• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.284-296
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• 2020

This study investigates the effect of SSI debate on first-year high school student's opinions about environmental issue, their judgment grounds, and solutions to regional environmental problems. The SSI debate was about white heron habitats near the village where students live. As the main data of the study, environmental perception questionnaires, and students' workbook including open-ended questions were collected before and after class. The environmental perception questionnaire was analyzed by descriptive statistics, and the response of the open-ended questions was analyzed through inductive qualitative research methods. First, the results of this study shows that the SSI debate has a statistically significant impact on students' environmental attitude. Second, a majority of students agreed on the idea that villagers should drive the birds out of town and they did not change their after the discussion class. However, after the discussion class, students' solutions about the issue were changed in a way that more short-term, feasible, concrete, and less time-consuming solutions to the problem. Based on the results of this study, this study implies that SSI issue debate using local problem should be used more often in science classroom so the students recognize local SSI and improve real world problem solving skills.

• 한국체육학회지인문사회과학편
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• v.54 no.3
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• pp.31-43
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• 2015

The purpose of this study was to find out the dance sports athlete's factor that presents performance problems and performance enhancing for competitions. To achieve purpose of study carried out open-ended question and structural inquiry of succession in the dance sports athlete of 25 people, the open-ended questions data were examined through inductive content analysis procedure, conducted preliminary investigation to 100 people. Preliminary investigation and main survey were verified to the dance sports athlete of 137 people through exploratory factor analysis, and confirmatory factor analysis was conducted. On the basis of the results, the conclusions were drawn as follows; First, hinders factors to athletic performance is discord with partner, condition, contest environment, limit of physical strength, limit of economic strength. Second, the measurement scale of dance sports athlete's performance enhancing to competition with 23 items which are consisted of 7 main factors. The determination factors of dance sports athlete performance were partnership, ability to invest, spiritual factors, training factors, ability of physical factors, the leader, environment of competition.

• Journal of Korean Academy of Nursing
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• v.23 no.2
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• pp.299-315
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• 1993

Koreans are one of the fastest growing immigrant groups in America. Stress responses and stressors among this large cultural minority has been rarely been studied by nursing researchers. Adjusting to life in foreign country produces a great deal of stress. Differences in culture, language, expectations and social behavior can lead to misunderstandings between health care providers and clients. These misunderstandings are not well accounted for in health assessment. This study investigated the relationship between life events or / and daily activities as a stressor and the symptoms of stress among a sample of Korean immigrants in America. The symptoms of stress scale (SOS) was used to identify stress responses and open-ended questions were used to identify life events and daily activities considered by the respondents to be stressful. A simple random sample of 283 subjects was selected from the Directory of the Korean Society of Chicago, New York, Los Angeles, Philadelphia and Seattle. Demographically, the subjects ranged in age from 20 to 69 years, and the percentage of women and men was approximately 50% each. Almost ninety percent of the subjects were highly educated, 17% owners of business, 19% white collar professionals, 14% employed in sales or as skilled /unskilled labor, 27% as housewives and students and 3％ had no occupation. The total group SOS mean was 0.8042 ; the SOS men for man was 0.7371, and for women was 0.8713. The stress response of this subject group was high, -the stress response of women higher than that for men. In an earlier study(June, 1992) with another sample, the total mean SOS score was similar to this one. The main stressful life events or / and daily activities were, in order, economic problems (N=97), interpersonal problems (N=68), children care problems (N=258), health problems (N=49), communication problems (N=42), family problems (N=38), worry about future career (N=36), and religious problems (N=25). There was a significant difference in the SOS means between the group that expressed life events or / and daily activities to be stressful and the group that did not. Interpersonal relationships and economic and family problems were stressors for those who complained about peripheral manifestations. cardiopulmonary symptoms, central-neurological symptoms, gastrointestinal symptoms, muscle ten-sion, habitual patterns, depression, anxiety, emotional irritability and cognitive disorganization. In summary, interpersonal relationships and economic and family problems influenced stress response manifestations. Income, the number of people in the family, the year of immigration. the level of education, and marital status were related to physiological and psychosocial stress responses.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of People, Plants, and Environment
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• v.24 no.2
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• pp.119-135
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• 2021

