• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.192-212
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• 2022

The purpose of this study is to analyze scientific attitude and its components in the general remarks and in the particulars of one government-designated and seven authorized elementary school science teacher's guides for the 3rd~4th grades which were developed according to the 2015 national science curriculum, and to derive implications for future development of teacher's guide. The results of the study are as follows: First, in their general remarks, five of eight teacher's guides (62.5%) give a very brief explanation on the components of scientific attitude, and the remaining three teacher's guides give a relatively detailed explanation on the components but they lack practical information on teaching and assessing of the components; Second, in the case of unit objective in the four units of the area of 'Earth and Universe', five of eight teacher's guides (62.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity', 'critical mindedness', or 'respect for evidence', and one of the remaining three teacher's guides contains only the component of 'curiosity', another guide doesn't have any component, and the other guide doesn't have unit objective itself; Third, in the case of unit assessment, only one of eight teacher's guide (12.5%) has independent unit assessment, includes several components of scientific attitude in the unit assessment, and is broadly consistent between the components of scientific attitude in unit objective and in unit assessment; Fourth, in case of lesson objective, three teacher's guide (37.5%) contain 3~4 components among 'curiosity', 'cooperation', 'objectivity' and 'critical mindedness', and the remaining five teacher's guide (62.5%) include only 'curiosity'; Fifth, in the case of lesson assessment, among eight teacher's guides, five (62.5%) evaluate 3~4 components of scientific attitudes, two (25.0%) evaluate only 'curiosity' and 'cooperation', and one (12.5%) does not evaluate anything.

• Proceedings of the Mineralogical Society of Korea Conference
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• 2001.06a
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• pp.38-39
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• 2001

The seasonal changes in pH, Fe, Al and SO$_4$$\^$2-/ contents of acid drainage released from coal mine dumps play a major role in precipitation of metal hydroxides in the Taebaek coal field area, southeastern Korea. Precipitates in the creeks underwent a cycle of the color change showing white, reddish brown and brownish yellow, which depends on geochemical factors of the creek waters. White precipitates consist of Al-sulfate (basaluminite and hydrobasaluminite) and reddish brown ones are composed of ferrihydrite and brownish yellow ones are of schwertmannite. Goethite coprecipitates with ferrihydrite and schwertmannite. Ferrihydrite formed at higher values than pH 5.3 and schwertmannite precipitated below pH 4.3, and goethite formed at the intermediate pH range between the two minerals. With the pH being increased from acid to intermediate regions, Fe is present both as schwertmannite and goethite. From the present observation, the most favorable pH that basauluminte can precipitate is in the range of pH 4.45-5.95. SEM examination of precipitates at stream bottom shows that they basically consist of agglomerates of spheroid and rod-shape bacteria. Bacteria species are remarkably different among bottom precipitates and, to a less extent, there are slightly different chemical compositions even within the same bacteria. The speciation and calculation of the mineral saturation index were made using MINTEQA2. In waters associated with yellowish brown precipitates mainly composed of schwertmannite, So$_4$ species is mostly free So$_4$$\^$2-/ ion with less AlSo$_4$$\^$+/, CaSo$\sub$(aq)/, and MgSo$\sub$4(aq)/. Ferrous iron is present mostly as free Fe$\^$2+/, and FeSo$\sub$4(aq)/ and ferric iron exists predominantly as Fe(OH)$_2$$\^$+/, with less FeSo$\sub$4(aq)/, Fe(OH)$_2$$\^$-/, FeSo$_4$$\^$-/ and Fe$\^$3+/, respectively Al exists as free Al$\^$3+/, AlOH$_2$$\^$-/, (AlSo$_4$)$\^$+/, and Al(So$_4$)$\^$2-/. Fe is generally saturated with respect to hematite, magnetite, and goethite, with nearly saturation with lepidocrocite. Aluminum and sulfate are supersaturated with respect to predominant alunite and less jubanite, and they approach a saturation state with respect to diaspore, gibbsite, boehmite and gypsum. In the case of waters associated with whitish precipitates mainly composed of basaluminite, Al is present as predominant Al$\^$3+/ and Al(SO$_4$)$\^$+/, with less Al(OH)$\^$2+/, Al(OH)$_2$$\^$+/ and Al(SO$_4$)$\^$2-/. According to calculation for the mineral saturation, aluminum and sulfate are greatly supersaturated with respect to basaluminite and alunite. Diaspore is flirty well supersaturated while jubanite, gibbsite, and boehmite are already supersaturated, and gypsum approaches its saturation state. The observation that the only mineral phase we can easily detect in the whitish precipitate is basaluminite suggests that growth rate of alunite is much slower than that of basaluminite. Neutralization of acid mine drainage due to the dilution caused by the dilution effect due to mixing of unpolluted waters prevails over the buffering effect by the dissolution of carbonate or aluminosilicates. The main factors to affect color change are variations in aqueous geochemistry, which are controlled by dilution effect due to rainfall, water mixng from adjacent creeks, and the extent to which water-rock interaction takes place with seasons. pH, Fe, Al and SO$_4$ contents of the creek water are the most important factors leading to color changes in the precipitates. A geochemical cycle showing color variations in the precipitates provides the potential control on acid mine drainage and can be applied as a reclamation tool in a temperate region with four seasons.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.28 no.1
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• pp.1-18
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• 2023

