• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.197-205
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• 2019

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.

• East Asian mathematical journal
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• v.37 no.2
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• Advances in concrete construction
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• v.9 no.4
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• pp.375-386
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• 2020

In the present study, the effect of basalt, glass, and hybrid glass-basalt fibers on mechanical properties and fracture behavior of self-compacting concrete (SCC) mixes have been assessed at room and elevated temperatures. To do so, twelve mix compositions have been prepared such that the proper workability, flowability, and passing ability have been achieved. Besides, to make comparison possible, water to binder ratio and the amount of solid contents were kept constant. Four fiber dosages of 0.5, 1, 1.5, and 2% (by concrete volume) were considered for monotype fiber reinforced mixes, while the total amount of fiber were kept 1% for hybrid fiber reinforced mixes. Three different portions of glass and basalt fiber were considered for hybridization of fibers to show the best cocktail for hybrid basalt-glass fiber. Test results indicated that the fracture energy of mix is highly dependent on both fiber dosage and temperature. Moreover, the hybrid fiber reinforced mixes showed the highest fracture energies in comparison with monotype fiber reinforced specimens with 1% fiber volume fraction. In general, hybridization has played a leading role in the improvement of mechanical properties and fracture behavior of mixes, while compared to monotype fiber reinforced specimens, hybridization has led to lower amounts of compressive strength.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.514-517
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• 2021

The purpose of this study is to discover the occupational identity by examining the narrative of the life of a vocational training teacher with self-esteem in programming fields. The following six types of occupational identity were found: 'a positive image of a vocational training teacher(fits oneself)', 'I feel proud of myself while doing vocational training activities.', 'a teacher who continues to develop him/herself as an expert in the subject class', 'a teacher who immerses him/herself as an expert on student change and growth', 'a teacher engaged in leading activities to create opportunities for vocational training', and 'a teacher of continuous pursuit'. This study has significance in exploring the structure of occupational identity recognition and experience of its formation of a self-esteemed vocational training teacher in programming fields, which have not been studied.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.97-118
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• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.219-227
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• 2020

The purpose of this study was to analyze field application of science subject competences of the 2015 revised curriculum for the second year of application. For this purpose, a survey with 133 elementary school teachers, and in-depth interviews with 10 teachers were conducted. According to the results, elementary school teachers had a positive awareness toward the science subject competence, which is a characteristic of the 2015 revised science curriculum, and teachers were applying the science subject competence to their own classes. This tendency was stronger in teachers in science-leading schools than in teachers in regular schools. Teachers wanted support for applying science subject competencies to their classes. To support this, it is necessary to provide the curriculum materials focused on science subject competencies, reinforce teacher training on competence-related curriculum, and activate the professional teacher community.

• Journal of the Korean Solar Energy Society
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• v.31 no.5
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• pp.105-112
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• 2011

The purpose of this study was to analyze and compare the management group' and the teaching group' perception of energy education in Korea. For this purpose, this study carried out a questionnaire survey at schools participating in the energy saving policy. The data was collected from six managers and 171 teachers in middle schools. First, the results indicated that both the management group and teachers have a considerable interest in teaching energy saving practice. How ever the management group showed more preference toward teacher-leading courses, such as lecture, compared to the teachers Second, both the management group and teachers tended to take extracurricular activities. Third, the manager group mostly got energy educational resource from the teacher training program, textbook and teacher's companion. However the teachers mostly did from the mass media. Fourth, compared to the teachers, the managers preferred to allot more budgets to school facilities than to activities related to educating students related to energy. Fifth, the management group pointed out curriculum-making and more budget as the necessity to enhance energy education but the teaching groups did students' interest. Sixth, both the management group and teachers emphasis on the need of energy education.

