• Journal of the Korean earth science society
• /
• v.45 no.3
• /
• pp.173-191
• /
• 2024

Typhoons are significant meteorological phenomena that cause interactions among the ocean, atmosphere, and land within Earth's system. In particular, wind speed, a key characteristic of typhoons, is influenced by various factors such as central pressure, trajectory, and sea surface temperature. Therefore, a comprehensive understanding based on actual observational data is essential. In the 2015 revised secondary school textbooks, typhoon wind speed is presented through text and illustrations; hence, exploratory activities that promote a deeper understanding of wind speed are necessary. In this study, we developed a data visualization program with a graphical user interface (GUI) to facilitate the understanding of typhoon wind speeds with simple operations during the teaching-learning process. The program utilizes red-green-blue (RGB) image data of Typhoons Mawar, Guchol, and Bolaven -which occurred in 2023- from the Korean geostationary satellite GEO-KOMPSAT-2A (GK-2A) as the input data. The program is designed to calculate typhoon wind speeds by inputting cloud movement coordinates around the typhoon and visualizes the wind speed distribution by inputting parameters such as central pressure, storm radius, and maximum wind speed. The GUI-based program developed in this study can be applied to typhoons observed by GK-2A without errors and enables scientific exploration based on actual observations beyond the limitations of textbooks. This allows students and teachers to collect, process, analyze, and visualize real observational data without needing a paid program or professional coding knowledge. This approach is expected to foster digital literacy, an essential competency for the future.

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.805-822
• /
• 2012

The purpose of this study was to explore the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. The subjects were 14, 8th graders in a Science Gifted Center. The group discussion was made possible by using triggering questions that can be answered based on experiences of hands-on activities such as a siphon pump analogy model activity and a dissection of pigs' hearts. Despite participating in same activities, the groups showed different model development patterns: unchanged, persuasive, and elaborated. Due to the critical revising, the group's explanatory model was elaborated and developed in the added and elaborated pattern. As critical revising is a core element of the developing model, it is important to promote a group interaction so that students become critical and receptive. The pedagogical analogy model and conflict situation enabled students to present elaborated reasoning. The Inquiry activity with the pedagogical analogy model promote students' spontaneous reasoning in relation to direct experience. Therefore offering a pedagogical analogy model will help students evaluate, revise and develop their models of concerned phenomena in science classroom. Conflict situation by rebuttal enable students to justify more solid and elaborate a model close to the target model. Therefore, teachers need to facilitate a group atmosphere for spontaneous conflict situation.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.1
• /
• pp.99-114
• /
• 2018

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, 'management', in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing students' inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooks' inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop students' inquiring mind.

• Journal of The Korean Association For Science Education
• /
• v.42 no.1
• /
• pp.77-96
• /
• 2022

This study investigated how collaborative reflection between novice secondary science teachers promoted the development of teaching professionalism. We intentionally selected research participants who shared sufficient rapport. Data were collected by videotaping the classes taught by participants, pre-talk, post-interviews and nine collaborative reflection processes. All data were transcribed and analyzed. Results indicated that all three teachers showed changes in teaching practice. Minyoung's practice involved a teacher-led lecture, but through collaborative reflection, she could create a learning environment to enhance students' power and ownership in her class. Emphasizing academic rigor, Soyoung used to teach content outside the scope of the curriculum, but through collaborative reflection, she became more considerate of students' understanding. Finally, in Jiyeon's classes inquiry activities and theoretical explanations were separated from each other. However, she repeated her efforts to improve her class after collaborative reflection, allowing students to construct explanations through activities. In this study, three factors that promoted the development of teachers' pedagogical content knowledge through collaborative reflection were identified. First, the different teaching orientations of the three teachers who participated in this study, promoted sharing of opinions through collaborative reflection. Second, reflection based on teaching practice enabled practical feedback on the class, which enhanced the development of teachers' pedagogical content knowledge. Third, the equal status and formation of rapport between the three teachers created an environment for productive reflection. These results suggest that future teacher education programs should target communities that can promote collaborative reflection based on teachers' teaching practice.

• Journal of Science Education
• /
• v.47 no.3
• /
• pp.225-237
• /
• 2023

The purpose of this study is to explore the perceptions of elementary pre-service teachers regarding their interest in science. A survey was conducted among 187 elementary pre-service teachers enrolled at Non-Metropolitan Area A University of Education. Data collection was carried out concurrently with three elementary pre-service teachers who agreed to participate in online interviews. The survey responses provided by the elementary pre-service teachers were analyzed using a qualitative text analysis method. Interest in science was observed to decrease during middle school, followed by the upper grades of elementary school and then the lower grades. The reasons for the decline in interest in science were interpreted as stemming from negative experiences with science education within the context of individual circumstances in the school setting. Strategies to address the decline and enhance interest in science were discussed across individual, family, school, teacher, local community, and national levels, considering both short-term and long-term perspectives. These strategies encompassed various inquiry activities and experiences related to the field of science, engagement in science-related activities, student-centered instruction, teacher professional development, support for elementary students and teachers, and policy measures. The multifaceted approach and efforts aimed to open avenues for positive feedback regarding science on an individual level and foster experiences related to science were interpreted as part of an effort to counteract the decline in interest in science. Lastly, given the current situation of declining interest in science and the need to enhance students' interest, it was implicitly and explicitly discussed that pre-service teachers should focus on improving their expertise in curriculum instruction. This research, by exploring the conceptual characteristics of interest in science, perceptions of changes, and educational needs related to interest in science among elementary pre-service teachers, is expected to have academic significance as foundational research data for the current status of declining interest in science.

