• Hwankyungkyoyuk
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• v.7 no.1
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• pp.46-87
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• 1994

Our country has been consuming a huge amount of energy in the course of industrialization and its demand is expected to increase enormously in the future. However, the deposits of energy resources are so limited that the settlement of energy problem comes up the essential subject. To solve the energy problem, it is requested that new resources to gain energy stably should be developed and also energy should be economized and used effectively. The effective use of energy and an the wisdom of economy in energy are requested to everybody and these things should be habitualized from very young age through education. Nevertheless, almost every school in our country hasn’t been concerned about energy education. Even though they have a concern, they are very short of the energy education materials and the quality of the materials is not so good. Therefore it is very meaningful to the settlement of energy problem of the country to make the students who will lead our country to make the students who will lead our country in the future realize the seriousness of energy problem and to provide them the necessary knowledge and methods to solve this problem so that they practice those things in everyday life. Having these necessities, this research, supported by The Korea Energy Management Corporation(KEMCO), was performed for 8 months from April 17, 1994 to December 17, 1994. Many peoples participated in this study such as 30 staffs of researchers and authors, 5 staffs of photographers and illustrators, and 3 VCR program producers developing an energy education material set for middle school students that includes a printed material for student, a diskette for computer simulation, a teacher's guidebook, VCR material and its guidebook. The following main development direction was established : First, the material for student should be consisted of units that let students know the seriousness of energy problem. Second, the focus should be put on the necessary method and practice to economize energy actually in real life based on the basic knowledge learned in elementary school. Third, material for student should be consisted of modules to be student activity-oriented teaching-learning rather than lecture-oriented one. The activity, to maximize student's interests, should be presented in various forms such as experiments, investigation, play, data interpretation, computer simulation, visits, expression and appreciation, etc. To develop the energy education materials for middle school students, a research plan was made first. After literature review about domestic and foreign energy education materials, several research trips home and abroad, and discussion meetings, the basic theory of energy education such as the principle, objective, contents, teaching-learning method, and evaluation method was established. Material for student was developed through the following procedures : The activities in the existing energy education materials were analysed and were divided into four categories related to energy using places of home, school, community, and country, and which were again divided into three categories related to time of past, present, and future, Considering these division, nine modules which are structure units of material for student were chosen, Each module comprises 2-4 activities. Totally 31 activities were designed in this way. The syllabi were made out for each activity and writing was asked for to experts related to each activity after several discussions and revision. To complement the draft, another several discussions and revision were also made on it and then pictures and illustrations were asked for. All these procedures complete the material for student, titled ; Energy Inquiry of Middle School Students', which totals 129 pages and is all in color. As the manuscript of material for student was fixed, writing for teacher's guidebook was asked for to the same writers. The draft of teacher's guidebook was also complemented through the several concentrated works and discussions. Teacher's guidebook focused on the teaching-learning principle and methods of energy education and on the concrete instruction cases for effective instruction of material for student. It is organized with two parts : the one is 'general outline' which introduces theoretical contents and the other is 'details' which are practically helpful to teaching-learning. It is totally 131 pages including both 'general outline' and 'details'. The VCR material and its guidebook consist of contents that cultivate the good attitude trying to economize energy and raise student's interests with a purpose of strong motivation to recognize the necessity of economy and practice it. After establishing development direction of VCR material through discussion meetings and research trips, its script was made by relevant experts. Then the script was also reviewed two times. The drafted VCR material made by a video material developing expert was examined and modified by previews twice. After completion of VCR material, the VCR guidebook was made. All these procedures led to the development of VCR material which runs 20 minutes in VHS type. The VCR guidebook shows a production purpose of the program, structure of contents, evaluation methods, and contents of the program in detail to give help to instructors when they use this VCR material, When these energy education materials are used, it is desirable that the VCR material should be presented first to induce student's motive, and then material for student is introduced Since the material for student is composed of activity-oriented modules and each module is independent one another in general, and each activity is, too. the necessary module or activity can be chosen and utilized in any order according to school or class conditions. This energy education materials will contribute to the development of student's ability to solve energy problem in everyday life and teacher's ability to teach the fundamental knowledge and method in solving energy problem.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.1 no.1
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• pp.127-156
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• 2006