Background and objective: This study was conducted to identify the components of kindergartener horticultural education by deriving objective components of horticultural education using the Delphi survey method, and then to provide basic data that can be used when creating horticultural programs in the regular curriculum. Methods: A total of 32 experts including professors of early childhood education, kindergarten directors, horticultural therapy professors, and horticultural therapists were selected as the Delphi panel. Of the 32 selected, only 29 answered all three rounds of the surveys. For the first round of the survey, an open-ended questionnaire, was used, and in the second and third rounds closed-ended questionnaires were used. Results: Results indicated that under the category of the goals of horticultural education, there were 7 items related to the current problems of horticultural education, 16 items related to the need for horticultural education in the smart age, 18 items related to the direction of horticultural education, and 5 items related to the areas most suitable for horticulture education for young children in the Nuri Curriculum. Results in the category of the implementation of horticultural education indicated that 2 items related to horticultural education hours, 3 items related to the venue for horticultural education, 2 items related to the activity types applicable to the Nuri Curriculum, and 4 items related to the objects of horticultural activities were derived. As the current problems of horticultural education, the following items were identified: event-oriented activity (M = 4.24) and lack of kindergarten teachers' opportunities for systematic gardening education (M = 4.21). The results related to the necessity of horticultural education indicated the following items: education on respect for life through caring (M = 4.59), emotional intelligence and stability (M = 4.55), directly experience of the growth process of plants (M = 4.55), and development of the five senses (M = 4.55). Finally, within the direction of horticultural education: nurturing the desire to live with nature (M = 4.50), and learning about life (M = 4.44) was identified, which had higher averages. Within the areas of the Nuri Curriculum, which is most consistent with horticultural education, nature exploration (M = 4.69) and the integration of all areas (M = 4.59) were derived as priorities. Also, regarding the implementation of horticultural education, the following items were derived as the priority from the expert group: 30-40 minutes (M = 4.14) and 40-50 minutes (M = 4.14) for class periods, outdoor garden in a kindergarten(M = 4.66) for the venue of gardening education, outside play (M = 4.59) for the activity type, and vegetable crops (M = 4.55) for the objects of gardening activities. Conclusion: It is significant that the goal and implementation of kindergartner horticultural education were objectively derived through collecting opinions of expert panels. Based on the results of this study, a horticultural education program for kindergarten teachers should be implemented.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.229-239
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• 2018

The present study analyzed feedback from prospective teachers on field experiences in terms of their satisfaction and perceptions on the appropriateness of length and timing, benefits, and problems. Data were collected through a survey administered to seniors at a national university of education who completed all of the field experiences the university offered. The survey questionnaire consisted of 25 5point Likert scale questions and 15 open-ended questions. A total of 353 survey questionnaires were distributed, and 326 were returned. Analyses of the data revealed that satisfaction level on field experiences and the appropriateness of length and timing, benefits and problems the participating prospective teachers perceived by the respondents differed according to the types of field experiences. Based on these results, the study discusses implications and provides suggestions for improvement.

• Perspectives in Nursing Science
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• v.10 no.2
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• pp.151-157
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• 2013

Purpose: The purpose of this study was to identify difficulties that working mothers face and solutions to the identified problems. Methods: The study design was a cross-sectional, descriptive survey. A survey with 8 items rated on a 5-point scale (1~5) and 5 open-ended questions was administered to 48 married nurses and nurse aides working in 5 nursing units of a teaching hospital in South Korea in April 2013. Results: The score of satisfaction with childrearing patterns (mean=$3.31{\pm}0.79$) was higher than that of satisfaction with spousal support (mean=$3.08{\pm}0.85$). The score of working mother's turnover intention (mean=$2.40{\pm}1.03$) was lowest among the 8 items, but partners did not want their wives to quit work (mean=$3.60{\pm}1.22$). Satisfaction with company employment benefits for childrearing (mean=$2.90{\pm}0.72$) had the lowest score among the 4 satisfaction types analyzed. The turnover intention and satisfactions with childrearing (r=-.51, p<.001), spousal support (r=-.43, p=.002), supervisor's support (r=-.36, p=.013), and company benefits (r=-.37, p=.009) showed significant negative correlations. Conclusion: According to these results, familial support for childrearing is highly correlated with employed mothers' turnover intention. So improvement of familial support for childrearing will reduce married nurses' turnover intention. In addition, well-organized nursery facilities are recommended for enabling working mothers to continue their careers. Furthermore, more family-friendly welfare policies such as a flextime systems or compulsory paternity leave should be reinforced in the workplace.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.546-558
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• 2006