• The Korean Journal of Pesticide Science
• /
• v.7 no.4
• /
• pp.288-295
• /
• 2003

To determine the mechanism of the resistance to organophosphorus insecticide, chlorpyrifos, in diamondback-moth (Plutella xylostella L.), activities of esterases, glutathione-S-transferase (GST) and AChE insensitivity which were known for causing factor of resistance were measured. Also, the relationship between AChE insensitivity and the resistant ratio was investigated to inquiry the cross-resistance. The resistant ratio of chlorpyrifos-resistant strain (CRS) of diamondback-moth at the 6th generation was developed 160 fold compared to susceptible strain (SS) one. Activity of GST that are extracted from CRS was 1.7-fold higher than that from SS. However, activity of total esterases from CRS was similar to that from SS. In AChE insensitivity test, CRS was 11.8-fold less sensitive than that from SS. CRS was ranged from 17.6 to 33.6-fold less sensitive than SS to other insecticides having same target site with chlorpyrifos such as dichlorvos, dimethylvinphos and carbofuran. Insensitivity of AChE to phenthoate-oxon, however, was 1.7-fold. Resistance of CRS was 82-fold, 47-fold and 42-fold higher than SS to dichlorvos, dimethylvinphos and carbofuran, respectively, but 2.3-fold to phenthoate and then we could identify that the resistance development of insecticide might have a lot of difference among the chemicals with the same target site. The relationship between the AChE insensitivity and the resistant ratio was significantly correlated$(r=0.9951^{**},\;p^{(0.01)}$. This result indicates that AChE insensitivity was associated with insecticide resistance. Overall, these results suggest that insensitivity of AChE was an important factors to chlorpyrifos resistance in diamondback-moth, and the slightly increased activity of GST may also have contributed to that.

• Journal of The Korean Association For Science Education
• /
• v.37 no.2
• /
• pp.347-358
• /
• 2017

The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducted with 5 pre-service chemistry teachers studying in a college of education located in Seoul. The analysis of the results reveals that 'Subject-matter knowledge' is leaning toward massive chemical contents, 'Curriculum knowledge' is below the level of selecting, analyzing, and applying curriculum materials. 'Instruction knowledge', especially the knowledge of chemistry experiment and research, is not enough to lead secondary students' scientific experiment. 'Milieu of school knowledge' is stunted in growth for the reason of communication-deficiency between a college of education and a community, and among education- related groups. 'Self-knowledge' has been diminished not only because there is a bad influence from college classmates not wanting to be a teacher, but also a lack of communication in the chemistry-education department which can make pre-teachers' belief strong. In conclusion, it is especially needed for the chemistry-education department to strengthen pre-teachers' 'Self-knowledge' in order to develop PPK. This study suggests operating 'a professional community' that has a periodic meeting with pre-service teachers, teachers, professors, community people, education practitioners, and researchers. In addition, it would be effective for increasing pre-teachers' PPK to reconsider depth and direction of 'Subject-matter knowledge', to give an opportunity to examine curriculum materials critically and reorganize them, to improve the course of chemistry experimental subject to the way of improving pre-teachers' leadership in chemistry inquiry experiment, and to raise the quality of educational service activities.

• Journal of Korean Academy of Nursing
• /
• v.22 no.4
• /
• pp.636-652
• /
• 1992