This paper introduced successful case studies of the EIP (Entrepreneurship Intensive Programs) programs that are planed by 5MBA (Small and Medium Business Administration) and executed by Hoseo University and Jinju National University in 2004. Therefore, the illustrations and examples used in this paper are based on the EIP programs of those schools. Currently there are five graduate schools for Entrepreneurship educations that are originated from the EIP program models and those graduateschools are actively and successfully working. The purpose of this paper is to find out the diffusing strategies of the Entrepreneurship spirits and Entrepreneurship Education programs after careful analysis and review of the EIP programs. The main factors of the Success of the EIP are as follows. First, there were excellent modules of the education process. Second, there were firm and clear goals of the education. Three, there were differentiated contents of the entrepreneurship education programs. Four. each and every education performance was monitored. Five, during the programs, real start-up cases were actually handled and students had many opportunities to present their cases. However, there were some shortcomings to improve and change of the entrepreneurship education. First of all, it was very difficult to make proper education formation that is fit in the purpose of the program. Second, motivating students to find out their own business opportunities so as to turn them into real business was not satisfactory or easy. Third, there were some limitations in distributing and executing the EIP budgets. Therefore, to improve the efficiency of the Entrepreneurship education, following expanding strategies should be complemented. First, continuous redesigning of the entrepreneurship education programs is very important. Second, the specialization of the contents of the entrepreneurship education programs is essential. Third, there should be some discretionary room for the management of the entrepreneurship programs. Fourth, it is also important activating the entrepreneurship networks among schools of the entrepreneurship education. Finally, it is necessary to give some incentives and motivations based on the proper performance evaluation system.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• Proceedings of the Ginseng society Conference
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• 1978.09a
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• pp.149-157
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• 1978

Ginseng is the English common name for the species in the genus Panax. This article gives a broad botanical review including the morphological characteristics, ecological amplitude, and the ethnobotanical aspect of the genus Panax. The species of Panax are adapted for life in rich loose soil of partially shaded forest floor with the deciduous trees such as linden, oak, maple, ash, alder, birch, beech, hickory, etc. forming the canopy. Like their associated trees, all ginsengs are deciduous. They require annual climatic changes, plenty of water in summer, and a period of dormancy in winter. The plant body of ginseng consists of an underground rhizome and an aerial shoot. The rhizome has a terminal bud, prominent leafscars and a fleshy root in some species. It is perennial. The aerial shoot is herbaceous and annual. It consists of a single slender stem with a whorl of digitately compound leaves and a terminal umbel bearing fleshy red fruits after flowering. The yearly cycle of death and renascence of the aerial shoot is a natural phenomenon in ginseng. The species of Panax occur in eastern North America and eastern Asia, including the eastern portion of the Himalayan region. Such a bicentric generic distributional pattern indicates a close floristic relationship of the eastern sides of two great continental masses in the northern hemisphere. It is well documented that genera with this type of disjunct distribution are of great antiquity. Many of them have fossil remains in Tertiary deposits. In this respect, the species of Panax may be regarded as living fossils. The distribution of the species, and the center of morphological diversification are explained with maps and other illustrations. Chemical constituents confirm the conclusion derived from morphological characters that eastern Asia is the center of species concentration of Panax. In eastern North America two species occur between longitude $70^{\circ}-97^{\circ}$ Wand latitude $34^{\circ}-47^{\circ}$ N. In eastern Asia the range of the genus extends from longitude $85^{\circ}$ E in Nepal to $140^{\circ}$ E in Japan, and from latitude $22^{\circ}$ N in the hills of Tonkin of North Vietnam to $48^{\circ}$ N in eastern Siberia. The species in eastern North America all have fleshy roots, and many of the species in eastern Asia have creeping stolons with enlarged nodes or stout horizontal rhizomes as storage organs in place of fleshy roots. People living in close harmony with nature in the homeland of various species of Panax have used the stout rhizomes or the fleshy roots of different wild forms of ginseng for medicine since time immemorial. Those who live in the center morphological diversity are specific both in the application of names for the identification of species in their communication and in the use of different roots as remedies to relieve pain, to cure diseases, or to correct physiological disorders. Now, natural resources of wild plants with medicinal virtue are extremely limited. In order to meet the market demand, three species have been intensively cultivated in limited areas. These species are American ginseng (P. quinquefolius) in northeastern United States, ginseng (P. ginseng) in northeastern Asia, particularly in Korea, and Sanchi (P. wangianus) in southwestern China, especially in Yunnan. At present hybridization and selection for better quality, higher yield, and more effective chemical contents have not received due attention in ginseng culture. Proper steps in this direction should be taken immediately, so that our generation may create a richer legacy to hand down to the future. Meanwhile, all wild plants of all species in all lands should be declared as endangered taxa, and they should be protected from further uprooting so that a. fuller gene pool may be conserved for the. genus Panax.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.

