• Journal of the Korean Chemical Society
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• v.66 no.4
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• pp.305-322
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• 2022

In this study, a practice-based teacher education program was developed and applied to improve the TPACK of pre-service chemistry teachers. Also the program effect and obstacles were confirmed by measuring the development of TPACK. The participants of this study were 20 pre-service chemistry teachers of 3rd grade and 2 pre-service chemistry teachers of 4th grade who took chemistry education courses at K University located in Chungcheongbuk Province. The developed teacher education program consisted of four stages: preparation, rehearsal, practice, and reflection. The feedbacks from researchers and colleagues pre-service teachers were provided in preparation, rehearsal, and reflection stages. As a result of the study, the program of this study did not show an educational effect in the "constructive learning activities" of preservice teachers, but it was found to have an educational effect in "problem solving". In other words, in "constructive learning activity", most pre-service teachers were at 0 level before and after the program. The pre-service teachers designed the class to unilaterally provide technology to simply use it as a tool to explain subject content or revise misconceptions, and learners can passively acquire knowledge. However, in the case of "problem solving", the pre-service teachers who were at level 0 before the educational program changed to level 1. Before the program, the pre-service teachers designed classes to solve problems by memory without using technology, but after the program they planned classes that provides opportunities to approach and solve various problems through the technology presented by the teacher. However, there were not many pre-service teachers corresponding to level 2, which constitutes voluntary learning in which learners use technology to solve various problems while selecting and variously manipulating technology. In addition, as obstacles to the TPACK development of pre-service chemistry teachers, there were external factors such as lack of classroom support environment for TPACK implementation, lack of time for education planning, and inadequate technology competency. And there were internal factors such as perspectives of traditional education and negative attitude toward technology. In particular, the proportion of pre-service teachers who preceived inappropriate technical competency as an external obstacles of TPACK development was high. Therefore, it was necessary to develop an education program corresponding to type 2 or type 3 that enables TPACK development through TK for pre-service teachers.

• Journal of the Korean Society of Marine Environment & Safety
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• v.27 no.7
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• pp.987-994
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• 2021

The Yellow sea, as described in article 123 of UNCLOS, is semi-enclosed sea surrounded by the Republic of Korea, the People's Republic of China and North Korea. In addition, the Yellow Sea is one of the 66 large marine ecosystems as it contains large amounts of marine resources. According to article 194 of UNCLOS, states should be aware of rights and duties with respect to the protection and preservation of the marine environment to be engaged with countries directly as regional entity or indirectly. Therefore, the legal blank is urgent in terms of trans-boundary environmental pollutant issues. The UNDP has conducted a project called Yellow Sea Large Marine Ecosystem (YSLME) which has reached the 2^nd phase. The project has some notable achievements, namely performing joint activities on analysis of diagnostic trans-boundary issues in collaboration with China and South Korea, developing a strategic action plan based on TDA, and establishing regional strategic action plan. However, on the other hand, the project could not reflect the full participation of North Korea as a state party. As a result, the project has a limitation on effective implementation of RSAP. Therefore, this study focuses on the suggestion of a legally-binding trilateral treaty as a blue print for the next, 3^rd phase of the project. By analyzing the best practice of the Wadden Sea Trilateral Treaty case, the study verifies the validity of legislative measures on establishing and managing a legally-binding trilateral YSLME Commission. By suggesting a three phase treaty, incorporating a joint declaration by establishing the commission, the signing of the treaty, and formulating an umbrella convention and implementation arrangement, the study expects to guarantee the consistency and sustainability of the trilateral treaty regardless of political issues pertaining to North Korea.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

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

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.

• 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.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.25 no.4
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• pp.35-42
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• 1980

To establish a generation acceleration technique, two crops a year at field condition of Suweon, 10 varieties different in their spring growth habit were tested with 6 different seeding time after harvesting. These materials were harvested on June 10, 19, 79 and tested for their seed production ability at varions seeding time from July I I to August 15 with a week interval. An immatured seed germination technique and green vernalization methods were applied in cycling generations and the results obtained were summarized as follows. 1. In summer growing, seedlings establishment after transplanting was better in earlier transplanting. 2. Heading time was remarkably enhanced by earlier transplanting. Considering the results of two years early or mid of July was the suitable time to plant the second summer crop. 3. Those varieties of spring growth habit expressed little variations in plant height among the varieties. In 1978 which is referred as warm year produced plant height as tall as 8-16cm and poor crop but produced good crop with 25-65cm plant height in 1979. 4. No definit tendency in the length of spike was. observed among the cultivars but longer spike was found in winter wheat compared to the spring. 5. Number of spikes per plant was ranged from 1 to 3 regardless the transplanting time in 1979. However, more spikes per plant were produced in early or mid of July transplanting and those varieties of higher growth habit than V did not produces any spikes. 6. Higher number of grains per spike was found at earlier transplanted varieties. Therefore, it is concluded that those materials of I-IV growth habit with mid or early July transplanting would be suitable in practical sense considering their ability of seed production. 7. Two-year results indicated that wheat crop can not tolerate the temperature level higher than average 32$^{\circ}C$ C at Suweon. In this regard, the cultivation schedule was established assuming average temperature condition like the year of 1979 which was possible to grow wheats.