This study identified the impact of childhood cancer on the Korean family. The purpose was to contribute knowledge for family nursing and pediatric hospice care practice with sick children and their families. This descriptive study was conducted during a 6 month period with children who were being treated for cancer at six university hospitals in Seoul. The data were gathered from members of 68 families ; 24(Group A), with a child newly diagnosed with cancer : 27(Group B), with a child under treatment and without complications, and 17 (Group C), with a child in relapse. Medical records, structured questionnaires and interviews were used for data collection. The questionnaires and interview schedules had been used previously in Martinson's research in the USA and China. The findings, conclusions, and suggestions are as follows. 1. The impact of childhood cancer on the family. Members of the family experienced fear, helplessness, guilty feelings, and anger at the time of the initial diagnosis and at relapse. Mothers complained of headache, anorexia and poor appetite, weight loss, sleep disturbance, and bad dreams. Many of the fathers either lost or changed jobs, and all working mothers stopped working. Half the parents reported changes in their marital relationships such as frequent quarrels but also stronger unity. Family members perceived cancer as the most frightening disease. Change in their world view was expressed as living on faith understanding suffering, determining to live a better life, wanting to live an upright life and valuing health as the most important. Religious activities are found most helpful through this difficult experience. Financial debt due to the treatment and care of the sick child, burdened 22 families. The above mentioned impact was most evidant in Group B(those presently undergoing treatment) and Group C(those in relapse). Findings indicate that nursing care should embrace the family of a child who is being treated for cancer. 2. Characteristics of the child with cancer The majority of the children in this sample had a diagnosis of leukemia. Their mean age was 6.8 and the ratio of boys to girls was 1.12 ; 1. The mean hospitalization frequency was 13.5 times and the mean duration of illness was 16.8 months. Most of 1.he children perceived cancer as the most frightening disease ; 32.7% of the children described their sickness as serious. Children in Group C were hospitalized more frequently, stayed in hospital for longer periods, and expressed their sickness as quite serious more often than the other two groups. These findings indicate how much comprehensive pediatric hospice nursing care services are needed along with relevant research and nursing education. 3. Characteristics of the families. The mean age of the father was 39.5 and the mother, 36,6 ; they are in their most productive life period. Mothers especially expressed feelings of financial uneasiness and powerlessness about giving up their jobs, and guilty feelings for not providing enough care and concern to other children due to taking care of the sick one. The burden of caring for the sick child can bring negative changes in family dynamics which they think provoke potential health problems in members of the family These findings suggest a need for nursing support and counselling resources. Findings also suggest the need for ethical inquiry about such questions as who should give information to the child in regard to diagnosis and prognosis, when, and how. Other suggestions included : 1) Quality health care for childhood cancer such as home care and pediatric hospice programs should be established. 2) Special and practical consideration for long-term patients should be made in the present insurance coverage. The reimbursement period for long-term patients should be lengthened. 3) Further in-depth qualitative studies are needed. 4) Education programs including guided practice experience for pediatric hospice care practitioners are needed.

• The Journal of the Korea Contents Association
• /
• v.14 no.9
• /
• pp.598-612
• /
• 2014

The present study is aimed at inquiring into the meaning of experience of action learning program for adult learners who participated in action learning program of H financial company which was carried out as a means of corporate training. The goal of study is to examine the essential factors of action learning program impacting on the increase of motivation for learning and the improvement of job-related problem-solving ability of the learners who participated in the learning as well as on the increase of motivation for learning and the improvement of job-related problem-solving ability among the components of action learning program. As for research method, 3 main questions and 15 sub-questions about motivation for learning, job-related problem-solving ability, and components of action learning were prepared for 9 learners who participated in the action learning program, and then focus group interviews (F.G.I) were conducted. The results show that action learning program increased motivation for learning by combining concentration of attention and relevance to job, and the degree of organization of learning team was a key element to improving motivation for learning. Also, through development of alternatives and planning/execution, it impacted on improving job-related problem-solving ability of participants. And the interest and support of the administrator were key elements to improving job-related problem-solving ability. In conclusion, the results show that action learning program in corporate job training activities improves motivation for learning of the participants. Therefore, in order to improve job-related problem-solving ability of the participants in job training, more focus should be put on concentration of attention and reinforcement of relevance to the job and more interest and support should be given to organization of appropriate learning teams among components of action learning program. Along with this, the administrator needs to grasp participants' awareness of problems and pay attention and give support to the participants to enhance the performance of planning/execution.

• Journal of Practical Agriculture & Fisheries Research
• /
• v.23 no.1
• /
• pp.89-104
• /
• 2021

Based on the TF-IDF weighted value that evaluates the importance of words that play a key role, the semantic network analysis(SNA) was conducted on the self-introduction letter of freshman at Korea National College of Agriculture and Fisheries(KNCAF) in 2020. The top three words calculated by TF-IDF weights were agriculture, mathematics, study (Q. 1), clubs, plants, friends (Q. 2), friends, clubs, opinions, (Q. 3), mushrooms, insects, and fathers (Q. 4). In the relationship between words, the words with high betweenness centrality are reason, high school, attending (Q. 1), garbage, high school, school (Q. 2), importance, misunderstanding, completion (Q.3), processing, feed, and farmhouse (Q. 4). The words with high degree centrality are high school, inquiry, grades (Q. 1), garbage, cleanup, class time (Q. 2), opinion, meetings, volunteer activities (Q.3), processing, space, and practice (Q. 4). The combination of words with high frequency of simultaneous appearances, that is, high correlation, appeared as 'certification - acquisition', 'problem - solution', 'science - life', and 'misunderstanding - concession'. In cluster analysis, the number of clusters obtained by the height of cluster dendrogram was 2(Q.1), 4(Q.2, 4) and 5(Q. 3). At this time, the cohesion in Cluster was high and the heterogeneity between Clusters was clearly shown.