• Journal of Intelligence and Information Systems
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• v.16 no.3
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• pp.121-145
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• 2010

University timetabling depending on the educational environments of universities is an NP-hard problem that the amount of computation required to find solutions increases exponentially with the problem size. For many years, there have been lots of studies on university timetabling from the necessity of automatic timetable generation for students' convenience and effective lesson, and for the effective allocation of subjects, lecturers, and classrooms. Timetables are classified into a course timetable and an examination timetable. This study focuses on the former. In general, a course timetable for liberal arts is scheduled by the office of academic affairs and a course timetable for major subjects is scheduled by each department of a university. We found several problems from the analysis of current course timetabling in departments. First, it is time-consuming and inefficient for each department to do the routine and repetitive timetabling work manually. Second, many classes are concentrated into several time slots in a timetable. This tendency decreases the effectiveness of students' classes. Third, several major subjects might overlap some required subjects in liberal arts at the same time slots in the timetable. In this case, it is required that students should choose only one from the overlapped subjects. Fourth, many subjects are lectured by same lecturers every year and most of lecturers prefer the same time slots for the subjects compared with last year. This means that it will be helpful if departments reuse the previous timetables. To solve such problems and support the effective course timetabling in each department, this study proposes a university timetabling support system based on two phases. In the first phase, each department generates a timetable template from the most similar timetable case, which is based on case-based reasoning. In the second phase, the department schedules a timetable with the help of interactive user interface under the timetabling criteria, which is based on rule-based approach. This study provides the illustrations of Hanshin University. We classified timetabling criteria into intrinsic and extrinsic criteria. In intrinsic criteria, there are three criteria related to lecturer, class, and classroom which are all hard constraints. In extrinsic criteria, there are four criteria related to 'the numbers of lesson hours' by the lecturer, 'prohibition of lecture allocation to specific day-hours' for committee members, 'the number of subjects in the same day-hour,' and 'the use of common classrooms.' In 'the numbers of lesson hours' by the lecturer, there are three kinds of criteria : 'minimum number of lesson hours per week,' 'maximum number of lesson hours per week,' 'maximum number of lesson hours per day.' Extrinsic criteria are also all hard constraints except for 'minimum number of lesson hours per week' considered as a soft constraint. In addition, we proposed two indices for measuring similarities between subjects of current semester and subjects of the previous timetables, and for evaluating distribution degrees of a scheduled timetable. Similarity is measured by comparison of two attributes-subject name and its lecturer-between current semester and a previous semester. The index of distribution degree, based on information entropy, indicates a distribution of subjects in the timetable. To show this study's viability, we implemented a prototype system and performed experiments with the real data of Hanshin University. Average similarity from the most similar cases of all departments was estimated as 41.72%. It means that a timetable template generated from the most similar case will be helpful. Through sensitivity analysis, the result shows that distribution degree will increase if we set 'the number of subjects in the same day-hour' to more than 90%.

• The Journal of Art Theory & Practice
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• no.5
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• pp.43-80
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• 2007