• Journal of the Korean Society of School Health
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• v.31 no.2
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• pp.117-126
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• 2018

Purpose: The leading cause of death among teenagers in Korea is suicide. Also, it is known that mental health of Korean adolescents identified based on the levels of perceived stress or depression is very poor. The purpose of this study was to examine the current status of student mental health programs in Korea and the associated problems and to explore ways to make the programs more effective. Methods: The subjects of the study were a total of 115 school nurses and school counselors in elementary, middle and high schools. The study examined the current status and the associated problems of school mental health programs as well as the needs for teacher training programs related to student mental health. Results: Few mental health programs other than counseling for at-risk students were being carried out. The problems associated with student mental health management were, in terms of management, 'accountability in case of incidents such as student suicide' and 'parents uncooperative in their kid's mental health management (visit to hospital, etc.)' and, in terms of manpower, 'unclear R&R between school nurses and school counselors' and, more fundamentally, 'the lack of human resources.' The needs for teacher training programs related to student mental health were very high and the content required most was 'ways to manage stress of students and teachers themselves,' followed by 'interpersonal conflicts management & conservational skills,' and 'ways to manage student mental illness.' Conclusion: In conclusion, to increase the effectiveness of student mental health programs, we should move on from the current system which focuses only on early discovery and intervention to a more comprehensive system that includes preventive approaches, while having clearer R&R and more workforce dedicated to student mental health programs and attracting more parental cooperation and support.

• Advances in nano research
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• v.15 no.5
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• pp.467-484
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• 2023

Despite the significant features of fiber-reinforced cementitious composites (FRCCs), including better mechanical, fractural, and durability performance, their high content of cement has restricted their use in the construction industry. Although ground granulated blast furnace slag (GGBFS) is considered the main supplementary cementitious material, its slow pozzolanic reaction stands against its application. The addition of nano-sized mineral modifiers, including nano-silica (NS), is an alternative to address the drawbacks of using GGBFS. The main object of this empirical and numerical research is to examine the effect of NS on the strain-hardening behavior of cementitious composites; ten mixes were designed, and five levels of NS were considered. This study proposes a new method, using a four-point bending test to assess the use of nano-silica (NS) on the flexural behavior, first cracking strength, fracture energy, and micromechanical parameters including interfacial friction bond strength and maximum bridging stress. Digital image correlation (DIC) was used for monitoring the initiation and propagation of the cracks. In addition, to attain a deep comprehension of fiber/matrix interaction, scanning electron microscope (SEM) analysis was used. It was discovered that using nano-silica (NS) in cementitious materials results in an enhancement in the matrix toughness, which prevents multiple cracking and, therefore, strain-hardening. In addition, adding NS enhanced the interfacial transition zone between matrix and fiber, leading to a higher interfacial friction bond strength, which helps multiple cracking in the composite due to the hydrophobic nature of polypropylene (PP) fibers. The findings of this research provide insight into finding the optimum percent of NS in which both ductility and high tensile strength of the composites would be satisfied. As a concluding remark, a new criterion is proposed, showing that the optimum value of nano-silica is 2%. The findings and proposed method of this study can facilitate the design and utilization of green cementitious composites in structures.

• Research in Community and Public Health Nursing
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• v.29 no.1
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• pp.65-75
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• 2018

Purpose: This study aims to examine how elementary, middle and high school health teachers in Gyeonggi province react to infectious disease like MERS. Methods: This is a descriptive study using a convenience sample of 1,267 school health teachers. Results: When MERS was an epidemic, school health teachers who took the 'leading' role were 92.4%. A school heath teacher's countermeasures against infectious diseases showed a high score during MERS outbreak (3.81) compared to regular days (3.59). Conclusion: Based on such results, it has been determined that schools need to keep two types of procedures manual, such as 'countermeasures on a regular basis' and 'countermeasures in the event of a pandemic disease outbreak' manual in the staff offices so that anyone can view them at any time. It is necessary to prepare regulations to strengthen their authority so that school health teachers can take the role of control tower, in a professional capacity, when communicable disease is spreading. In order to prevent any confusion and chaos, there should be a unitary reporting system at each school when dealing with an epidemic. School health teachers need to get continuous training to reinforce their abilities to react to communicable diseases.