The East Sea, one of the regions where the most rapid warming is occurring, is known to have important implications for the response of the ocean to future climate changes because it not only reacts sensitively to climate change but also has a much shorter turnover time (hundreds of years) than the ocean (thousands of years). However, the processes underlying changes in seawater characteristics at the sea's deep and abyssal layers, and meridional overturning circulation have recently been examined only after international cooperative observation programs for the entire sea allowed in-situ data in a necessary resolution and accuracy along with recent improvement in numerical modeling. In this review, previous studies on the physical characteristics of seawater at deeper parts of the East Sea, and meridional overturning circulation are summarized to identify any remaining issues. The seawater below a depth of several hundreds of meters in the East Sea has been identified as the Japan Sea Proper Water (East Sea Proper Water) due to its homogeneous physical properties of a water temperature below 1℃ and practical salinity values ranging from 34.0 to 34.1. However, vertically high-resolution salinity and dissolved oxygen observations since the 1990s enabled us to separate the water into at least three different water masses (central water, CW; deep water, DW; bottom water, BW). Recent studies have shown that the physical characteristics and boundaries between the three water masses are not constant over time, but have significantly varied over the last few decades in association with time-varying water formation processes, such as convection processes (deep slope convection and open-ocean deep convection) that are linked to the re-circulation of the Tsushima Warm Current, ocean-atmosphere heat and freshwater exchanges, and sea-ice formation in the northern part of the East Sea. The CW, DW, and BW were found to be transported horizontally from the Japan Basin to the Ulleung Basin, from the Ulleung Basin to the Yamato Basin, and from the Yamato Basin to the Japan Basin, respectively, rotating counterclockwise with a shallow depth on the right of its path (consistent with the bottom topographic control of fluid in a rotating Earth). This horizontal deep circulation is a part of the sea's meridional overturning circulation that has undergone changes in the path and intensity. Yet, the linkages between upper and deeper circulation and between the horizontal and meridional overturning circulation are not well understood. Through this review, the remaining issues to be addressed in the future were identified. These issues included a connection between the changing properties of CW, DW, and BW, and their horizontal and overturning circulations; the linkage of deep and abyssal circulations to the upper circulation, including upper water transport from and into the Western Pacific Ocean; and processes underlying the temporal variability in the path and intensity of CW, DW, and BW.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.

• Korean Journal of Agricultural and Forest Meteorology
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• v.25 no.1
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• pp.1-16
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• 2023