PASKYULA was formed in September, 1923 through the union of artists involved in two art groups: Kim Ki-Jin, Kim Bok-Jin, Yeon Hak-Nyeon who had previously participated in the ToWolHoi, and Park Young-Hi, Lee Sang-Hwa, An Seok-Ju, former members of the BaeckJo. After its founding, the PASKYULA artists had been searching for the social function of art to reform the harsh reality of Minjung and the nation with criticism toward society as well as art world. Their art theory for MinJung could grow relatively ease in relation to changing social and political conditions in the early 1920s. In August, 1925, PASKYULA organized the Korea Artista Proletaria Federatio with the YeomGunSa, and laid the groundwork for Proletariat art movement which was regularized in the late 1920s. From PASKYULA up to the early state of KAPF, the theory of art advocated by Kim Bok-Jin and An Seok-Ju could be summarized as "art for MinJung". At that time, widely ranging discourses on MinJung, however, was spawned in art theory, because many intellectuals-including artists and writers-begun to pay more attention to MinJung, who emerged as one of the social forces after the Samil Independent Movement. Sometimes, MinJung was construed as the target of enlightenment from a negative viewpoint. On the other hand, several intellectuals under the influence of individualism asserted that the discussion itself on MinJung exerted an evil influence on art. In contrast of these cases, the PASKYULA artists including Kim Bok-Jin, An Seok-Ju perceived that MinJung had the potential to change society, and regarded them as "a creator of genuine civilization and art". In the PASKYULA artist's writings, the concept of MinJung was often overlapped with the meaning of the Choson nation suffering under colony. Although their concept of MinJung was transformed gradually into the proletariat as they were under the strong influence of socialism, it did not change that they grasped the realities of the whole Choson Peninsula through the proletarian consciousness. In the early state of PASKYULA, the methodology for social function of art was presented in a twofold manner. First of all, Kim Bok-Jin emphasized on the necessity of education to improve MinJung's way of life through art, and it was embodied by the organization of ToWol Art Workshop and public lecture. Also, he championed "the popularization of art", which was one of methods to distribute art to MinJung. According to the PASKYULA artists, art should be not art for art' sake but art for MinJung. That was why they advocated the convergence of art and MinJung's life. Especially Kim Bok-Jin affirmed a link between art and industry because he considered industry the field inextricably linked with MinJung's life. In this context, his idea could be read as the generalization and equalization within the framework of possession. Kim Bok-Jin thought that the social ramifications of capitalism deprived MinJung of their right to enjoy art, and emphasized the artist' social role to return the right to them. That is, the even distribution of art was mainly discussed than the contents of art in the half of 1920s. By 1925, the contents of art itself became an issue in the PASKYULA art theory, and it was based in realism. Kim Bok-Jin and An Seok-Ju insisted that art should be reflection of real life. At that time, realism acquired the representation of MinJung and the nation's realities not realistic style. In fact, the various Western art styles including Futurism, Constructivism, Cubism etc. were exploited in the PASKYULA's visual images. Western art, target of criticism on theory, was selectively adopted in the works which were produced by Kim Bok-Jin and An Seok-Ju. Kim Bok-Jin's MoonYeUnDong cover design was conceived of as the example in which Western art was adopted with it's ideology under the influence of MAVO, while Western art shown in An Seok-Ju's illustrations served as a decorative function in many cases. Especially, An Seok-Ju attempted the various styles of Western art simultaneously, which may be seen as representing that PASKYULA did not have a firm ideology for their style. Also, it can be read as showing his hasty zeal to overcome Western art rapidly. The wish to establish "art for MinJung" as soon as possible was accompanied with the will to jump over the all steps of Western art though it was superficial. This aspiration of PASKYULA was expressed through the mass media, which had the potential for communicating to MinJung. At this point, there was a significant disparity between PASKYULA and another art groups in the first half of 1920s. However, the PASKYULA's method on the basis of the mass media could not but have a certain limitation because of the medium's properties. Nevertheless, PASKYULA' attempts may be considered to be valuable in sense that they expended the boundaries of Korean modern art into the commercial art questioning the matter of the distribution for art.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.168-191
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• 2021

