of the Korean Association of Geographic Information Studies
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• v.18 no.2
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• pp.149-160
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• 2015

This study aims to estimate the forest volumes of the upper region of Nam-Han River in ecosystem zoning by forest types and age classes, and to suggest the optimal estimation method through the comparison of the standard errors according to the spatial unit. In the estimation of forest volumes, we used both of direct estimation, which uses sample plots of the target area only, and synthetic estimation, which includes sample plots of the expanded areas as well as those of the target area. As for the spatial expansion, we applied four standards for synthetic estimator: Mountainous zone, Neighbor ecosystem region, Gangwon province, and Buffer zone. The results show that average forest volume per ha, calculated by direct estimation, was $143.5m^3/ha$, while that by synthetic estimation with each standard, was estimated at $146.9m^3/ha$ by Gangwon province, $144.8m^3/ha$ by Buffer zone, $139.8m^3/ha$ by Neighbor ecosystem region, and $138.6m^3/ha$ by Mountainous zone, respectively. The standard errors of direct estimation was $1.79m^3/ha$, while those of synthetic estimation showed not a great difference among the errors. Meanwhile, considering the standard errors by forest type, the lowest was ${\pm}2.3m^3/ha$ of broad-leaved forest, followed by ${\pm}3.3m^3/ha$ of mixed forest, and ${\pm}4.8m^3/ha$ of coniferous forest.

• Journal of the Korean Association of Geographic Information Studies
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• v.17 no.2
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• pp.59-71
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• 2014

At present, Korean one-person households have been continuously increased in spite of the reduction of total population. The increasement of one-person household has become a social and institutional issue. It is necessary to response socially and economically to not only changes of housing demand but also the disadvantaged classes such as the socially weak and single elderly household from the national level. In this respect, this research examined the spatial distribution (such as the increasing area, high-density area, and majority area) of one-person household with census data in the city of Busan. The clusters of one-person households were selected by focusing on the spatial distributions by time series changes of 2000, 2005, and 2010 and considering their housing characteristics. In terms of policy efficiency, the clusters of one-person households to be supported by priority were derived by analyzing the census data from 6066 output areas in the city of Busan. As a result, lots of one-person households of juniors were distributed around the university town, office facility, and station service area. Lots of one-person households at middle-aged class were distributed in Busan's original downtown and mountain-side road. Generalizing these characteristics, cluster analysis was conducted. As a result, one-person household dense area in Busan could be classified into four types. This research should be utilized as a counterplan for increasing the housing demand of one-person household or basic data for supporting small housing supply policies in the future.

• Journal of the Korean Geographical Society
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• v.40 no.1 s.106
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• pp.109-125
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• 2005

The purpose of this study is to develop a role play instruction model to increase higher-order thinking abilities in geographical education. This study reviewed the references which included the contents of higher-order thinking abilities, and discussed the educational significance and application of role play instruction model. The developed role play instruction model was applied to four classes in high school in Korea. After applying the model, this study asked some question about the model to the students which engaged in this model. Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Higher-order thinking abilities contain critical thinking abilities, creative thinking abilities, problem solving and decision making abilities, meta-cognition abilities. The role play instruction model is an effective method which can increase higher- order thinking abilities. The questioning to students which engaged in the class of applying to role play instruction model provides feedback about development instruction models to increase higher-order thinking abilities.

• Journal of the Korean Geographical Society
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• v.30 no.3
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• pp.207-229
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• 1995