As the Intergovernmental Panel on Climate Change (IPCC) emphasized the transition to a carbon-neutral society globally by 205 0, major countries such as Korea, Japan, and Europe declared carbon-neutral goals. The agricultural sector is a carbon-absorbing sector, and its importance has increased as the General Assembly of the Parties to the Climate Change Convention (COP 26) held in the UK in November 2021 emphasized the role of agriculture to discuss climate change. However, GHG reduction projects in the agricultural sector are not properly monitored considering the domestic situation, and a system for quantitative evaluation of the effectiveness or basis of implementing the project program is not in place. Therefore, a priori study is needed to understand the current status of existing policies and to review matters that need to be improved in order to facilitate policy design, implementation, and monitoring for GHG reduction in the agricultural sector. The purpose of this study is to examine the opinions of stakeholders by applying a semi-structured interview method to diagnose the current status of Korea's GHG reduction policy in the agricultural sector and identify factors that hinder policy implementation. As a result of the semi-structured interview, this study presented factors that hinder the promotion of GHG reduction policies in the agricultural sector according to four types of data and technology, finance, institutions, and perceptions. Some stakeholders also stressed that the pilot project could be helpful as a way to comprehensively consider the implications of this study, such as securing technology data, establishing a system for verifying effectiveness, and providing incentives and promoting them. Rather than drawing specific conclusions, this study is an exploratory study that diagnoses and reviews the progress of GHG reduction policies, and it can be used as useful basic data if it secures enough interview respondents and balances the number of samples by group.

• The Korean Journal of Coaching Psychology
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• v.7 no.1
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• pp.59-89
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• 2023

In this study, change motivation for growth and development is defined as 'the power to set a specific action direction for change based on the perception of one's current behavior in order to achieve a goal that one considers important, and to be willing to act'. In addition, the purpose of this study was to develop and validate a scale to measure the motivation for change for growth and development of general adults. To develop preliminary questions, interviews were conducted with 7 coaching experts and 9 experienced coaches, and an open-ended questionnaire was conducted with 55 adults. Afterwards, 7 factors and 83 questions were selected through three rounds of item classification and content validity verification, and a preliminary survey was conducted targeting 321 general adults, and 42 items, 4 factors, were derived through exploratory factor analysis. did Finally, the main survey was conducted with 631 adults in order to verify the validity of the construct concept of the change motivation scale and the validity of the criterion. Divided into two groups, 315 people in group 1 conducted exploratory factor analysis and 316 people in group 2 conducted confirmatory factor analysis to verify the concept of change motivation scale. As a result of the factor analysis of Group 1, it was found that the 3 factor structure consisting of 31 items was appropriate, and as a result of the confirmatory factor analysis of Group 2, the goodness of fit of the modified model of the 3 factor structure was confirmed, which motivated change. The construct validity of the scale was demonstrated. As a result of analyzing the correlations with various variables for the analysis of convergent validity and criterion-related validity of the Motivation for Change scale, each of the three factors was found to be significantly related to most variables. Finally, the significance, implications and limitations of this study, and future research were discussed.

• Journal of Technology Innovation
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• v.31 no.1
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• pp.105-148
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• 2023

This paper provides a new method of measuring the degree of technological progress which contributes to real economic growth based on Schumpeter's Trilogy. Using Microdata of Statistics Korea, the results of measuring and comparing the actual growth contribution of technological progress during the period 2003-2018 by the total factor productivity growth rate(growth accounting method), the R&D investment contribution rate, and the Schumpeterian innovation growth rate, respectively are as follows. First, the measurement of the real growth contribution of technological progress by the growth rate of total factor productivity and the growth rate of Schumpeterian innovation shows contradictory results. Second, when the growth rate of production is in a decreasing trend, the difference between the growth rate of production and the growth rate of total factor productivity increases compared to when it is in an increasing trend. Conversely, when there is an increasing trend, the difference between the growth rate of production and the growth rate of total factor productivity becomes smaller compared to when it is in a decreasing trend.. Third, the technological opportunity that affects the innovation growth rate, i.e., the contribution of R&D incentives to innovative growth is only 3.3%. The reason why this result is different from the existing perception of the contribution of technological progress to growth is that different entities are being measured while measuring the same term of technological progress. Therefore, the growth rate of total factor productivity should be used to measure macroeconomic efficiency, R&D investment should be used to measure the effectiveness of new technology supply, and the Schumpeterian innovation rate should be used to measure the economic impact of technological progress. The policy implications of the research results of this thesis are as follows: ① Transition from a policy of one-sided technology supply to a policy of convergence of technology supply and new technology demand support, ② Mission-oriented R&D policy and R&D policy that links national R&D with private R&D, ③ Reclassification of capital goods reflecting the degree of new knowledge.

• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.227-252
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• 2015

This study was intended to examine child abuse experience, response to child abuse, perception of the cause of child abuse, and need for counseling to prevent and eliminate child abuse among 514 day care center teachers across the country. First, 17.9% (92) of the teachers had experience of witnessing child abuse at day care centers. After such witness, the teachers mostly "paid attention to abused children and provided them with warm treatment" when they were abused by other teachers and "took no actions" when they were abused by directors of the day care centers. The biggest reason of not taking any actions was: they "had no authority to intervene in child care of other teachers" in case of child abuse by other teachers and "were afraid of responsibilities or roles that could be placed on them after reporting" in case of child abuse by day care center directors. Second, the biggest reason of child abuse by teachers was job stress followed by excessive work and mental health of teachers. Third, necessary actions when child abuse cases were found and confirmed were suspension of involved teachers and psychological evaluation for involved children and parents. Fourth, 88.9% (457) of the teachers responded that they would use an organization specialized in child abuse if such organization was built and that the organization would help them to decide on whether to report child abuse and prevention of and intervention in child abuse. They also said that such organization should be installed in the Counseling Center in the Comprehensive Child Care Support Center. Fifth, 95.3% (490) of the teachers answered professional counselors specialized in development and counseling of infants and toddlers were needed to address child abuse at day care centers. They demanded that such counselors should be able to administer psychological evaluation for young children and assess child abuse cases. Qualification of the counselors was at least college graduates who majored in psychology and child care, three to five years of experience in the field, and appropriate certificates or licenses. Finally, the teachers said that training and professional counseling about child abuse were required to prevent and eliminate child abuse at day care centers. Implications and follow-up studies were provided and suggested based on these findings.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.145-161
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• 2023

The purpose of this study is to develop a content system for the home economics curriculum that integrates Education for Sustainable Development(ESD) and provides basic material for ESD implementation in schools. In view of this, the content elements of the revised home economics curriculum for 2022 were analyzed, and a content system for the home economics curriculum, linked to ESD, was proposed based on the implications drawn from the analysis. The results are as follows. First, the three components of competencies, namely knowledge, values, and skills, were organized equally as a whole. However, the association between the content elements and key competencies in sustainability was found to be insufficient. Consequently, it is proposed that key competencies in sustainability should be cultivated integrally. Second, no content element was identified that can promote social participation. Therefore, it is proposed that solutions should be dealt with at the level of social participation. Third, the connection with Sustainable Development Goals(SDGs) was observed in only six of the 28 content elements. Wherever relevant, it is proposed to incorporate key issues related to SDGs. Fourth, the analysis confirmed that only the environmental dimension of sustainable development was considered. Therefore, it is proposed to pursue coexistence based on temporal and spatial relationship and consider the dimensions of environment, society, and economy in an integrated manner.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.19-41
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• 2022

This study aims to confirm the effect of the 'Meal and Cooking for Single-Person Households' education program on improving the dietary management competency of high school students. In order to achieve this research purpose, 'Meal and Cooking for Single-Person Households' education program was developed, implemented, and evaluated based on the ADDIE instructional design model. The results of this study are as follows. First, an analysis was conducted on literature and prior research related to the dietary life of single-person households and dietary education programs of the home economics subject. Based on this, the theoretical background for the 'Meal and Cooking for Single-Person Households' education program was established. Then, teaching-learning process plan and student workbooks for a total of 16 unit classes were developed. The expert validity of the program was verified by 6 experts who are current high school home economics teachers and have experience in conducting research related to dietary education programs. As a result, the average of all items was 4.89 (out of 5 points) and the CVI was 0.98, securing very excellent content validity. Second, the researcher directly implemented 'Meal and Cooking for Single-Person Households' education program for 100 students in Y high school located in Sejong city. Considering the school's situation, the 16th session of teaching-learning process plan was shortened to 6th sessions while all the core topics. A survey was conducted on students who participated in the program and the pre- and post- results were analyzed. As a result of the survey analysis, the 'Meal and Cooking for Single-Person Households' education program had a positive effect on improving the dietary management competency of high school students. This study is meaningful in that it has implications for the development of a new subject in home economics in preparation for the high school credit system and improving dietary management competency in accordance with social changes in the era of single-person households, and the 'Meal and Cooking for Single-Person Households' education program developed in this study can be used as a mini-subject in the 2022 revised curriculum.