• Cartoon and Animation Studies
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• s.49
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• pp.651-676
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• 2017

Shadow images are a representative medium and means of expression for the imagination that exists between consciousness and unconsciousness for thousands of years. Wherever light exists, people create play with their own shadows without special skills, and have made a fantasy at once. Shadow images have long been used as subjects and materials of literacy, art, philosophy, and popular culture. Especially in the field of art, people have been experimenting with visual stimulation through the uniqueness of simple silhouettes images. In the field of animation, it became to be recognized as a form of non - mainstream areas that are difficult to make. However, shadow images have been used more actively in the field of digital arts and media art. In this Environment with technologies, Various formative imaginations are being expressed more with shadow images in a new dimension. This study is to introduce and analyze these trends, the aesthetic transformations and extended methods focusing on digital silhouette animation and recent media art works using shadow images. Screen-based silhouette animation combines digital technology and new approaches that have escaped conventional methods have removed most of the elements that have been considered limitations, and these factors have become a matter of choice for the directors. Especially, in the display environment using various light sources, projection, and camera technology, shadow images were expressed with multiple-layered virtual spaces, and it becomes possible to imagine a new extended imagination. Through the computer vision, it became possible to find new gaze and spatial images and use it more flexibly. These changes have given new possibility to the use shadow images in a different way.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.607-619
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• 2019

This study used Natural Monument water spiders and their habitats as educational contents, so those students could have a scientific literacy and the beautiful memories of Eundaeri's marshes through developing a virtual fieldwork courses (VFC) and observing the ecology of water spiders. In order to develop the program, the 2015 revised national curriculum and its textbooks were analyzed. In accordance with the STEAM model, we developed teaching-learning materials for 7 classes. Students produced 3D panorama virtual fieldwork courses (PVFC) about water spider by team-based cooperative learning, enabling them to emotionally experience the meaning and value of water spiders. A panel of six education experts verified the validity of the program and found it to be fairly valid at 4.24 (CVI = .88) on the 5-point Likert scale. In order to confirm the suitability of the program, students in the middle school science clubs participated in pilot testing camp. Their average classes satisfaction was 4.24 and students were very satisfied with the usefulness of the program, the fresh learning contents, and the suitability of the convergence education class. This study could contribute to convergence education related to ecology and virtual reality for adolescents.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.227-239
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• 2021

The transition into a digital society has been accelerated in many aspects of our everyday social activities, and thereby, the unmanned order and payment system via kiosk has already has been seen commonly throughout the social community. Yet, the majority of the mid-to-elderly population have been experiencing difficulties utilizing this newly emerged unmanned system, resulting in the emergence of digital alienation among those age groups. In regard to this phenomenon, this study is intended to explore ways to improve the digital divide concerning the issues related to the unmanned order payment kiosks. In this process, the study involved close examination of various research perspectives on improving the digital divide and proceeded with the focus on both empirical and literature research on providing education on kiosk utilization. In addition, the study identified the limitations to the current kiosk education and proposed improved kiosk-education software UX that may help curtail the limitations. Through this, one was able to identify areas in which the efficacy of the education applied in kiosk usage and derived new measures that could improve the system. One anticipates having the results of this study put to use as research materials on educational service development to expand the opportunities of kiosk education for those mid-to-elderly age groups who experience a day-to-day digital alienation.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.403-414
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• 2023

In this study, we examined the adaptive practices of science teachers in their classrooms and their perspectives on the distinguishing features of these practices within science subjects. Our analysis comprised 339 cases from 128 middle and high school science teachers nationwide, and 199 cases on the characteristics of adaptive practices in science disciplines. The primary findings were as follows: First, the most significant characteristic of adaptive practice in science disciplines pertained to experimental procedures. Within the 'suggestion of additional materials/activities' category, the most frequently cited adaptive practice, teachers incorporated demonstrations to either facilitate student comprehension or enhance motivation. Additionally, 'experimental equipment manipulation or presentation of inquiry skills' emerged as the second most common adaptive practice related to experiments. Notably, over 50% of teacher responses regarding the characteristics of adaptive practices in science pertained to experiment guidance. Second, many adaptive practices involving difficulties experienced by students in learning situations were presented, particularly in areas such as numeracy and literacy. Many cases were related to the basic ability of mathematics used as a tool in science learning and understanding scientific terms in Chinese characters. Third, beyond 'experiment guidance', the characteristic adaptive practices of science subjects were related to 'connections between scientific theory and the real world', 'misconception guidance in science', 'cultivation of scientific thinking', and 'convergence approaches'. Fourth, the cases of adaptive practice presented by the science teachers differed by school level and major; therefore, it is necessary to consider school level or major in future research related to adaptive practice. Fifth, most of the adaptive action items with a small number of cases were adaptive actions executed from a macroscopic perspective, so it is necessary to pay attention to related professionalism. Finally, based on the results of this study, the implications for science education were discussed.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• Journal of Food Hygiene and Safety
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• v.31 no.2
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• pp.74-84
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• 2016

Literacy on food additives of elementary school teachers (ET) and nutrition teachers (NT) could be influential factor on safe dietary education for school children. Therefore, the perceptions and information needs on food additives were surveyed from 351 elementary school teachers and nutrition teachers in metropolitan area of Korea, and the basic data for the promotion of risk communication on food additives among them were obtained. Compared to ET who consider 'taste' (39.1%) as the most important factor while purchasing food, NT considered 'safety' (68.1%) first (p < 0.001). Among the food labelling items, the level of understanding on food additives was the lowest both in ET (3.53) and NT (4.17), and NT showed better levels of understanding overall on food labels. Both ET and NT regarded hazardous factors of food as environmental pollutants, foodborne pathogens, and food additives in order, and tended to select 'no additives' or 'no artificial color' products while purchasing processed food. Although NT answered that they know all food additives had been passed the evaluation of safety and effectiveness tests (100%) and have standards of use (81.9%), majority of them (87.5%) believed the consumption of food additives are harmful on human health. ET (75.2%) also regarded food additives as dangerous materials. Above results suggested the necessity of proper and enough risk communication for both ET and NT. Both ET and NT wanted to have information on the safety or hazard of food additives. Most preferred media to get the information on food additives was TV (3.80) among ET and lecture (3.65) among NT. ET and NT trusted hospital, research institution/universities or the personnels working in these institutions as the provider of information on food additives. The result that the trust levels of ET and NT on government were relative low suggested the weakness of risk communication in Korean government. Although ET and NT answered that they do not trust mass media, their behaviors were affected by them such as reading food labels in ET (39.4%) and reducing the consumption of food additives in NT (50%). They also indicated mass media's problem of sensitive approach on food additives and asked the urgent reaction of government by providing sound information through experts on food additives. Above results revealed that ET and NT have different perceptions and information needs on food additives, therefore, proper risk communication should be provided for them to serve as dietary educators for elementary school children.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.