The characteristics of weather and climate in South Korea has great influences on the annual variation pattern and the appearance of the prevailing weather. The purpose of this paper is to induce the quantity of the weather entropy and annual variation pattern using the information theory and the principal component analysis. And author tried to classify the region according to the variation of its space scale, The raw materials used for this study are the daily cloudiness and precipitation during the years 1990-1994 at 69 stations in South Korea. It is divided into four classes of fine, clear, cloudy and rainy. The rcsults of this study can be summarized as follows: 1. Thc characteristics of annual variation pattern of weather entropy can be chiefly divided into five categories and the accumulated contributory rate of these is 73.1%. 2. Annual variation pattern of the first principal component reaches smaller in May, April and September than national average, and becomes greater when the winter comes. This weather entropy's quantity(Rs1) is positive in most area to the western sife of Soback Mountains and negative in most seaside area to the eastern side of Soback Mountains. 3. The characteristics of annual variation pattern of the second principal component shows that the entropy is more smaller in summer than national average and the rest of seasons shows larger, especially in January, May and September. This weather entropy's quantity(Rs2) is positive in most Honam Inland area to the western side of Soback Mountains and negative in most Youngnam Inland area to the eastern side of Soback Mountains. 4. Eight type regions (S1-S11) are classified based on the occurrences of minimum weather entropy in South Korea, and annual variation pattern of weather entropy by principal component analysis may be classified into sixteen type regions (Rs1-Rs9). Putting these things together, South Korea can be classifieed into thirty one type regions (Rs1S7-Rs9S10).

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.625-634
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• 2003

This study was designed to analyze the differences in science achievement and satisfaction between the environments of Face-To-Face (FTF) and Computer Mediated Communication (CMC), and between the interactions of Teacher-Students (TS) and Students-Students (SS). The activities for the interaction in the FTF and the CMC were carried out in the environments of traditional classrooms and the on-line network of communication computer, respectively. These experiments for four different groups (CMC-TS, CMC-SS, FTF-TS and FTF-SS) were performed with respect to 103 students of three 10th grade classes at a girls' high school in Chungju city. The questionnaires were composed of 5questions for achievement, and 13 questions on Likert scale for satisfaction. The data was analyzed using ANOVA, and through examination of each question about the satisfaction. The mean of the science achievement in learning activity was significantly higher in the CMC environment than the FTF. Also, the score in the TS interaction was meaningfully higher than the SS. Under the common environment of the CMC, science achievement and satisfaction in the TS interaction were significantly higher than in the SS. A similar result has been obtained in the satisfaction case even in the common environment of the FTF. The itemized analysis for the satisfaction shows a high score in the individual condition of CMC and TS, compared to that of FTF and SS, respectively. Thus, the school activity, formed in the TS interaction in the CMC environment is more effective at improving science achievement and satisfaction in the teaching and learning of science.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.55-64
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• 1997

Experiments done in traditional physics laboratories have been criticized for giving too detailed instruction so that student could follow the experimental procedure without understanding. This type of experiment is often called "cookbook experiment." Cookbook experiment was known to be little help to understand the physics concepts and to increase student interest. To solve these problems with traditional cookbook experiment, non-directive introductory physics laboratory was designed and tried with the freshmen of Department of Physics Education of Seoul National University. Non-directive laboratory was characterized by the lack of step by step instruction for students to follow. The instruction students received consisted of the goal of experiment, a short introduction, and a list of suggested materials to be used. Student designed the experimental procedure and decided what material they wanted to use. One group submitted one lab report as a group to encourage cooperation among students. Lab report could be written in any form students wanted and no penalty point was given to poor data or inappropriate theory, etc to encourage taking risks. Penalty points were given if the students did not get involved during class hours. Student received extra point for being creative and / or working hard. Teaching assistants used Socratic dialogue in helping students to find their own way instead of explaining what they had to do. Students' interest about the non-directive experiment was studies at the of the semester. A questionnaire was made for students to answer. The questionnaire consisted of four categories, the equipment and the laboratory, the experimental procedure, the lab report, and teaching assistant. For each category, student were asked to explain the differences from other laboratory classes, features they liked and the reasons why they do, features they did not like and why they did not. At the end of the questionnaire, students were asked what hey wanted to change and what they did not. They also could put any opinion they had other than the questions asked. Student overall opinion was very positive. All the students said they liked the lack of detailed experimental procedure because it gave them the feeling of achievement, made them feel challenged and think in more diverse and creative ways. Students liked the lab report because group report forced them to discuss more and the free form lab report helped them to focus on the what they did. Student responses about the teaching assistant was also positive but not as enthusiastic as the experimental procedure or lab report. However students recognised that the role of the teaching assistant was as a guide, a supporter, or a facilitator.