• Journal of Wetlands Research
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• v.25 no.2
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• pp.75-82
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• 2023

Data for measuring the flow rate of streams are used as important basic data for the development and maintenance of water resources, and many experts are conducting research to make more accurate measurements. Especially, in Korea, monsoon rains and heavy rains are concentrated in summer due to the nature of the climate, so floods occur frequently. Therefore, it is necessary to measure the flow rate most accurately during a flood to predict and prevent flooding. Thus, the U.S. Geological Survey (USGS) introduces 1, 2, 3 point method using a flow meter as one way to measure the average flow rate. However, it is difficult to calculate the average flow rate with the existing 1, 2, 3 point method alone.This paper proposes a new 1, 2, 3 point method formula, which is more accurate, utilizing one probabilistic entropy concept. This is considered to be a highly empirical study that can supplement the limitations of existing measurement methods. Data and Flume data were used in the number of holesman to demonstrate the utility of the proposed formula. As a result of the analysis, in the case of Flume Data, the existing USGS 1 point method compared to the measured value was 7.6% on average, 8.6% on the 2 point method, and 8.1% on the 3 point method. In the case of Coleman Data, the 1 point method showed an average error rate of 5%, the 2 point method 5.6% and the 3 point method 5.3%. On the other hand, the proposed formula using the concept of entropy reduced the error rate by about 60% compared to the existing method, with the Flume Data averaging 4.7% for the 1 point method, 5.7% for the 2 point method, and 5.2% for the 3 point method. In addition, Coleman Data showed an average error of 2.5% in the 1 point method, 3.1% in the 2 point method, and 2.8% in the 3 point method, reducing the error rate by about 50% compared to the existing method.This study can calculate the average flow rate more accurately than the existing 1, 2, 3 point method, which can be useful in many ways, including future river disaster management, design and administration.

• Journal of Intelligence and Information Systems
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• v.29 no.3
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• pp.287-316
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• 2023

As global energy crisis and the COVID-19 pandemic have emerged as social issues, there is a growing demand for companies to move away from profit-centric business models and embrace sustainable management that balances environmental, social, and governance (ESG) factors. ESG activities of companies vary across industries, and industry-specific weights are applied in ESG evaluations. Therefore, it is important to develop strategic management approaches that reflect the characteristics of each industry and the importance of each ESG factor. Additionally, with the stance of strengthened focus on ESG disclosures, specific guidelines are needed to identify and report on sustainable management activities of domestic companies. To understand corporate sustainability strategies, analyzing ESG reports and news articles by industry can help identify strategic characteristics in specific industries. However, each company has its own unique strategies and report structures, making it difficult to grasp detailed trends or action items. In our study, we analyzed ESG reports (2019-2021) and news articles (2019-2022) of six companies in the 'Finance,' 'Manufacturing,' and 'IT' sectors to examine the sustainability strategies of leading domestic ESG companies. Text mining techniques such as keyword frequency analysis and topic modeling were applied to identify industry-specific, ESG element-specific management strategies and issues. The analysis revealed that in the 'Finance' sector, customer-centric management strategies and efforts to promote an inclusive culture within and outside the company were prominent. Strategies addressing climate change, such as carbon neutrality and expanding green finance, were also emphasized. In the 'Manufacturing' sector, the focus was on creating sustainable communities through occupational health and safety issues, sustainable supply chain management, low-carbon technology development, and eco-friendly investments to achieve carbon neutrality. In the 'IT' sector, there was a tendency to focus on technological innovation and digital responsibility to enhance social value through technology. Furthermore, the key issues identified in the ESG factors were as follows: under the 'Environmental' element, issues such as greenhouse gas and carbon emission management, industry-specific eco-friendly activities, and green partnerships were identified. Under the 'Social' element, key issues included social contribution activities through stakeholder engagement, supporting the growth and coexistence of members and partner companies, and enhancing customer value through stable service provision. Under the 'Governance' element, key issues were identified as strengthening board independence through the appointment of outside directors, risk management and communication for sustainable growth, and establishing transparent governance structures. The exploration of the relationship between ESG disclosures in reports and ESG issues in news articles revealed that the sustainability strategies disclosed in reports were aligned with the issues related to ESG disclosed in news articles. However, there was a tendency to strengthen ESG activities for prevention and improvement after negative media coverage that could have a negative impact on corporate image. Additionally, environmental issues were mentioned more frequently in news articles compared to ESG reports, with environmental-related keywords being emphasized in the 'Finance' sector in the reports. Thus, ESG reports and news articles shared some similarities in content due to the sharing of information sources. However, the impact of media coverage influenced the emphasis on specific sustainability strategies, and the extent of mentioning environmental issues varied across documents. Based on our study, the following contributions were derived. From a practical perspective, companies need to consider their characteristics and establish sustainability strategies that align with their capabilities and situations. From an academic perspective, unlike previous studies on ESG strategies, we present a subdivided methodology through analysis considering the industry-specific characteristics of companies.