The purpose of this study was to identify heuristically how abduction was used in a context of solving an earth-environmental problem. Thirty two groups of participants with different institutional backgrounds, i,e., inservice earth science teachers, preservice science teachers, and high school students, solved an open-ended earth-environmental problem and produced group texts in which their ways of solving the problem were written, The inferential processes in the texts were rearranged according to the syllogistic form of abduction and then analyzed iteratively so as to find thinking strategies used in the abductive reasoning. The result showed that abduction was employed in the process of solving the earth-environmental problem and that several thinking strategies were used for inferring rules from which abductive conclusions were drawn. The strategies found included data reconstruction, chained abduction, adapting novel information, model construction and manipulation, causal combination, elimination, case-based analogy, and existential strategy. It was suggested that abductive problems could be used to enhance students' thinking abilities and their understanding of the nature of earth science and earth-environmental problems.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.1-12
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• 2021

Even though there have been so much practical interests in industry, the relevant empirical researches are not sufficient. In this study, we try to identify the problems of matrix organization structure in the semiconductor industry and make suggestions for improvements. Also, we try to find out whether there are differences in the perceptions of the problems among ranks and teams. This study was conducted to the researchers in the matrix organization structure of the H-corp. research institute. The problems we found are as follows. The researchers agreed that the matrix organization structure is appropriate when highly professional members for the development of next-generation semiconductors are participated in the projects. They showed strong wills to participate and succeed in projects. However, the researchers felt that the equipments and manpowers were not enough and too much tasks and workloads were assigned to both the managers and members Also, in an open ended question, the researchers pointed out the problems of the matrix organization structure such as 'weak project manager's authority', 'communication and teamwork issues', 'non-obvious work priorities', 'compensation and benefit system', 'lack of research manpower and equipment'. From the strengths and weaknesses of the matrix organization structure of the semiconductor industry, we provide some suggestions for improvements.

• Hwankyungkyoyuk
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• v.6 no.1
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• pp.63-99
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• 1994

The international environmental activities and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. 'The Environmental Education Curriculum' will be separated as one of the most important parts in the Sixth National Education Curriculum in Korea. The purpose of this study was development. of 'Environmental Science' of high school appropriate to Sixth National Education Curriculum. First step was to state goals of environmental education in detail based on analysis of goals about environmental education in our country and other countries. Second was to analyse seven environments-related texts of Korea, America and England. Third, to measure how much environmental education has achieved in Fifth National Curriculum of Korea. Fourth, to develop a new environmental text of high school level. Fifth, to verify the effect of developed environmental text. The environmental part of 'Science I'(unit V. Life and Environments) and high school environments-related reference text(Survival and Environments) in Korea, American knowledges. American 'Environments' was stressed in many skills but they didn't include various teaching strategies. On the other hand, American 'Science-Technology-Society(S-T-S)' and British 'Science and Technology in Society(SATIS)' were stressed in knowledges and skills, and they included many teaching strategies and student actions. American 'S-T-S' was the only one stressed in values and attitudes. And all seven texts were not interested in behaviors and participations. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, about environmental problems, but many of them did not take actions to solve environmental problems and to protect environments. The higher the score students got in 'knowledges and informations', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environments. On the other hand, much knowledges and information about environments has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem. In view that ultimate aim of environmental education is forming responsible environmental behaviors and the goals of values and behaviors are as important as knowledges and skills. A new environmental text of high school level was developed and it was based on analysis of seven texts and environmental education in Fifth Korean Curriculum. This text have seven units, 1. Habitates : What're the meanings?, 2. Nuclear Energy : Can't be Avoid?, 3. Acid Rain : What're the Messages?, 4. Ethanol : Is this Future Fuel?, 5. Wastes : A New War!, 6. What're the National and Gloval Environmental education and avoided from the array of knowledges. Therefore included various teaching strategies and independent actions of students. 'Open-ended value learning' and 'free behavior learning' in text were special learning parts for aquisition of values and formation of behaviors. To verify the effects. of new developed environmental text, the direct learning was carried out by 286 students in total. Post test scores of experimental groups per each units were significantly higher than those of control groups from five different schools were as follows. For validity of selecting contents for units, 74% of respondent replied positively. For classification and presentation of four goal-groups, 90% replied positively in validity and 82%, in utility. For validity of various teaching strategies, 88% and for the degree of including student-centered independent actions, 86% replied positively, For importances and expected effects of 'open=ended value learning' and 'free behavior learning', showed positive responses respectively, 88%, 92% Therefore this text is effective to achieve four goals of environmental education equally.