This article examines the shape, iconography, and creation date of the Four Buddhist Heavenly Kings (Sacheonwang 四天王) enshrined in the Heavenly Kings' Gate (Cheonwangmun 天王門) of Hoeamsa in Yangju, Gyeonggi Province during the early Joseon Dynasty. First, small fragments of clay decoration excavated from a fourth-platform gate site of the Hoeamsa Temple Site in Yangju Gyeonggi Province were analyzed and compared to other Four Heavenly Kings enshrined in the (Cheonwangmun gates) during the Joseon Dynasty. In addition, the size and shape of the gate were compared to other Cheonwangmun gates constructed during the Joseon Dynasty. Results revealed that the excavated fragments were part of the armor of Sacheonwang, and the clay-standing statues enshrined in the fourth-platform gate of Hoeamsa Temple would be proportional in size to those of Beopjusa Temple in Boeum, South Chungcheong Province. The flame-type pieces, which decorated the Heavenly King's crown in the Joseon Dynasty, and the rectangular-type pieces were not found in artifacts from the Goryeo Dynasty. Therefore, the Sacheonwang sculptures of the Hoeamsa Temple were likely made in the late 15th century in the early Joseon Dynasty. A detailed iconography of the Sacheonwang of Hoeamsa is presumedly based on the Buddhist paintings and illustrations of Buddhist scriptures (Gyeongbyeonsangdo 經變相圖)from the late Goryeo and early Joseon. During the late Goryeo Dynasty and early Joseon Dynasty, Traditional iconography from Goryeo and new iconography from Ming coexisted. However, in the late 15th century, the Sacheonwang statues of the early Joseon Dynasty had many different elements from those of the Goryeo Dynasty and were similar to those enshrined in Cheonwangmun Gate during the Joseon Dynasty. The Four Heavenly Kings of Hoeamsa Temple, believed to have been produced in the late 15th century, has historical significance in the following points. They were the first Joseon Sacheonwang statues example enshrined in the Cheonwangmun gate. In addition, they were established as a new tradition that influenced the iconography of the Four Heavenly Kings during the Joseon Dynasty.

• (The)Study of the Eastern Classic
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• no.67
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• pp.379-418
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• 2017

Weoldae -which we can find inside Joseon palaces- is usually erected in front of important structures including the Main Hall(Jeongjeon, 正殿). There is no clear definition of its nature that we can find in official law codes or dynastic ritual manuals, and such records do not specify what kind of rules should be observed in creating them either. In illustrations of palaces such as and , Weoldae can be seen at structures such as the Main "Jeongjeon" Hall(正殿), Royal office(Pyeonjeon, 便殿), Royal Quarters(Jeongchim, 正寢), Queen's bedroom(Chimjeon, 寢殿), Quarters of the Crown Prince(Dong'gung, 東宮), and other structures. All these structures equipped with a Weoldae were related to special figures inside the royal family such as the king, the queen, the crown prince, and the crown-prince' son. These figures were literally above the law, and as such their treatment could not be defined by law. And these spaces were where they worked or rested while they lived, and where their posthumous tablets(Shinju, 神主) or portraits(Eojin, 御眞) were enshrined after they died. (When such spaces were used for latter purposes, they were designated either as 'Honjeon[魂殿, chamber of the tablet]' or 'Jinjeon[眞殿, hall of portrait']). Joseon was a Confucian dynasty with a strict social stratification system, and the palace structures reflected such atmosphere as well. We can see that structures described with Weoldae in and were structures which were more important than others that did not have a Weoldae. Among structures with Weoldae, the place which hosted most of the dynastic rituals was the Main Hall. In this Main Hall, the King swore an oath himself, passed the incense(香) himself during memorial services, and observed honoring ceremonies[Manbae-rye(望拜禮)] at the "Hwangdan"(皇壇) altar which was built to commemorate the three Ming Emperors. The so-called "Two Palaces[兩闕]" of Joseon shared a unique relationship in terms of their own Weoldae units and the rituals that were held there. In the early half of the Joseon dynasty period, Gyeongbok-gung(景福宮) and Dong'gweol(東闕) constituted the "Two palaces," but after the war with the Japanese in the 1590s during which the Gyeongbok-gung palace was incinerated, Dong'gweol and Seogweol(西闕) came to newly form the "Two palaces" instead. Meanwhile, Changdeok-gung(昌德宮) became the main palace[法宮], replacing the previous one which had been Gyeongbok-gung. In general, when a king moved to another palace, the ancestral tablets in the Honjeon chamber or the portrait in the Jinjeon hall would accompany him as well. Their presence would be established within the new palace. But king Yeongjo was an exception from that practice. Even after he moved to the Gyeong'hi-gung(慶熙宮) palace, he continued to pay visit to the Jinjeon Hall at Changdeok-gung. While he was positioned inside Gyeong'hi-gung, he did not manage the palace with Gyeonghi-gung as its sole center. He tried to manage other palaces like Changdeok-gung and Chang'gyeong-gung(昌慶宮) as well, and as organically as possible.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.312-323
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• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.